Linguistics and Language Studies
Can Exercise Help You Learn A Second Language Better?
Presenter: Nasrin Musa
Faculty Sponsor: Amy Cameron
School: Northern Essex Community College
Research Area: Linguistics and Language Studies
Location: Poster Session 3, 1:15 PM - 2:00 PM: Campus Center Auditorium [A49]

Our brain, just like the rest of our body, needs exercise in order to stay strong and function to the best of its ability. Consistent exercise can drastically improve our memory, and our ability to learn. Studies have shown that students who exercise before learning have higher brain activity, and perform better. Studies have also shown that physical movement can actually help the brain process language learning better. This study will look at the difference between learning a second language through traditional methods, both with and without exercise incorporated into it. This study will use research and experimental methods to collect information. The experiment will have two subjects-one studying the language with no changes to their daily life, and a second who will exercise each time before they study. At the end I will compare the findings and see which method is the most successful. 

Hypocoristics, Initials, and Wordplay, Oh My! Forms of Ice Hockey Player Nicknames
Presenter: Mary Elizabeth Alison Vaughan
Faculty Sponsor: Lisa J. Green
School: UMass Amherst
Research Area: Linguistics and Language Studies
Location: Poster Session 4, 2:15 PM - 3:00 PM: Room 163 [C26]

This poster presents on work done for the speaker’s undergraduate thesis on the phonological patterns of ice hockey player nicknames. Specifically, this poster focuses on naming and classifying the different available forms of attested nicknames, nicknames that have been used by hockey players for their teammates. These forms include derived hypocoristics, or nicknames derived from the original name (e.g., Schroeds from Corinne Schroeder); suppletives, or nicknames not related to the original name (e.g., Beast from Denis Hildeby); initials (e.g., MPP from Marie-Philip Poulin); and compound clippings, or nicknames formed from combining parts of both the first and last names (e.g., Rosco from Ross Colton). Compound clippings are further split into initial-syllable (e.g., KHam from Kate Ham) and syllable-syllable or Rosco-type forms. 

The poster will further discuss some of the wordplay elements involved in the formation of nicknames, particularly those of the suppletive or Beast type. Differences between fan-created and teammate-created nicknames, particularly along wordplay and form lines will also be noted. These are most visible in the suppletive or Beast and compound clipping or Rosco type. Ultimately, the poster will discuss the general requirements for the forms of hockey nicknames, classify the most common available formats, and reflect on the social value and linguistic creativity such nicknames display. This work extends the current nicknaming literature outside of solely a suppletive or Beast-type focus (in the onomastic literature) and hypocoristic or Schroeds-type focus (in the phonological literature) by offering a typology of the many different hockey player nickname forms available.


Worldly Paul?: Considering Scientific Language in the Epistle to the Colossians
Presenter: Eleanor Margaret Peltz
Faculty Sponsor: Brian Breed
School: UMass Amherst
Research Area: Linguistics and Language Studies
Location: Poster Session 4, 2:15 PM - 3:00 PM: Room 163 [C28]

The author of the Epistle to the Colossians is often interpreted as an anti-Gnostic writer. Despite being a somewhat disjointed movement, several authors of the early CE era reflected the growing philosophy of Gnosticism, emerging from Judeo-Christian ideals, and thus spurred early Church fathers to write against the burgeoning heresies. Leaving aside questions of authorship which are prominent in many modern discussions of the epistle, I argue that Colossians is not a direct attack on a specific sin or heresy, but a more general letter to a people who would have been familiar with the works of the Stoics, and thus are capable of deriving new meaning from familiar terms.  Furthermore, I will argue that the current works defending Colossians as a response to Gnosticism fail to consider the reality of rabbinic schooling at the time of its most likely writing. For example, a consideration of στοιχεῖον through a historical Gnostic lens reveals a sense of the universe as an active deity, while from a Stoic or general view depicts these ‘elements’ as non-autonomous (i.e. created, not creator). However, I will argue that to some degree this language was intended to further a general defense of Christian philosophy rooted in Stoic ideology in response to divergent beliefs appearing immediately after Jesus’ death.

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Modalities of Interpretation: Considering Onsite vs. Remote Interpreting Preferences
Presenter: Emily Taylor
Faculty Sponsor: Angela K. Herbert
School: Framingham State University
Research Area: Linguistics and Language Studies
Location: Poster Session 4, 2:15 PM - 3:00 PM: Room 163 [C29]

Abstract

Background and Method   This study focused on American Sign Language (ASL) Interpreters, the main question being: Do interpreters prefer working onsite or remotely? The study employed a survey consisting of five categories of questions. The 24 question survey was constructed, posted,  and advertised to a network of ASL interpreters to form an understanding of their work experience and preferences. 

Limitations   Limitations include broad terminology, as well as a relatively small sample size with 66 survey respondents. In addition, not all respondents answered all 24 questions. 

Delimitations   A delimitation that was considered for this study was excluding Deaf Interpreters (DIs).  Another delimitation of this study was the limited survey advertising and posting. The survey was sent to a collective network of interpreters, encouraging them to share with their colleagues who would also be willing to participate. The survey was also posted to Facebook to reach interpreters who may not be in the established personal network. 

Results   While there are benefits and downsides to both onsite and remote interpreting, a majority of respondents indicate that the type of jobs they accept depend on the location. However, their preferences aren't dependent on whether it is onsite or remote. 

Conclusions   Considering preferences of interpreters is only part of why this research is important. Arguably more important is considering the preference of dDeaf consumers. Consumers lean towards a preference of onsite interpreting. This could be for a multitude of reasons including, but not limited to, personal connection, accessibility, and/or avoiding general technical interruptions.

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Homolingual Language Ideology: Implications for Classroom Second Language Education
Presenter: Timothy A. Stilphen-Wildes
Faculty Sponsor: Sarah Reedy
School: UMass Amherst
Research Area: Linguistics and Language Studies
Location: Poster Session 6, 4:15 PM - 5:00 PM: Campus Center Auditorium [A30]

Homolingual language ideology, or the belief that a nation, classroom, or community should operate through a single, standardized language, continues to shape contemporary second language (L2) education in powerful and often unexamined ways. This ideology positions linguistic uniformity as natural and desirable, marginalizing multilingual practices and framing linguistic diversity as a pedagogical obstacle rather than a resource. This paper examines how homolingual assumptions influence classroom structures, instructional choices, and learner identities in L2 education. Drawing on sociolinguistic theory, critical applied linguistics, and classroom‑based research, it argues that homolingualism restricts opportunities for authentic communication, reinforces deficit views of emergent bilinguals, and limits teachers’ willingness to incorporate translanguaging or other multilingual pedagogies. The analysis highlights how these ideological constraints manifest in curriculum design, assessment practices, and classroom interactional norms, often privileging native‑speaker models and monolingual performance. At the same time, the paper explores how educators can disrupt homolingual norms by embracing multilingual repertoires, legitimizing students’ home languages, and reframing linguistic diversity as central to language learning. Ultimately, the paper contends that challenging homolingual language ideology is essential for creating equitable, inclusive, and pedagogically effective L2 classrooms. By foregrounding multilingualism as a normative human condition rather than an exception, educators can foster richer learning environments that support linguistic agency, identity development, and more socially just language education.

Effects of Native Language on the Acquisition of Novel Grammatical Gender Systems
Presenter: Adelaide Dietz Maloney
Faculty Sponsor:
School: UMass Amherst
Research Area: Linguistics and Language Studies
Location: Poster Session 6, 4:15 PM - 5:00 PM: Room 163 [C23]

Many of the world’s languages make use of grammatical gender systems, wherein words, most typically nouns or pronouns, are assigned a gender. Typically, the gender of a given noun is somewhat arbitrary and only serves a function within the internal grammar of a language: not in the semantic meaning of the word. The most well-known languages to make use of such systems include Spanish, where gender is determined by suffixes. Some languages, particularly Irish, use a system called initial consonant mutation (ICM) to distinguish between different genders. Here, the first sound of a noun changes based on sentence structure and word gender. Many Irish speakers, who are near-universally bilingual with English and often speak Irish as a second language, make errors producing these mutations. The question, then, is whether they make errors because of the system itself or English influence; English has no gender system. This study seeks to determine whether speaking a native language with grammatical gender affects how effectively they are able to acquire a novel grammatical gender system. We create an artificial language whose grammatical gender system makes use of Irish-like ICM. We then teach participants these rules and test them on how well they are able to reproduce the new grammar via an online quiz format. This test is  administered to native English and Spanish speakers, whose responses are then analyzed via a t-test to look at whether one group is significantly more reliable than the other in reproducing the artificial language’s grammar.