Narrating a path: Digital humanities tools in the linguistics classroom

Authors

DOI:

https://doi.org/10.3765/plsa.v9i3.5848

Keywords:

digital humanities, linguistics, multimedia projects, undergraduate teaching, positionality

Abstract

This paper embraces the premise in Mehl (2021: 331) that “linguists should care about the digital humanities … because collaborations between … linguistics and DH will be fruitful for all of us.” I discuss my incorporation of a selection of DH tools and practices into my teaching of three undergraduate linguistics courses, where in lieu of the traditional “research paper”, students learn about free web-based tools to create interactive exhibits and digitally edited volumes. These tools make multimodal writing and data presentation easy, and they are ideal for interactive presentation of ideas. They also allow students to weave concepts in linguistics with ways in which linguistics, usually more embedded in the social sciences, finds footing in the humanities, including language and identity, language endangerment and revitalization, or specific languages that they speak or are spoken in their worlds. These initiatives address justice, equity, diversity, and inclusion (JEDI) initiatives promoting cross-linguistic and cross-cultural understanding. They also allow students to actively interrogate the ways in which the discipline may perpetuate or challenge existing power structures and their biases.

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Published

2024-10-30

How to Cite

Hildebrandt, Kristine. 2024. “Narrating a Path: Digital Humanities Tools in the Linguistics Classroom”. Proceedings of the Linguistic Society of America 9 (3): 5848. https://doi.org/10.3765/plsa.v9i3.5848.