April 2025 – 18th Annual Second Language Acquisition Student Symposium

Postcolonial Englishes and Power Relations: Language Practices for Identity Negotiation and Resistance

Esther Airemionkhale (Carnegie Mellon University), 2:00-2:30pm, online presenter, Beefeaters

Transcending national frontiers and socioeconomic boundaries, English has been a dominant language for decades (Siemund, 2023; Crystal, 2003). According to Schneider (2007), English may be a hypothetical universal language wielding sociopolitical and economic power. Similarly, the hegemony of English may be credited to its colonial and neocolonial pedigree (Guo & Beckett, 2007). As varieties of English spread, the issues of standardization, nativeness, and language ownership of English are contested. This project will investigate English language ownership and how racialized ideologies create biases and discrimination against Nigerian English, a postcolonial variety of English, in national and diasporic contexts in various domains. In many postcolonial contexts, English has evolved from a second to a nativized language, serving the everyday sociocultural needs of its speakers, whether educated or uneducated (Taiwo, 2009).  Consequently, I propose that the “new native” speakers impose their identity on the language, stressing ownership and indigenization (Akinlotan, 2019). Although scholars have extensively discussed the sociolinguistics aspect of postcolonial Englishes in terms of normalization, pidginization, creolization, and intelligibility, very few Nigerian “insider” scholars have discussed postcolonial Englishes from raciolinguistic perspectives, especially in Nigerian English. (Agbo, 2022; Brozbă, 2015; Cunningham, 2012). To understand the impact of racialization on the language ideologies, proficiency categorization, and identity of postcolonial English speakers, I will draw from Flores’s (2020; 2015) theorization of raciolinguistic ideologies. Additionally, drawing on Bhabha’s (2012) third space theory and Bourdieu’s (1991) symbolic power of language, I will investigate how speakers find the in-between space in language use and co-opt contested spaces to that of resistance and acceptance. This study has implications for promoting social justice, equality, and inclusive language practices as it uncovers institutionalized practices that minoritize outer-circle English speakers.

All We Need is Confidence: Exploring L2 Teachers’ Self-Efficacy in Teaching and Assessing L2 Writing

Mathilde Garnier (University of Wisconsin-Madison), 2:00-2:30pm, in-person presenter, Old Madison

The field of second language (L2) writing instruction has evolved significantly over the past 40 years, providing a deeper understanding of the complex nature of second/foreign language composing. While research has primarily focused on students’ development of L2 writing skills, comparatively little attention has been given to L2 writing teachers. This imbalance has led scholars to highlight an “expertise gap” in L2 writing pedagogy and call for more research on L2 writing teachers (Burns, 2022; Hirvela, 2020; Hirvela & Belcher, 2007, 2022; Lee & Hyuan, 2021; Ortega, 2009). Furthermore, research on L2 teachers’ beliefs about writing remains limited, despite evidence from educational psychology and second language acquisition (SLA) research that teacher beliefs strongly influence classroom practices (Borg, 2003; Gabillon, 2012). One critical area that has received no attention in L2 writing literature is teachers’ self-efficacy beliefs—defined as “beliefs in their capabilities to organize and execute the courses of action required to produce given attainments” (Bandura, 1997, p. 3). This dissertation addresses this gap by exploring L2 writing teachers’ self-efficacy beliefs for teaching and assessing writing. Using a mixed-methods approach—including questionnaires, semi-structured interviews, and classroom observations—this study investigates the beliefs L2 teachers hold about themselves as L1 and L2 writers. It also examines how these self-beliefs influence their classroom practices, behaviors, and professional development as writing instructors.

Translingualism and Belonging: Rethinking SLA Through Cultural Rhetoric in First-Year Composition

Farhana Akter (Missouri State University), 2:30-3:00pm, online presenter, Beefeaters

A first-year composition (FYC) classroom is a collaborative classroom of native, non-native, and multicultural students. Belonging is fundamental to language learning, yet many multilingual students in FYC classrooms struggle to recognize their voices valued in academic spheres. Traditional approaches to Second Language Acquisition (SLA) often emphasize mastering “academic English,” unintentionally reinforcing the idea that students must leave their first languages behind. This can make students feel like outsiders in their classroom. This paper will explore how Translingualism can reshape writing classrooms to foster inclusivity and linguistic diversity. This diversity can create more inclusive writing classrooms where students see their linguistic backgrounds as strengths rather than obstacles. Navigating classroom experiences and student reflections, I will examine how multilingual students bring their first language skills into their writing, even when academic expectations suggest otherwise. I argue that when instructors embrace translingual approaches, they shift the focus from language “correctness” to language as a tool for communication and identity. This approach not only validates students’ experiences but also helps them build confidence in their writing. By bridging SLA with composition studies and cultural rhetoric, this research highlights the need for interdisciplinary approaches to language learning. It challenges the idea that language learning is just about grammar and correctness, emphasizing instead how writing is deeply tied to identity, expression, and belonging. This paper contributes to the symposium’s theme by showing how SLA research fits into broader conversations about literacy, equity, and inclusion. It also pushes the boundaries of what we consider SLA phenomena, advocating for writing classrooms that reflect the real-world ways people use language. I argue for a shift in writing pedagogy- one that moves beyond strict language rules and instead fosters spaces where multilingual students can confidently express themselves using all of their linguistic resources.

Preserving Identity Through Language

Thérèse Moua-Jasperson (University of Wisconsin-Madison), 3:00-3:30pm, in-person presenter, Old Madison

One extremely pertinent issue in SLA involves the common practice of basing curricula on norms dictated by non-speakers of an indigenous or minoritized language: for example, basing the instruction of Hmong around the Common Core State Standards for English. By overlooking the uniqueness of minoritized languages, such standardization of language instruction can accelerate language change within a minority group and restrict opportunities for exploring the language’s ties to cultural practices and historical events (Curzan et al. 2023).  In opposition to the standardization of language instruction, I explore Hmong linguistic empowerment by studying the Hmong language in its own right, rather than in relation to external language norms. I highlight Hmong’s intrinsic embodiment of identity, culture, spiritual practice, and emotions, and how the language offers its own system of social positioning and power relationships (Scollon & Scollon, 2003) in connection to people, nature, and the supernatural realms. Ultimately, the Hmong language can serve as a means to preserve Hmong values and ideologies, especially when it is taught from its own cultural and historical context to heritage language speakers. The teaching of Hmong, as a second language, should go beyond focusing solely on norms, standards, and proficiency alignment. It should also encompass the lived experience of being Hmong, connecting heritage language learners to their ancestors while fostering their evolving identity as Hmong Americans.

Navigating Academic Identities: Disability and L2 Graduate Students Writing

Oluwatoyin Olanipekun (University of Wisconsin-Madison), 3:30-4:00pm, in-person presenter, Beefeaters

Research within the fields of applied linguistics, education, writing studies, and second language acquisition (SLA) disciplines has extensively examined L2 writing and writer identity. These studies highlight the factors that influence L2 writing and how these factors contribute to understanding writer identity as multiple and shifting. Writing and the development of academic writer identity are crucial to L2 graduate students and the main reported influencing factors are language and cultural differences, contextual influence, and prior writing education and experience. This has led to calls for alternative academic discourses and a critical evaluation of standards and assessments. However, the role of disability in graduate students’ writing and its interaction with other factors remains largely underexplored. Drawing from disability and writing studies, I argue that the development of academic writing and writer identity does not follow a linear, upward trajectory. Despite accommodations for disabilities in U.S. higher education, international L2 graduate students with differing conceptions of mental health may struggle to identify or articulate their challenges, thereby hindering their ability to navigate and utilize available provisions. These attitudes and beliefs about mental health can exacerbate crises and interact with other social factors to negatively impact writing. Therefore, beyond advocating for alternative approaches to academic writing, it is imperative to examine how ableist assumptions affect L2 writers and their writing, the structure of feedback and assessments, and the support provided to students during and after crises. Given that disability affects both those who perceive themselves as immune and those who live with it, this review has significant implications for SLA research, particularly in the lived experiences of researchers, administrators, teachers, and students.

Comparing the Effectiveness of AI and Teacher Feedback on Korean Particle Errors in Writing

Sun Young Choo (University of Wisconsin-Madison), 3:30-4:00pm, in-person presenter, Old Madison

This paper explores the effectiveness of AI-generated and human teacher feedback on Korean particle errors in writing by learners of Korean, focusing on the subject particle ‘이/가’ (i/ka) and the topic particle ‘은/는’ (eun/neun). These particles present a significant challenge for non-native speakers due to their grammatical and contextual complexity. This study applies Vygotsky’s (1978) Zone of Proximal Development (ZPD) to frame the importance of social interaction and scaffolding in learning. Specifically, we examine whether AI can effectively function as a writing coach, particularly in addressing the nuanced use of Korean particles. While recent research highlights AI’s capacity to provide instant and iterative feedback on student writing (Abendschein et al., 2024; Obaidoon & Wei, 2024), concerns remain regarding its ability to provide deep contextual understanding, especially in rhetorical and pragmatic aspects (Steiss et al., 2024). Conversely, human teacher feedback has been shown to enhance both grammatical accuracy and contextual awareness, while also fostering a supportive learning environment (Zeevy-Solovey, 2024). Given the documented challenges learners of Korean face with the appropriate use of ‘이/가’ and ‘은/는’ due to their complex syntactic and discourse functions (Kim & Kang, 2010; Shin, 2022), it remains to be seen whether AI can offer not only grammatical corrections but also clear, nuanced explanations of these particles in context.  A mixed-methods approach is employed, focusing on the number of errors, patterns of interaction during the writing process, and learners’ perceptions of the feedback received. Trained teachers provide systematic feedback, progressing from implicit to explicit instruction based on a scale developed by Aljaafreh & Lantolf (1994), ensuring consistency. Preliminary findings suggest that while AI effectively addresses surface-level errors, it appears to struggle with contextual cohesion, sometimes exhibiting inconsistencies. Teacher feedback supports meaning negotiation, fostering deeper understanding and retention. Learners prefer AI for drafting but value human feedback post-writing.

Empowering Second Language Teachers: A Review of the Impact of Professional Learning

Mili Saha (University of Wollongong, Australia), 8:30-9:00am, online presenter, Beefeaters

Teachers’ professional learning is a critical aspect of teacher education aimed at enhancing teachers’ subject matter and pedagogical knowledge, ultimately enhancing student achievement and improving school environments (Carney et al., 2019). According to Evişen (2021), professional learning for language teachers significantly impacts their practice and is regarded as a means of self-improvement. However, there are few reviews of language teachers’ professional learning literature available; Li (2022) examines the significance of effective professional learning for language teachers; Çınarbaş and Hoş (2018) discuss the integration of educational policy, technology, and collaboration in teachers’ professional learning activities; and Alzahrani and Nor (2021) look at L2 teachers’ needs for professional learning. However, none of them have explored language teachers’ experiences after they attended professional learning programs. This is a scoping review of 50 articles on language teachers’ professional learning, published between 2012 and 2024. It undertakes a wide classification of the study types, settings, and participants in addition to the research aims and results. The studies mostly explore the impact of continuing professional learning on teachers’ language proficiency and pedagogical knowledge, impacting confidence. However, only a small number attempt to explore teachers’ changing understanding of language teaching, an approach that does not take into account teachers’ practices impacting students’ learning and school effectiveness, especially in low-income countries. This study identifies the gap and recommends using teachers’ reflections on collaborative professional learning to investigate its developmental evaluation before, during, and after attending the program. This can inform a framework for measuring the effectiveness of language teachers’ professional learning programs.

Three Tanzanian Graduate Students’ Bi/Multilingual Practices in the United States

Jasmin Msuya (University of Iowa), 8:30-9:00am, in-person presenter, Old Madison

For decades, scholars have discussed bi/multilingualism and the role of language in multilingual countries, including Tanzania. In multilingual countries, languages do not have equal status and support; some are more prestigious than others and are used more frequently in formal institutions such as parliament, the media, and schools. In Tanzania, Swahili and English are two official languages and languages of instruction (LOI) used interchangeably within and across formal institutions, unlike local languages, which are less valued and often marginalized. The dominance of English as a widely spoken language has contributed to its selection as the official language and the LOI in post-colonial Tanzania. According to the 2014 Tanzania educational language policy (TELP), the designation of English and Swahili as official languages and LOI aims to promote Swahili-English bilingualism, enabling citizens to engage in the global market through English while maintaining national identity via Swahili.  Despite the plethora of research on LOI and the role of language in multilingual Tanzania, little is known about Tanzanians’ bi/multilingual practices in foreign contexts, particularly in English-speaking countries like the United States. This paper examines how Tanzania’s language policy shapes the bi/multilingualism practices of three Tanzanian US-based graduate students. The study emphasizes how such students utilize their multilingual competence, i.e., speaking literacy, by embracing or resisting the 2014 TELP. Based on data collected from open-ended interviews conducted in the summer of 2021, this study questions factors influencing participants’ bi/multilingual practices in their everyday interactions. Drawing on theoretical frameworks such as linguistic capital from Bourdieu, the ethnography of communication from Hymes, and duality from Anzaldúa, the findings reveal that the bi/multilingual practices of the participants in the US are contextual, performative, and identity focused.

Exploring Peer Reviewers Comments on ELT Scholars in Iranian Context

Babak Danshvar & Nima Aminpour (Iran University of Science and Technology), 9-9:30am, online presenters, Beefeaters

The dominance of English as the language of scientific knowledge dissemination has led to the emergence of a new line of research called English for Research Publication Purposes (ERPP). Scholars have been keen to explore the various aspects of this line of research specially the publication practices of academics who use English as an additional language (EAL) such as their discursive and non-discursive challenges, attitudes, perceptions, motivations, and coping strategies. As a consequence, scholars around the world have been keen to investigate the different aspects of academic publication including English as a lingua franca, the role of “literacy brokers”, the impact of national and institutional policies. The peer review process plays a significant role in the publication of accepted or rejected articles in the scientific community. In recent years, this line of research which was previously regarded as an obscure genre has gained increasing attention among scholars. The present study sought to find answers to the following research questions: a) To what extent peer reviewers commented on language-related or content-related aspects of the articles? Do linguistic impediments still play a significant role in the acceptance of articles? b) Do Iranian scholars face challenges in comprehending and responding to peer reviewers’ comments? How they cope with these challenges? This part of the study focused on quantifying the frequency and types of comments made by peer reviewers. In the data collection stage, we analyzed peer reviews comments submitted to highly-indexed journals. Accordingly, the results of the study revealed that Iranian scholars suffer from both discursive and non-discursive problems. In spite of being ELT scholars, reviewers commented on language-related issues and even asked for a proof-read from native speakers. Nonetheless, content-related issues especially methodological shortcomings were highlighted by reviewers.

The Choice to Continue: Examining Motivational Factors for Studying Arabic, French, and German

Laila Eissa, Janelle Carter, & Margrit Staiger (Utah State University), 9:30-10am, online presenters, Beefeaters

This study aims to explore the factors influencing university students’ decisions to continue learning Arabic, French, and German at the university level. Specifically, we seek to understand how motivations to persist in language learning are shaped by personal, academic, and social factors. In addition, we will investigate the differences in continued student motivation between these three languages. Our research questions are: What motivational factors influence university students’ decision to continue learning Arabic, French, and German? And, what are the principal motivation differences between students of Arabic, French, and German? While existing literature has extensively examined initial motivations for language learning (Gardner, 1985; Dörnyei, 2005), there is less research on the factors that sustain students’ commitment to language studies, especially when the language is not a requirement for their degree programs (Majeed, 2013). This study will address this gap by surveying students using Qualtrics and conducting optional follow-up interviews. The survey will draw on established frameworks for studying language learning motivation, but with modified questions to explore the specific context of continued language study at the university level.

The Acquisition of Synthetic Compounds in ESL by Spanish Speakers

Florencia Belén Suárez (Universidad Nacional de Hurlingham, Argentina), 10-10:30am, online presenter, Beefeaters

This presentation focuses on the acquisition of English word-formation patterns by Spanish speakers. More specifically, the focus lies in English synthetic compounds, where the head is a deverbal element, and the other base is a noun that establishes a relationship akin to that of predicate-dependent in syntax (Bauer and Huddleston 2016:1652; Spencer 1991:324). Within the wide variety found in English, three prominent types stand out due to their productivity, as illustrated in (1a–c):

(1a)      N+V-er:             truck-driver

(1b)      N+V-ed:            state-controlled

(1c)       N+V-ing:           shoe-making

In keeping with approaches that consider the contrast with the L1 as a central factor for L2 acquisition (Lardiere 1995, 1997; Nicoladis 2003; París et al. 2022), we will also describe the properties of Spanish synthetic compounds, restricted to the V+N type (Kornfeld 2009; Serrano-Dolader 2012), as in chupamedias ‘bootlicker’, which have N+V-er as their functional counterparts in English. Research on the acquisition of ESL synthetic compounds reveals a notable asymmetry, as there is an abundance of studies on N+V-er compounds (Murphy and Hayes 2010; Nicoladis 2003, 2005), compared to an almost complete absence of studies on other types. In this regard, this presentation helps fill a gap in research on compound acquisition. The hypothesis to be presented is that the acquisition of synthetic compounds in ESL follows a sequence mediated by the structural contrast with Spanish morphology. In order to evaluate it, the design of two offline tasks is proposed: an Acceptability Judgment Task, exploring the acceptability of synthetic compounds, and an Interpretation Task, addressing their semantic interpretation and association with proficiency. To this end, a) a systematization of the structural characteristics of these compounds will be carried out; b) the factors that affect their acquisition will be reviewed; and, finally, c) the proposed experimental design will be discussed.

Attitudes and Belonging Among L2 Spanish Learners in Exploring Sociophonetic Variation

Estefania Galindo Navarro & Annika Wallander (University of Wisconsin-Madison), 10-10:30am, in-person presenters, Beefeaters

The ascription of social meaning to different speech communities of Spanish through sociophonetic attitudes is a common practice. This practice is prevalent among L1 users of Spanish (Montes-Alcalá, 2011; Turner, 2015; Cestero and Paredes, 2018; Santana Marrero, 2022). Stotts (2014), McDowell (2020), and Chappell and Kanwit (2022) found that L2 users of Spanish also assign social attributes to different varieties; however, L2 Spanish learners’ sociophonetic attitudes toward variation remain understudied. Therefore, we aimed to measure advanced Midwestern university L2 Spanish learners’ perceptions through a mixed-methods approach. Participants rated their perceptions on a Likert scale in a survey using a verbal match-guise technique. Then, students who volunteered were interviewed to triangulate survey responses. Likert-scale ratings were analyzed through ordinal logistic regression and interviews through thematic analysis. We predicted that L2 learners’ attitudes will shape their ideologies and reinforce belonging toward certain Spanish speech communities. These perceptions affect how different sociophonetic features are enacted in L2 Spanish and affect L2 relationships with Spanish-speaking communities (McDowell, 2020). Preliminary quantitative results revealed that age of acquisition and usage significantly predicted L2 ratings. Younger learners who frequently used Spanish rated L1 speakers with dialectal variation more positively. Qualitative findings indicated that attributes were sometimes challenging to rate, but the interviewee felt the strongest belonging to communities where they built relationships growing up. They showed that while understanding dialectal variation and the ability to ascribe social meaning to different speech communities may require advanced experience, exposure over time and friendships with Spanish-speaking communities influenced L2 belonging. As we continue analyzing data, this research attempts to reveal further sociophonetic L2 Spanish perceptions in consideration of the impact they have for L2 users’ membership in Spanish speaking communities.

The Influence of L2 English on L3 Motivation: A Pilot Qualitative Interview-Based Study

Wei Wang (University of Iowa), 2:55-3:25pm, online presenter, Beefeaters

Motivation has been widely acknowledged as critical in SLA and extensively researched, however, as Ushioda (2016) argues, current research on L2 motivation offers limited insights into language acquisition processes or instructional practices. At the same time, while the unique dynamics of L3 acquisition are gaining attention and research in this area is growing, there remains a lack of studies exploring how L2 learning experiences influence L3 motivation, particularly in diverse learning contexts and when the L2 is global English. Building on findings from a previous course interview practice, this study adopts psychological and educational perspectives to explore the broader influence of L2 English learning experiences on L3 development. Grounded in Dörnyei’s (2009) L2 Motivational Self System, it uses semi-structured interviews to explore how second-year college students majoring in L3 Japanese, whose L1 is Chinese and L2 is English, perceive the impact of their L2 experiences on their L3 Ideal and Ought-to Selves, learning strategies, and proficiency development. Although this is a pilot study with only six students at different L3 proficiency levels, the findings could highlight the diverse ways L2 learning experiences support L3 motivation and overall development. These insights could provide a foundation for more comprehensive research to explore the connections between L2 and L3 learning in broader and more varied contexts. This study also shows how psychological theories of motivation, like Dörnyei’s (2009) L2 Motivational Self System, can be applied to develop practical educational strategies for multilingual learners. By bridging theory and practice, this research highlights SLA’s role as a dynamic and transdisciplinary field, contributing to the advancement of multilingual education and fostering learners’ ability to engage meaningfully in diverse cultural and linguistic contexts.

Informing the Design of a Task-Based Spanish for Specific Purposes Course Through Needs Analysis

Andrea Hernando (Georgetown University), 2:55-3:25pm, in-person presenter, Old Madison

Task-Based Language Teaching (TBLT) offers a learner-centered approach to Spanish for Specific Purposes (SSP) courses, emphasizing real-world communicative tasks and the importance of students’ language learning needs (Keller & Gilabert, 2023; Camus & Advani, 2021). By validating students’ diverse goals—such as career advancement, social integration, or personal development—needs analysis fosters a sense of belonging among learners, making it crucial for TBLT courses (van Avermaet & Gysen, 2016). In addition, the importance of needs analysis is evident in the mismatch between teachers’ and students’ perceptions of language use outside of the classroom (Kessler et al., 2021). This study contributes to the design of a SSP course curriculum for a 6-week study abroad program in Barcelona. Its objectives are: a) to identify tasks in Spanish that current and former Spanish for Business students consider essential, b) to explore teachers’ and domain experts’ perspectives on task inclusion, and c) to analyze the alignment between these perspectives. Participants include students, instructors, and School of Business administrators recruited via email. A modified version of Serafini and Torres’s (2015) survey and questionnaire will measure task importance, supplemented by semi-structured interviews. Descriptive statistics and qualitative analyses will examine the alignment of task prioritization among stakeholders (Kessler et al., 2021). This project situates belonging at the heart of curriculum design, emphasizing the importance of understanding learners’ needs to create courses that resonate with their professional and personal identities. It also highlights the researcher’s role in bridging SLA theory, professional language use, and students’ needs and expectations. The findings will inform inclusive course design and underscore the value of needs analysis in fostering belonging in language learning contexts.

Prediction of Grammatical Gender in the Visual World Paradigm of Russian Heritage Speakers

Rostyslav Yarovyk (Middlebury College)

Heritage speakers have been shown to struggle with the grammatical gender of nouns, especially in reading. In languages like Russian, where adjective endings agree with the gender of the corresponding nouns, heritage speakers may often fail to make the connection between the gender cue and the appropriate noun. Previous studies of heritage speakers of Russian used eye-tracking to observe how HL speakers read sentences with a mismatched gender cue. The study found that, compared to native speakers, heritage speakers spent less time looking at the mismatched words. We were interested in investigating these findings and looking at whether they translate to a visual world paradigm. Namely, would an adjective gender cue help the participants predict the object before they hear the gendered noun? Using eye-tracking technology and the visual world paradigm, we want to compare HL speakers and native speakers of Russian. The participants would be presented with two images of objects of the male and female grammatical genders and instructed not to look away from the center until they hear the cue. They would hear a sentence in Russian, which would contain a gender cue before the noun corresponding to either of the two objects. We predict that when presented with a target object and a competitor, the HL speakers would identify the object correctly less often than native speakers. We find this research to be worth investigating, as no prior research has looked at identifying the gender of nouns in Russian in the context of the visual world paradigm. Additionally, some discrepancies may be observed, as listening comprehension is different from reading and most HL speakers have more experience in listening in their HL. We believe that the findings of this research will be useful in concretely defining strong and weak areas of HL speakers.

Linguistic Analysis of an American Native Speaker of English and Nigerian Native Speaker of English

Wemimo Aluko (University of Northern Iowa)

The project is carried out to investigate the linguistic characteristics between a native speaker of American English from the Midwestern region and a Nigerian English language learner from different linguistic backgrounds. English as a global Language varies significantly from one geographical location to another. Therefore, this research highlights those linguistic features that essentially distinguish a native speaker of the English language from a Nigerian learner of the English language. In the past few weeks on the Introduction to Linguistic course, the lectures and readings have spanned through studying the linguistics characteristics in the English Language. This new understanding has enlightened me that speakers from different backgrounds have different experiences with the English language. Relevant areas to look into are the phonetics & phonological, syntactic, and lexical characteristics. The process of data collection was done by in-person interviews with the two participants. Ask them different responsive questions followed by analyzing these data, comparing and contrasting their linguistics features, and lastly, discussion and conclusion of results. To produce a well-informed analysis, a Literature review was carried out on each participant’s Linguistic background information.