New Language issue includes two new articles on teaching linguistics!

New Language issue includes two new articles on teaching linguistics!

Happy to present two new Teaching Linguistics articles about teaching linguistics in high schools and supporting blind or visually impaired students in phonetics and phonology classrooms. Thanks to our authors and reviewers!

The December 2014 issue of Language (Volume 90, Number 4) is now available online to LSA members and other Language subscribers. Highlights from this issue of Language include:

Learn more about our current issue of Language on Project MUSE.

Linguistics in Higher Education (LiHE) Call for proposals: LSA 2014 special session: Linguistics Beyond Linguistics Programs

Linguistics in Higher Education (LiHE)
Call for proposals: LSA 2014 special session:
Linguistics Beyond Linguistics Programs

In this organized session, we will discuss the contributions that linguistics can make to other majors (TESOL, MLL, communicative disorders, pre-law, etc.), as well as interdisciplinary influences of linguistics across the curriculum, including general education courses. Presenters will share strategies for successfully proposing and implementing courses for non-linguistics majors, or linguistics courses that could accommodate a wider range of majors, at their institutions.

This theme is directly tied to the LiHE charge in that it will:

– Serve as a resource for those concerned about the incorporation of linguistic content into broader, interdisciplinary enterprises by showcasing diverse ways in which departments are offering courses to the general student population.

– Help promote the development and sustenance of linguistics programs and departments by demonstrating ways in which some linguistics programs provide service to other programs at their home universities.

– Assist programs and departments with recruiting and retaining talented students, undergraduate majors and degree candidates since it is often the case that students are unaware of linguistics as a major until taking a linguistics class.

– Demonstrate the utility of linguistic study in the preparation of students for a variety of careers.

Proposals are requested for 7-15 minute panel presentations or posters on related topics, including (exact length will be determined based on number of participants):

– Innovative general education courses

– Interdisciplinary courses (possibly co-taught with faculty outside of linguistics)

– “Linguistics for _______ majors” courses – specialized linguistics courses for specific professions.

– Collaborations with other departments across the curriculum

Please submit a short (200-500 word) abstract describing the topic you would like to discuss during the organized session
by Tuesday, May 7th to
Along with the abstract, please indicate the following:

Name(s) of presenter(s), Affiliation and administrative title (if any), and preference for panel or poster

Letter from the Editors of Teaching Linguistics

February 15 2013

Dear Language readers,

We are very pleased to introduce Teaching Linguistics, the first of four new sections of Language. The mission of Teaching Linguistics is to disseminate original, high quality scholarship on the effective teaching of linguistics, using an expeditious peer review process. This new section provides a global forum for those who teach linguistics to share their pedagogical experiences and pedagogical research findings with linguists, as well as others in related areas. This forum will foster an understanding and appreciation for linguistics as a whole and will help to make linguistics accessible to the widest possible audience. We invite articles, essays, and interviews, as well as reviews of books, software, and other pedagogical materials.

Articles will first be published electronically through Language and made available through Project MUSE and JSTOR. After one year, they will be freely available on the LSA website. We are dedicated to using an online open access format so that all educators who teach students of all backgrounds and interests might read and feel enabled to contribute. Authors may arrange for immediate open access publication on the LSA website by paying a $400 Article Processing Charge. This fee may be waived in specific circumstances. Both editors of Teaching Linguistics, Anne and Kazuko, are researchers of color who teach in diverse areas of high need, and as such, it is important that those educators we work with everyday be able to access the materials. The online format allows us to disseminate timely and current articles, and we hope authors will take advantage of the fact that audio or video content can be easily embedded into an online publication. The open, accessible nature of the articles allows us to fulfill our mission of reaching a diverse audience.

We will ensure that the articles are of the highest quality and follow the same standards as other materials found in Language. Our many dedicated reviewers will aid us in presenting the strongest materials possible.

To launch the articles, we have invited Anne Curzan and Howard Lasnik to contribute pieces about their teaching practices, perspectives, and philosophies. Curzan’s essay introduces a three-fold approach to the topic of integrating linguistic information into English education and shares several classroom activities. Lasnik’s essay, while grounded in the teaching of syntax, offers insights and techniques that are fundamental to good teaching. We hope these essays will inspire both new and experienced teachers to reflect on their own teaching.

Our organized panel session at the 2013 Boston LSA meeting showcased a set of presentations that exemplify our mission and the types of papers we seek. Materials from the session will be available on the Linguistics in Higher Education Committee page of the LSA website. In the future, we will hold office hours at LSA meetings and other relevant conferences.

We look forward to this new venture and to learning with you.

Most sincerely,

Greg Carlson, Editor of Language

Kazuko Hiramatsu and Anne H. Charity Hudley

Associate Editors of Language

University of Michigan-Flint and The College of William and Mary