Category Archives: Uncategorized

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”

Saturday, July 8 1:25pm An introductory linguistics course for non-majors, centering social justice Ezra Keshet 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 will callContinue reading “Abstract 1A”

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”

ADA Compliance and Teaching Linguistics Online: Best practices and resources Shelby Miller, University of North Texas at Dallasshelby.miller@untdallas.edu Faculty may be required to make their courses ADA accessible, yet only 8.8% have reported receiving formal ADA training for developing their online courses. Through the exploration of an undergraduate linguistics course (LING 2050), this presentation introducesContinue reading “POSTER A4”

Teaching Grammaticality with Online Tools Beth Rapp Young, University of Central Floridabyoung@ucf.edu This presentation describes an introductory assignment for an online upper-division grammar class that helps students overcome preconceived notions about grammaticality. In anonymous end-of-semester surveys, students often choose this as “the discussion assignment that taught me the most.” Watch this 1-minute video Learn moreContinue reading “POSTER C5”

Journaling About Progress and Errors Dawn Nordquist, University of New Mexiconordquis@unm.edu A journaling assignment was developed as a low-stakes, “writing to learn” instructional tool for engaging students with content, normalizing mistakes, and creating and maintaining an instructor-student connection during remotely scheduled online instruction. Anecdotal data on the success of the assignment will be included andContinue reading “POSTER B5”

Contract grading in Introductory Linguistics: Creating motivated self-learners Cornelia Paraskevas, Western Oregon Universityparaskc@wou.edu Contract grading that sets both qualitative and quantitative criteria and provides opportunities for ‘forgiveness’ (through tokens permitting late submission) and for self-learning (through learning logs) creates a learning environment that engenders student agency and self-learning. This learner-centered approach can create self-directed learnersContinue reading “POSTER A5”

Making Online Group Work Appealing Through Wikipedia Editing Laurel Stvan, University of Texas at Arlingtonstvan@uta.edu While students report disliking most required group work, WikiEdu’s editing dashboard shows each student’s contribution, allowing individual grading; visible improvements of the shared page being edited enable presentations showing before and after stages; as new editors, students appreciated discovering researchContinue reading “POSTER B6”

Podcasting in a Pandemic for Teaching, Outreach, and Justice Catherine Anderson,  McMaster University Bronwyn Bjorkman, Queen’s UniversityFélix Desmeules-Trudel, University of TorontoJulie Doner, University of TorontoMeg Grant, Simon Fraser UniversityDaniel Currie Hall, St. Mary’s UniversityTimothy Mills, University of AlbertaNathan Sanders, University of TorontoAi Taniguchi, University of Toronto We created Word to the Whys, a companion podcastContinue reading “POSTER B1”