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| 2026 | ||
| Friday, March 6th | ||
| 10:00 AM |
Onila Rasanjala Narayana Mudalige Don, The University Of Montana UC 331 10:00 AM - 10:50 AM Individual differences in second-language (L2) proficiency are not always well captured by traditional voxel-wise fMRI analyses. Network-level representations provide a more stable and interpretable framework for characterizing how the brain supports L2 processing, particularly in the presence of substantial inter-individual variability. In this study, we investigated whether large-scale brain networks can differentiate advanced and intermediate L2 speakers, and which network features carry the strongest proficiency-related signal. Using fMRI data from Spanish–Basque bilinguals performing a semantic animacy judgment task, we applied group-level Principal Component Analysis (PCA) across all participants and both language conditions to identify shared spatial brain networks. Subject-specific component time courses were extracted and used to construct within-subject Δ(L2−L1) features, following the logic of classic bilingual contrasts (L2>L1 / L1>L2). This formulation acts as a normalization step, reducing stable individual differences in overall signal magnitude and variance, and allowing network effects to be interpreted as language-specific shifts associated with proficiency. We evaluated static network engagement and connectivity features using logistic regression with rigorous cross-validation and permutation testing. Static Δ(L2−L1) network features reliably predicted proficiency above chance, whereas full connectivity models did not. A targeted connectivity analysis focusing on a single, empirically identified network further improved classification performance, demonstrating that selective network interactions can add meaningful information without introducing excessive noise. Together, these findings indicate that proficiency differences are most strongly reflected in how specific large-scale networks are differentially engaged during L2 relative to L1, rather than in broad connectivity patterns. This work highlights the value of within-subject, contrast-based network features for studying bilingual language processing and provides a principled framework for decoding proficiency from fMRI data. |
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| 10:00 AM |
From Classroom to Real Life: Chinese ESL Learners and Sex-Related Taboo Language Yusi Chen, University of Montana, Missoula UC 331 10:00 AM - 10:50 AM Sex-related taboo language (SRTL) is common in everyday English but often absent from English as a Second Language (ESL) instruction due to teacher discomfort, limited training, and perceived inappropriateness (Gale & Fernández, 2016). However, SRTL is important for expressing emotion, building social relationships, and negotiating interpersonal boundaries (Jay, 2009). Without instruction, learners may misinterpret these expressions, causing embarrassment, social challenges, or increased vulnerability in contexts involving consent, discrimination, or safety (Dewaele, 2004). Understanding when and how to use such language is essential but under-addressed in ESL curricula (Kremin, 2017). Limited prior exposure to sex-related language among Chinese ESL learners (Shi et al., 2022) reveals gaps in earlier educational experiences regarding sexual topics. Their perspectives on content, contexts, and prioritized forms (e.g., slang, emotional/relationship-related language) remain underexplored (Ludwig & Summer, 2023). To address these gaps, this ongoing project examines Chinese ESL learners’ perceptions of sex-related taboo language and their support needs. Preliminary data were collected from three Chinese ESL learners through a demographic survey and 40-minute semi-structured interviews conducted in Mandarin and analyzed using thematic analysis to identify key patterns in learners’ experiences, attitudes, and instructional needs. Findings show that participants view SRTL as essential for social survival, cultural integration, and safety. They emphasized understanding slang and polysemous terms to avoid misinterpretation. Also, participants were exposed to reproductive health terms (e.g., “pads”), romantic expressions of emotional attachment (e.g., “I fuck with you”), and gendered insults (e.g., “pussy”). Most exposure occurred through media which indicates gaps in formal instruction. Participants emphasized the need for safe, transparent classrooms that minimize embarrassment and encourage open discussion. This study bridges language education and social work by examining Chinese ESL learners’ experiences and identifying how practitioners can support learner safety through validation, coping strategies, interdisciplinary collaboration, and advocacy for responsive curricula that address real-world communication needs. |
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| 11:00 AM |
A Mixed Response to Terrorism in the Middle East Natasha K. Ford UC 331 11:00 AM - 11:50 AM The threat of terrorism in the Middle East is more than an inconvenience; it is heavily destabilizing, upending political, social and economic structures, leading to unfathomable loss of life, and affecting even the sovereignty of the affected states in the international community. Many attempts to respond to this threat end in frustration and often lead to power vacuums, making room for more radical groups to move in and assume power. This is because these efforts primarily focus on either peacekeeping efforts or military interference. I argue that a mixed response is necessary to effectively combat terrorism in the Middle East, tackling both societal and economic problems while including forceful responses to violent extremist groups. The purpose of using this mixed response is to address the immediate concerns of terror and loss of life and stability while simultaneously addressing many of the underlying concerns which serve as the bedrock of radical extremis. My research looks at the well-known trouble areas of economic and social issues to identify why long-term use of peaceful and peacekeeping measures is necessary. But I will also look at the acute presence of violent, radical groups and explain why forceful military response is necessary at times to promote the development of peace and the protection of life and community. Together, the two “phases” within this mixed response are intended to produce long-term, sustainable security and opportunities for peace and development in the Middle East. |
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| 11:00 AM |
Finding My Voice: Patsy Cline's Voice Meets Patsy Rodenburg's Method Chae Clearwood, The University Of Montana UC 331 11:00 AM - 11:50 AM I am a musician, actress, and woman who has led with my singing voice since I was a child. I have encountered both Patsy Rodenburg and Patsy Cline in my professional career, bringing awareness and growth to my own voice through embodied performance and practice. I am working towards my MFA in Directing in the School of Theatre and Dance and am fortunate enough to encounter opportunities to sing the songs of many women who championed the music industry before me. One who has made repeated encores in my life and career is Patsy Cline. The freedom and power in Patsy Cline’s voice fascinates me. To be able to research and understand why her voice worked that way and then apply it to my own to portray her, is an absolute wonder. There are many voice practitioners that have helped me further understand an individual’s voice based on personal variation such as life circumstances and trauma. They all speak to the importance of working through those moments and finding deeper presence and awareness in the breath and voice to allow the most freedom and functionality in performance. Patsy Rodenburg is a world-renowned voice practitioner who focuses on finding power and freedom in the voice by embracing the foundations of breath, body, and voice. Using Rodenburg’s research in The Woman’s Voice and Speaking Shakespeare, I further enhance and develop certain characters while simultaneously understanding my own voice as the vessel. Any tension or effect on a human's emotional and mental development and processes will also affect the development and processes of the voice. I will discuss and demonstrate how I apply Patsy Rodenburg’s work to the development of the role of Patsy Cline, by singing one of her songs as an embodied example of this research and practice. |
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