De-centering English with “language of the day” in undergraduate linguistics
DOI:
https://doi.org/10.3765/plsa.v9i3.5850Keywords:
undergraduate teaching, linguistic diversity, active learning, skills-based gradingAbstract
Undergraduate linguistics courses often prioritize data from prestige varieties of English. This limits student learning to test cases of English and centers prestige varieties in the linguistics educational experience. We developed a method for de-centering English by exposing students to many languages in “language of the day” (LotD) activities. These activities broadened student knowledge of the world’s languages and improved student achievement on core analytical skills. This paper covers our implementation of LotD across two undergraduate phonetics and phonology courses, student and instructor reception, and suggestions for adaptation across subfields and course types.
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Copyright (c) 2024 Ivy Hauser, Erica Dagar, Emily Graham
This work is licensed under a Creative Commons Attribution 4.0 International License.
Published by the LSA with permission of the author(s) under a CC BY 4.0 license.