We are investigating alignment to "like" in bilinguals in two experiment. The additional funds are requested to allow a student with a disability to conduct another experiment and to publish the study. In two experiments, English speakers read and retold a short story before and after listening to a recorded story that either contained many uses of "like" (145), moderate uses (61) or no uses (pre-post design). The experiments also investigate the role of attention for alignment to "like". This is done by immersing participants in Google Earth in virtual reality: Half navigated with the hand-held controllers (heavy attentional load), and half remained stationary (light attentional load). When the attentional load was during comprehension, participants aligned to "like" after being exposed to many (as opposed to moderate) "likes". In addition, contrary to expectations, they aligned to "like" in the heavy load condition, which presumably enhanced their overall attention to the situation and hence to the "likes" in the input. When the attentional load was during production, participants similarly aligned to "like" after being exposed to many (as opposed to moderate) "likes", but only under light and not under heavier load. These results suggest that even aligning to an implicit (and often undesirable) aspect of language such as the filler word "like" draws on attentional resources. However, to be able to publish these results, a third experiment is necessary without the virtual reality manipulation. Removing virtual reality will allow to fully interpret the effects of attentional engagement on alignment to "like". We request additional funds (20% of the original proposal) to increase the chances that a graduate student with a disability is retained in academia. NOTE: This is a supplement for OR20200241.