Category Archives: Session C

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”

Teaching Teachers Phonetics: The design and implementation of an asynchronous online English phonetics course Steven H. Weinberger, George Mason UniversityHussain Almalki, George Mason UniversityLarisa Olesova, George Mason University Stand-alone phonetics courses are atypical in most applied linguistics teacher-training programs. We argue that theoretical phonetic instruction, especially the description and analysis of foreign-accented speech serves asContinue reading “POSTER C7”

Fostering Learner Investment Through Objectives-based Evaluation and Structured Independent Research Projects Julia Nee, University of California, BerkeleyEmily Remirez, University of California, Berkeleyjnee@berkeley.edu and eremirez@berkeley.edu How can we create the learner investment required for difficult, reflexive discussions about linguistic justice? To help students reflect on their own positionality within systems of oppression, we fostered student-instructor relationshipsContinue reading “POSTER C4”

Active Learning in Asynchronous Introductory Linguistics: Successes and challenges Ann Bunger, Indiana University I designed an online syntax module for my large Introductory Linguistics course to scaffold student progress. Effects were mixed vs. a face-to-face semester: more students received individualized feedback, but attrition from the unit was higher and mean scores on the homework wereContinue reading “POSTER C2”

Ten Trees a Day: How Gwilym the Trilingual Buffalo and Insights from Learning Science Can Improve Syntax Skills Lynn Santelmann, Portland State Universitysantelmannl@pdx.edu Syntax students need practice drawing trees. Here, I describe a formative exercise where students draw and correct 10 trees after each class. This exercise uses distributed, interleaved practice to build skills thatContinue reading “POSTER C6”

All in With Google Slides: Virtual engagement and formative assessment in introductory sign language linguistics Leah C. Geer, California State University, Sacramento This poster shares my “all in with Google Slides” approach to building engaging, searchable, self-paced slide presentations. This method was inspired by challenges of virtual instruction in an introductory sign language linguistics course.Continue reading “POSTER C3”