Author Archives: alisonlinguist

Sunday, July 9 1:45pm Teaching Phonetics and Phonology to visually impaired and hard-of-hearing students in introductory Linguistics classes Chak-Lam Colum Yip cyip@csuchico.edCalifornia State University, Chico, Chico, USA Laura McGarrity lauramcg@uw.edUniversity of Washington, Seattle, USA Teaching phonetics and phonology to students with hearing or visual impairments provides unique challenges for both seasoned and novice teachers ofContinue reading “Abstract 4B”

Sunday, July 9 1:25pm Navigating microaggressions: Building inclusive spaces with tools grounded in pragmatics, sociolinguistics, and speech-language pathology Janet Cowal cowalj@pdx.edApplied Linguistics, Portland State University, Portland, USA Teresa Roberts robertst@pdx.edSpeech and Hearing Sciences, Portland State University, Portland, USA Microaggressions are off-hand comments, questions, or behaviors representing larger societal bias, oppression, and minoritization (Sue et al.,Continue reading “Abstract 4A”

Saturday, July 8 4:55pm On-line demonstration experiments as experiential learning Margaret Grant margaret_grant@sfu.cSimon Fraser University, Burnaby, Canada Assigning participation in demonstration experiments is common practice in experimental or psycholinguistics courses, under the assumption that experiencing relevant methods and phenomena adds to student learning. This project explores students’ experiences of on-line experiments in an 82-student, first-yearContinue reading “Abstract 3C”

Saturday, July 8 4:35pm Rethinking the handout: Middle ground between readings and puzzles Bryce McCleary bm59@rice.edRice University, Houston, USA Many of us lecturers teach introductory courses in addition to areas of specialty. This puts us in unique positions, interacting with both incoming and veteran students. Across the student body, I have noticed two critical changesContinue reading “Abstract 3B”

Saturday, July 8 4:15pm Word Journals: using active, co-constructive assignments to broaden general-interest linguistics Lingzi Zhuang lingzi.zhuang@utoronto.cUniversity of Toronto Mississauga, Mississauga, Canada Argument. Within a general-interest linguistics course, assignment designs that embody broadly constructivist principles of active knowledge (co-)construction and prior experience incorporation [1], [2] can facilitate more equitable and individualized knowledge-building trajectories, while broadeningContinue reading “Abstract 3A”

Saturday, July 8 3:40pm Bringing Issues of Linguistic Equity, Diversity, and Inclusion into Focus through Linguistic Landscape Projects Richard Hallett r-hallett@neiu.edNortheastern Illinois U, Chicago, USA The rich point (Agar 1996) that led to the construction of a class linguistic landscape (LL) project began when a graduate student came into my Language Contact and Multilingualism classContinue reading “Abstract 2C”

Saturday, July 8 3:20pm Analytical Autoethnography: Centering Students’ Linguistic & Cultural Experiences in Assessment Miranda McCarvel mmccarvel@smith.edSmith College, Northampton, USA Autoethnography is often used as a field research method and is also by educators to foster intersectionality in, and critical reflection upon, their own pedagogy (Frank & Uly, 2004; Hernandez & Munz, 2021; McCausland &Continue reading “Abstract 2B”

Saturday, July 8 3:00pm First principles and the first document: Syllabus analysis for introductory linguistics courses Allison Taylor-Adams ataylora@uoregon.eduUniversity of Oregon, Eugene, USA Syllabi for introductory courses are often the first encounter students have with Linguistics as a field. A course syllabus is much more than a list of due dates and assigned readings; itContinue reading “Abstract 2A”

Saturday, July 8 2:25pm Gatekeeping, Hazing or Rigor? The impact of teaching practices in theoretical syntax Laura Bailey l.r.bailey@kent.ac.ukUniversity of Kent, Canterbury, United Kingdom Bronwyn Bjorkman bronwyn.bjorkman@queensu.caQueen’s University, Kingston, Canada Kirby Conrod kconrod1@swarthmore.eduSwarthmore College, Swarthmore, USA Caitl Light clight@luc.eduLoyola University Chicago, Chicago, USA In October 2022, there was a public discussion on social media regardingContinue reading “Abstract 1D”

Saturday, July 8 2:05pm Socialmedia in the linguistic classroom: discussing appreciation vs appropriation Lauren Casillas lcasillas19@toromail.csudh.eduMonique Mangum mmangum1@toromail.csudh.eduIara Mantenuto imantenuto@csudh.edu California State University Dominguez Hills, Carson, USA Aim. In this talk we address the issue of linguistic justice in teaching linguistics to high school students, in a program serving students who are mostly from the GlobalContinue reading “Abstract 1C”