Abstract 1B

Saturday, July 8 1:45pm Comics as a medium for public linguistics Ai Taniguchi (Presenting) ai.taniguchi@utoronto.caUniversity of Toronto Mississauga, Mississauga, Canada Haili Su haili.su@mail.utoronto.caUniversity of Toronto, Toronto, Canada In recent years, more and more linguists have been undertaking work in public linguistics (Price & McIntyre 2023).  We propose digital comics as an effective medium for the lay-audienceContinue reading “Abstract 1B”

Abstract 1A

Saturday, July 8 1:25pm An introductory linguistics course for non-majors, centering social justice Ezra Keshet (Presenting) ekeshet@umich.eduWyatt Barnes wjbb@umich.eduKathryn Hendrickson kathendr@umich.eduLisa Levinson lisalev@umich.eduGrace Brown grcbrown@umich.edu*Alicja Krasowska alamaria@umich.eduDominique Bouavichith dombouav@umich.eduElizabeth Levesque manneliz@umich.eduHeather Rypkema hrypkema@umich.edu University of Michigan (and *University of Maryland) Our department recently had the opportunity to redesign our large-format introductory course, which we willContinue reading “Abstract 1A”


Using a Class Wiki to Facilitate Community and Linguistic Inclusivity Christina Bjorndahl, Carnegie Mellon Universitycbjorn@andrew.cmu.edu A class-wide wiki was used in an introductory linguistics class to facilitate asynchronous student engagement. Students contributed to both “core” categories and those that address JEDI issues, and were assessed using specs-based grading. Results will be presented from pre- andContinue reading “POSTER A1”


Offline vs. Online Modalities in Extracurricular Programming Dawn Lucovich, The University of Naganonagano.lucovich@gmail.com This poster discusses differences between a face-to-face and online language table at a public university in Japan, as experienced by students (n = 3). Semi-structured qualitative interviews were conducted and data were coded thematically. The main challenges were due to dialogic orContinue reading “POSTER A2”


From “Hello World!” to Fourier Transforms: Teaching linguistics undergraduates to code in ten weeks or less Reed Blaylock, University of Southern Californiareed.blaylock@gmail.com I taught linguistics students to code by using backward design to scaffold weekly programming assignments that built to a final project of coding frequency decomposition and sine wave synthesis of vowels. Based onContinue reading “POSTER C1”


Diversifying the Field: Activities to make linguistics more relevant Iara Mantenuto, California State University, Dominguez Hillsimantenuto@csudh.edu First generation undergraduates find linguistics at times abstract and intimidating. I offer a series of activities we can use to change the discourse in the classroom. We can help students self-reflect, apply the skills they learned to the jobContinue reading “POSTER A3”


Team Based Learning and English Grammar: Building community and lowering affect Sonja Launspach, Idaho State Universitysllauns@isu.edu This paper will explore the initial use of a Team Based Learning (TBL) approach in a synchronous on-line basic English grammar course for non-linguistic majors. Team based learning approaches were chosen in order to create a supportive learning community,Continue reading “POSTER B3”


Interactive Activities for Asynchronous Introduction to Linguistics Emily Curtis, Western Washington Universitycurtise2@wwu.edu Engagement is crucial in a (large) introductory class, a student’s first term, and when we cannot meet face-to-face. Interaction supports engagement and JEDI-related goals. In 2018, I devised online discussions and in-class small-group tasks for Introduction to Linguistics. This study examines which interactive-learningContinue reading “POSTER B2”


The impact of Metacognition in Linguistics Courses Rosa Vallejos, University of New MexicoEva Rodríguez-González, University of New Mexicorvallejos@unm.edu and evarg@unm.edu Metacognition is linked to improving thinking skills and promoting conceptual change in students. Do metacognition activities have an impact on the development of students’ research skills in Linguistics? Our results suggest that metacognition surveys helpsContinue reading “POSTER B7”


Rethinking Extra Credit: How gamification can reduce grade inflation and strengthen soft skills Katie Welch, University of Texas at Arlingtonkatie@welcheducation.com Gamifying my online linguistics undergraduate course allowed me to combat engagement challenges such as spotty attendance, reluctant participation, and assignment procrastination. By implementing a gamified “bonus level” with multiple pathways to course success, I reimaginedContinue reading “POSTER A7”