RSVP: Graduate & Postdoctoral Research Day '25

Comparing In-person and Remote Recording Methods for Phonetic Field-work by Danica Reid

Remote data collection has become more common in linguistic fieldwork but recent works investigating the fidelity of the audio signal across recording methods have shown that various acoustic features are affected by real-time audio manipulations of remote recording software (Berger & Neitsch, 2023; Ge et al., 2021; Sanker et al., 2021). In this work, I aim to determine whether remote recordings can be used to supplement in-person recordings for phonetic fieldwork. I measured aspiration as the release burst duration of stop consonants in nɬeʔkepmxcín (ISO: thp) for one fluent speaker. Remote elicitations were recorded over Zoom using the speaker’s built-in laptop microphone and in-person elicitations were recorded with a Zoom H6 recorder and head-mounted microphone. Regardless of recording method, the speaker produced longer burst durations for word-final stops. Results of a multiple linear regression model showed that burst duration was longer for remote compared to in-person recordings. There was also an interaction that showed that the speaker had longer and more variable burst durations for remote recordings. Despite the differences between the recording methods, only word-final stops had the longer burst durations associated with aspiration. However, it is unclear why the burst duration differed between the recording methods. Additional research is required to determine if this is an effect of noise or more enunciated productions in remote recordings. Overall, I show that remote recordings can be used alongside traditional in-person recordings for phonetic fieldwork.

Sociolinguistic Taboos: The Sacred & Profane by Alicia Matthews 

Taboos are said to “exist in all cultures of the world, constituting anthropological universal elements” (Mocanu 2016, p. 1). This study aims to synthesize available writings on sociolinguistic taboos cross-linguistically in an examination of the typological patterns and subjects that invoke taboo around the world. Wardhaugh (2000, p. 234) defines taboo as “the prohibition or avoidance in any society of behavior believed to be harmful to its members in that it would cause them anxiety, embarrassment, or shame”. Taboo subjects include “body functions about sex and excretion, private body parts, illness and death; words believed to be blasphemy; income, salary, age of ladies” (Gao 2019, p. 2310). I posit that although these may not be universal across all cultures, the two main semantic-pragmatic domains that linguistic taboos tend to fall into are the sacred and profane. An analogy to describe this could be an image of a scale where the usual domains are within an accepted frame, while subjects that are out of bounds are located either towards the upwards (sacred) or downwards (profane) periphery. These categories may provide insight into the demarcations between what different cultures deem so worthy of the utmost reverence to the extent of being too holy to be uttered, and at the opposite end of the spectrum: what societies consider not worthy enough to be spoken about. The sociolinguistic variables I will examine are various taboo words from distinct cultures, the contexts they are uttered or avoided, and the euphemisms with which they are replaced.

The Language Practices and Linguistic Representations of French-speaking Immigrants in Greater Vancouver by Jacqueline Rutherford

This research aims to explore the language practices (use of French and other languages in daily life) and the linguistic representations (attitudes towards French and integration) of French-speaking immigrants in Greater Vancouver. About 1.3% (66,000 people) in BC speak French as their first official language spoken (Government of Canada, 2024). Of this population, 26.6% (14, 650 people) are immigrants (Auclair et al., 2023, p. 12). These French-speaking immigrants are significant to the vitality of Francophone minority communities. For this case study, ten participants (recently arrived French-speaking immigrants) completed a questionnaire, which was analysed quantitatively in Microsoft Excel. Four participants also participated in a semi-directed Zoom interview, which were analysed qualitatively in NVivo. The preliminary results show that participants use French most often in their free time (eg. watching movies) and that they use English most often at work. Participants demonstrated having a strongly positive attitude towards the French language, by attesting that they feel most at ease in an environment with French-speakers and that using French gives them a sense of well-being and identity. However, most of them also felt that it is difficult for them to access necessary services in French, or to find other French-speaking people. While some studies have researched immigrants in Francophone communities in B.C. (Delaisse et al., 2021; Delaisse et al., 2022; Huot et al., 2022), they focus on themes other than the language itself. The current study aims to bridge this gap by putting language at the centre.

Evidence for Socioeconomic Variation in the use of English Evidential Verbs by Jamie L. Buckley 

In English, linguistic means for marking evidentiality—the expression of information source—is optional and typically lexical or phrasal (Grund, 2012, p. 7). This optionality opens up the possibility that language-external factors influence how information source is marked in informal speech. Previous research has pointed to the influence of gender and age in British English (Berglind Söderqvist, 2017; 2020); however, no research exists that examines the impact that socioeconomic status may have, and none considers evidence from Canadian English. This study thus examines what social factors operate on evidentiality in vernacular Canadian English, if any. To answer these questions, I conduct a corpus analysis, drawing on two collections of sociolinguistic interviews with 182 lifelong residents of Victoria, British Columbia (D’Arcy, 2017). I examine approximately 5,000 verbal evidential verbs from the data, across three categories of evidentiality: sensory, hearsay, and inferential. I conduct a quantitative analysis to examine the extent that socioeconomic status—and its interactions with gender and age—affect verbal evidential marking. The findings suggest that the use of evidentiality is changing over time, with hearsay evidentiality (e.g., I heard, she told me) decreasing in use and inferential evidentiality (e.g., I think, it seems) increasing in use. More specifically, inferentials are favoured by upper-class, young women. These results demonstrate that evidentiality in English is a context-sensitive variable shaped by social and individual influences. This study thus contributes to an increased understanding of the under-explored area of evidentiality in English and to sociolinguistic and socio-pragmatic variation more broadly.

Child Language Brokering in Clinical Contexts: An Arts-Based Engagement Ethnography with Newcomer Youth and their Families by Laurie He

Current global events have created an unparalleled immigration crisis in Canada, with more than 500,000 newcomers resettling in the country within the last two years (Immigrants, Refugees, & Citizenship Canada, 2024). With little access to interpreters, children in these families often take on the role of ad-hoc translators, a phenomenon known as Child Language Brokering (CLB) (Foner & Dreby, 2011; Kassan et al., 2024). Within CLB, children face many competing demands including linguistic and cultural mediation, alongside the emotional toll of navigating sensitive healthcare interactions. The current body of literature largely overlooks the perspectives of children themselves, focusing instead on the experiences of adults. Further research is needed on navigating CLB in clinical contexts to unearth the benefits and challenges that language brokers (LBs) face. This project aims to address the question: How do youth and their family experience the phenomenon of child language brokering in clinical contexts? One newcomer family of 4-5 will be recruited, and an arts-based engagement ethnography (ABEE) approach will be used to guide the study. Rooted in a social justice framework, ABEE will allow participants to share in-depth CLB experiences and break down language barriers through creative means (i.e. cultural probes, diaries, visual artifacts) (Goopy & Kassan, 2019; Kassan et al., 2020). These findings will inform education for healthcare providers, policymakers, and parents, fostering awareness of the unique pressures faced by child LBs. By shedding light on their experiences, this research aims to amplify children’s voices and drive meaningful change to better support newcomer communities in Canada.

The Shifting Mind: Ad Hoc Concepts and the Dynamics of Extended Metaphor Processing by Stephan Kopytov

This study investigates how language nativeness and metaphor conventionality affect the comprehension of single and extended metaphors, exploring whether deliberate figurative meaning construction facilitates metaphor processing. While single metaphor comprehension has been widely studied, little is known about how extended metaphors — which unfold across multiple utterances — modulate cognitive demands, especially in second language (L2) speakers. Extended metaphors may promote initial literal processing (Carston, 2010; Rubio-Fernández et al., 2016), potentially reducing the cognitive load and narrowing processing differences between native (L1) and L2 speakers. Participants completed a binary semantic judgment task (SJT) featuring six utterance types: novel single metaphors, novel extended metaphors, conventional single metaphors, conventional extended metaphors, literal sentences, and anomalous sentences. After reading context sentences, target sentences were presented word-by-word (500 ms per word), followed by a 2000 ms response window. Extended metaphor contexts included vehicle-related priming elements, while other conditions featured neutral contexts. Participants judged whether the target sentence was meaningful or meaningless, with accuracy rates and response times as dependent variables. Preliminary results are expected to show that single metaphors elicit longer response times than extended metaphors across groups. L2 speakers are predicted to struggle with novel single metaphors more than L1 English speakers but show no significant disadvantage in extended metaphor conditions. The results will contribute to understanding how conventionality modulates figurative meaning access across native and non-native populations, revealing more about the cognitive mechanisms underlying extended metaphor comprehension.

Who's Speaking? How Language Affects How We Recognize Voices by Sylvia Cho

This study explores whether we can tell if the same person is speaking when they switch between different languages. Previous research has shown that voices have unique acoustic structures (e.g., Lee et al., 2019), with some variations influenced by language and speech style (Lee & Kreiman, 2023). When it comes to within-speaker voice variation, a recent study on Cantonese-English bilingual voices found that the acoustic structures of voices were largely idiosyncratic. When language had an effect on voice acoustics, the direction of change between languages was inconsistent, except for fundamental frequency (f0), which was consistently lower in Cantonese (Johnson & Babel, 2023). While there is growing interest in voice variability, the specific ways in which acoustic differences in bilingual voices affect speaker discrimination remain somewhat unclear. This study expands on this line of research by examining how listeners identify bilingual speakers. A total of 247 listeners participated in an experiment in which they determined whether different voice recordings came from the same person. The recordings featured Korean-English bilingual speakers from Vancouver, with variations in language (Korean vs. English) and speech style (reading vs. extemporaneous). Data were analyzed to assess the effects of speaker, language, and speech style on voice discrimination. The results revealed significant effects of language and speech style on voice perception, showing that listeners were more likely to perceive voices as coming from different speakers when language varied. The perception results will be analyzed in relation to each speaker’s acoustic measurements in Korean and English to identify the cues (or group of cues) that are more prominent in distinguishing or grouping voices. Findings will be discussed in the context of bilingualism, voice perception, and speaker identity.

Exploring Teachers' and Learners' Perceptions of Instructional Approaches & Challenges in Advanced Level Classrooms of Russian-as-an-Additional Language by Tegan M. Clarke

In Canada, Russian is a heritage language with a growing speaker population (Nagy, 2021; Statistics Canada, 2021). However, research on Russian language teaching and learning, particularly in tertiary education, is limited. As such, a preliminary examination of Canadian Russian Language Programs (RLPs) was conducted, revealing the prevalence of mixed-stream classes–those containing both Russian heritage language learners (RHLLs) and non-heritage language learners (NHLLs)–rather than separate streams. This observation forms the basis of the proposed study, which aims to explore the perceptions of Russian-as-an-additional language instructors, RHLLs, and NHLLs regarding instructional approaches, methods, and challenges in advanced-level mixed-stream classrooms. Although previous research on mixed-stream classrooms has been conducted, it has typically been in contexts that differ from Canadian RLPs or has lacked a multi-method approach that incorporates both instructors’ and learners’ perspectives (Alabd, 2016; Campanaro, 2013; Kagan & Dillion, 2001; Kagan & Kudyma, 2019). The proposed study will address these gaps by using multiple data collection methods (i.e., surveys, semi-structured interviews, and a critical review of RLP materials) to gather data from the aforementioned stakeholders. The data will be analyzed quantitatively and qualitatively to examine instructors’ and learners’ perceptions, the alignment of these perceptions, and identify potential strategies to address reported challenges (Huang, 2019; Lumivero, 2023; Miles et al., 2014). This study will provide empirical, methodological, pedagogical, and practical contributions to deepen our understanding of perceptions and practices in mixed-stream Russian classes within Canadian tertiary education, and may offer transferable insights for other mixed-stream teaching and learning contexts.

Visuospatial Processing, Memory, and Reasoning in Poor Readers by Zahra Kheradmandsaadi, Hee Yeon Im, Deborah Giaschi

Introduction: In addition to reading difficulty, developmental dyslexia is associated with impairments in phonological processing [1], perception [2,3], attention, executive function, reasoning, and memory [4]. To compensate for verbal and language problems, a reliance on visuospatial abilities has been suggested but not sufficiently explored [5,6]. However, dysfunction in brain regions mediating visuospatial processing has been reported in dyslexia [7]. Therefore, we hypothesize that both visuospatial and verbal cognitive abilities are impaired in dyslexia. These deficits may also be evident in the strategies used to complete cognitive tasks. Method: We tested 14 typical readers and 11 poor readers (age 14-17 years) with good vision. The Cambridge Brain Sciences Cognitive Platform [8] was used to assess six cognitive functions: visuospatial processing, reasoning, short-term and working memory; verbal reasoning and short-term memory. Participants also reported their strategies used to complete each task (categorized as verbal or visual). Raw test scores were converted to z-scores based on age-adjusted norms. Results: Poor readers performed significantly worse than typical readers across all tasks, particularly visuospatial memory. In controls, better performance on verbal and visuospatial reasoning was associated with better visuospatial processing. The inverse relationship was found for poor readers. No group differences were evident in the strategies used. Conclusion: Our results confirm the impairment of both verbal and visuospatial cognitive abilities in adolescent poor readers. Contrary to previous reports, no evidence was found for reliance on visuospatial strategies in poor readers. Poorer visuospatial reasoning ability with better visuospatial processing in poor readers may suggest a maladaptive compensatory reliance on visuospatial mechanisms.

Beyond Patriarchy: Why Language Matters in Unveiling the Hidden Dynamics of Economic Abuse by Emily Kaakyo Rubooga

Language shapes perception, dictating what is recognized as harm and what remains obscured. Dominant linguistic frames, which prioritize physical violence, often marginalize economic abuse—an insidious yet pervasive form of harm that significantly impacts women and children in Uganda. This study explores how these linguistic frames shape women’s ability to recognize and respond to economic abuse, using qualitative narrative analysis of eight middle- and upper-class Ugandan women’s experiences. Drawing on Goffman’s Frame Analysis (1986), Schwartz’s Theory of Value Activation (1987), and Little’s Microfoundations Approach (Little, 1996, 2012), findings reveal that survivors often struggle to name or address economic abuse because it falls outside dominant interpretive schemas. As one participant reflected, “I never thought of it as abuse—just him being unreliable.” This lack of language inhibits both personal agency and institutional recognition. This research challenges the dominant explanatory frame of patriarchy, arguing that while it provides a powerful narrative, it oversimplifies complex psychological realities. Economic abuse is not merely an extension of patriarchy but a pathological distortion of it—where perpetrators sabotage financial stability to mask their own inadequacies. Crucially, this research introduces the novel concept of Compensatory Control, distinguishing it from Coercive Control by highlighting how resentment, envy, insecurity, and unprocessed trauma drive economic sabotage. By reframing economic abuse with clearer linguistic distinctions, this study advances both theoretical understanding and practical interventions. Expanding the language of abuse beyond physical violence offers more precise diagnostics, greater perpetrator accountability, and empowers survivors and institutions to identify and respond effectively to non-physical forms of abuse.

The Origins of Soviet Collapse Discourse by Pavel Vlasov 

I argue that the ‘inevitability thesis’—the assumption that the collapse of the Soviet Union was an unavoidable outcome—has long been an oversimplified, biased, and inaccurate narrative used to describe the USSR’s dissolution. That is because the inevitability thesis reduces the complexity of the Soviet collapse to a singular, deterministic outcome rather than engaging with the contingent political, social, and economic factors that shaped the dissolution of the USSR. Furthermore, it reinforces the ideological claim that capitalism “won” by defeating an “inherently flawed” communist system—or that the communist system, being inherently flawed, collapsed under its own “contradictions". Throughout the 20th century, this idea was propagated by two distinct strands of academia: Western capitalist scholars and Western Marxists. More precisely, this thesis was shaped by the works of Ludwig von Mises, Leon Trotsky, and Friedrich Hayek, all of whom, despite some ideological differences, argued that the Soviet Union was fundamentally unstable and unsustainable. Their claims—whether focused on economic inefficiency, political contradictions, or the supposed impossibility of socialist planning—gained traction among critics of the Soviet system. For the inevitability thesis to hold, however, at least one decisive factor leading to collapse must itself have been inevitable, yet no such factor exists. Thus, the narrative of inevitability overlooks the contingent nature of historical events and imposes a fatalistic interpretation of Soviet history, one that presupposes the seemingly “destined” victory of capitalism, failing to take into account the perfect storm that led to the rapid and unprecedented fall of the USSR.

Unveiling the Language of Sex Trafficking: A Comparative Content Analysis of Advertisements on YesBackpage, Leolist, and Locanto by Joeun Chong

Sex trafficking depends on the supply-and-demand chain, as its profits come from consumers who want to buy sex from individuals. As of 2022, sex trafficking has generated more than 150 billion dollars worldwide. The facilitation of sex trafficking has become increasingly easier with the advancement of modern technology. Classified advertisement websites like YesBackpage, Locanto and Leolist are accessed by millions of users every month to buy, sell or trade goods and services. Due to their popularity, these platforms have become dominant locations for sex traffickers to advertise their victims. This study conducts a content analysis of the language that human traffickers use in their advertisements and compares the results across YesBackpage, Locanto and Leolist. 951 advertisements were scraped from the websites and coded for indicators of sex trafficking. Advertisements with one or more trafficking indicators were analyzed for various themes that emerged from the language used. Findings indicate variance in themes across the three platforms. However, they also unveil recurring themes of poor English, multiple people advertised, transitory language and advertisement of young girls across all three websites. The presence of these themes implies the importance of specific messages that traffickers aim to communicate in their advertisements.

Breaking Boundaries: Art, Language, and the Transformative Power of the Third Space by Chunping Huang 

Purpose: This paper explores how translanguaging in visual art challenges linguistic, cultural, and ideological boundaries. Methods/Techniques: Specific artworks, such as Xu's "false characters"(see fig.1 in attached PDF) and his experimental use of the Roman alphabet printed on animal skin (as in fig.2 in PDF), are analyzed as case studies. The analysis draws on visual analysis, semiotic interpretation, and critical cultural theory to examine how Xu Bing subverts conventional language systems and asserts creative autonomy. Conclusions/Interpretations: The study concludes that Xu Bing’s work exemplifies a transgressive "third space" that transcends binary oppositions, fostering creativity, individuality, and hybridity. His artistic interventions redefine the notion of language ownership, challenging hegemonic linguistic norms while promoting cross-cultural dialogue. By combining seemingly contradictory symbols and media, Xu Bing creates an evolving space that disrupts fixed national, cultural, and ideological constructs. Theoretical Framework: This investigation engages with the concept of the "third space" as theorized by Homi Bhabha and Edward Soja, exploring the potential of art to foster transnational, transcultural, and translanguaging encounters. Significance: This research underscores the significance of Xu Bing’s artistic practice as a powerful commentary on linguistic imperialism and cultural hegemony. This study highlights the potential of artistic experimentation to expand the boundaries of meaning-making, fostering a space where hybrid identities and transcultural exchanges can flourish.

The Institutionalized Identities of EAP Teachers in a Chinese TNHE-EMI Context: A Critical Inquiry by Mian Hu

Language teacher identity (LTI) research has gained momentum over the past two decades based on an understanding of identity as shaping and being shaped by macro-level ideological structures, meso-level institutional practices, and micro-level classroom interactions (Douglas Fir Group, 2016). Although such a critical perspective has been increasingly adopted in LTI research (e.g., Nazari, De Costa & Karimpour, 2023; Shin & Rubio, 2022), research on English for Academic Purposes (EAP) has largely remained pragmatic in nature (Benesch, 2001), i.e., focused on socializing students into academic discourses and equipping them with skills to succeed in a ‘global’ university. Therefore, among other critical concerns, how EAP teachers construct identities against institutional discourses and policies has not been widely examined (cf. Singh & Doherty, 2004). To explore this uncharted area of LTI research, as part of a larger ethnographic project, this study investigated EAP lecturers’ identity construction from the perspective of ideology and agency in a Sino-British university in China. Thematic analysis of in-depth interviews with 36 EAP instructors from Chinese and Anglo backgrounds revealed five main facets of their institutionalized teacher identities: (i) a cog in a machine unable to shape one’s own teaching, (ii) a British acculturation agent, unquestioning of the colonial legacy and native speakerism of EAP, (iii) a bilingual academic self-presenting as a monolingual ‘role model,’ (iv) a ‘safe’ researcher investigating ‘trendy’ topics such as computer-assisted language learning and AI rather than pedagogical issues reflecting students’ genuine needs, and (v) a service-provider prioritizing administrative duties over teaching while seeking promotion. Although (ii) and (iii) were related to ethnicity, the other roles were more broadly felt. The findings contribute critical insights into LTI research in EAP by documenting how EAP teachers construct institutionalized identities in relation to local and global language ideologies in an emerging transnational higher education context.