HighSchoolLinguistics:InformationforAdministratorsandTeachers

APLinguisticsCommitteeoftheLinguisticSocietyofAmerica

Version1-October2018

updatedJanuary2019

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TableofContents

1. WhatIsLinguisticsandWhyDoPeopleStudyIt?2. WhyTeachLinguisticsinHighSchool?3. HowShouldIIntroduceLinguisticsattheHighSchoolLevel?4. HowDoICreateandLaunchaHighSchoolLinguisticsCourse?5. WhataretheResultsofLinguisticsinHighSchool?6. WhatistheFutureofHighSchoolLinguistics?7. References8.ContactUs!9.Appendix:CollegeIntroLinguisticsCourseContentandResources

ThisdocumentcompiledonbehalfoftheLinguisticSocietyofAmericaHighSchoolLinguisticsInitiativebyKristinDenham(WesternWashingtonUniversity),AnneLobeck(WesternWashingtonUniversity),RichardLarson(StonyBrookUniversity)andDavidLightfoot(GeorgetownUniversity).Thisdocumentmaybecopiedandeditedtofittheneedsofdifferentschooldistricts.

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Linguisticsisthescientificstudyoflanguage.Linguistsstudylanguagejustlikeotherscientistsstudyothernaturalphenomena,suchasphotosynthesis,thesolarsystem,DNA,orclimatechange.Thestudyoflinguisticsthusrangesfromtheanatomical/physiologicalpropertiesofthebraintothefunctionalroleoflanguageinsociety.Althoughlanguagehasbeenanobjectofinvestigationsinceancienttimes,Linguisticsasweknowittodayisarelativelynewfieldofstudy,andahighlyrelevanttopicofstudyinsecondaryeducation.

Corequestionsguidinglinguisticsresearchinclude:● Howarelanguagesstructuredintermsofsounds(phonetics,phonology)words,

(morphology),expressions(syntax)andmeaning(semantics)?● Howislanguageisacquired,producedandprocessedbythebrain● Howdoeslanguagefunctioninsociety?● Howdolanguageschangeovertime?● Howdidlanguageevolveduringhumanprehistoryandinhistory?

Inadditiontoitsfascinationasatypeofscience,thesequestionsarealsoreceivingincreasinglyintensepracticalattentioninourmoderntechnological,multiculturalsociety.Theexplosivegrowthoftheinternetandconsequentaccumulationofvast,publiclyaccessibledomainsofinformationintextualandspokenformhavemadetheprocessingoflinguisticinformationaparamountinterestforscience,industry,governmentandeducation,aswellaseverydaylife.Theareathatappliestheresultsoflinguisticsresearchtoprocessingofspeechandlinguisticinformationtheoreticallyanddevelopsitspracticalapplicationsiscomputationallinguistics.

Ourincreasinglydeepunderstandingofhowlanguageisstructuredandhowitisacquired,storedandprocessedinthebrainisalsohavingprofoundimpactonthestudyofwhathappenswhen“thingsgowrong”-whengenetic,developmentalandpathologicalandtraumaticfactorsinterveneandinterferewithknowledgeoflanguage.Thelinguisticconsequencesandeffectsofcongenitalbirthdefects,ofASD,ofdementia,oftrauma(aphasias)andofnormalagingareallpartofthestudyofspeechandlanguagedisorders,whichfallwithintheever-expandingdomainofclinicallinguistics.

Thediversityofbiologicalspeciesalsohasimportantpotentialpracticalvalue.Thedestructionofthebiospherebyhumanactivityandclimatechangehasproducedaracebyscientiststorecordthefullestspectrumofplantandanimallifeandtopreserveitsdiversityforfuturegenerationswhereverpossible.Linguisticdiversitypresentsaremarkablysimilarpicture,withitsrichstorehouseofalternativewaysofconceivingandrelatingtotheworld.Theeconomic,climaticanddevelopmentalforcesdestroyingthebiospherearealsorapidlydestroyingthe"linguosphere,"withlanguagesgoingextinctinrecordnumbersandatanincreasingrate,andwithacounterpartlossinhumanculturaldiversity.Asaresult,linguisticscientistsareatworkacrosstheglobeseekingtorecord,preserveandsometimeseventoresurrectdyinglanguages.Thisworkfallswithintheexcitingandexpandingdomainofendangeredlanguagelinguistics.

Thesearejustseveralpotentillustrations,amongmany,ofthewaysinwhichthestudyoflinguisticsintersectsourmodernlives.

1.WhatIsLinguisticsandWhyDoPeopleStudyIt?

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Asasubjectmatter,Linguisticshasmanyattractionsforhighschoolsandhighschoolstudents.

Linguisticsoffersahighlyeffectivemediumforscienceeducation(STEM)!Unlikemanyotherphenomenaofscientificinterest,languageisaccessibleindepthwithouttheaidofcomplextechnicalapparatusorcalculus-levelmathematics.Thebasicdataoflinguistics-themovementsofarticulators,thepronunciationofforms,theacceptabilityandmeaningsofwords,phrasesandsentences,thefelicityand“import”ofexpressionsinagivencontext,thelinksbetweenhowwespeak,wherewecomefromandwhatcommunitieswebelongto(orareperceivedtobelongto)-canbeaccessedfreelybyanycompetentspeakerorsignerofahumanlanguage.Asaresultitbecomespossibletoproceedratherswiftlyfromdatacollectiontothecentralintellectualprocessesofscience:hypothesisgeneration,pursuitofevidencefororagainstagivenhypothesis,thedevelopmentofabstractmodelsofspeakerknowledge,etc.Linguisticsoffersprofoundtoolstonavigateamulticultural,multilingualworld!Linguisticsoffersanaturalmediumforexploringsocioculturalissuesinvolvedwithregional,ethnic,racial,andeconomicdiversity,aswellastheskillsandknowledgeneededtobemembersofourincreasinglymulticulturalandmultilingualworld.Attitudestowardscertaingroupsofpeopleoftencorrelatewithattitudestowardsthelanguagesanddialectstheyspeak.Knowledgeofdialectandlanguagevariationandthesocietally-determinedattitudesassociatedwiththemareimportantforstudentsinmanydifferentfields.Linguisticsofferscriticaltoolsandknowledgetostudentsforthestudyoflanguage!Knowledgeofthesoundsoflanguages,howthemeaningandstructureofwordsarerelated,howthegrammarsoflanguagesmayvary,differencesinwritingsystemsoftheworld,andtheculture-relativityoflanguageandhowculturaldifferencesareencodedbylinguisticmeans,isextremelyusefulinadvanceorasapartofthestudyofanyparticularlanguage,includingEnglishlanguagearts,worldlanguages,EnglishforthoseforwhomEnglishisnotthefirstlanguage.Itenablesmoreproficientlanguage-learning.

Linguisticsprovidesanwindowintosocialinteractionandsocialrelationsinsociety.

Languageservesasaproxyforsocialrelationsofpowerandsubordinationinsociety,andisaprimarymechanismfortheimplementationofdiscriminationandsocialinjustice.Thestudyoflanguageinsocietythusprovidesasabasisforunderstandingsocialinequalityandoffersatoolforaddressingissuesofsocialjusticeinsocietymanifestedinlanguage.

Linguisticsoffersapathwayintomanyexcitingcareerchoices!Theapplicationsforthosewhostudylinguisticsarenowhighlyvaried.Someofthemoretraditionalpathsincludecareersineducation;editing,publishing,andjournalism;thetechindustry;marketing;languagedocumentationandrevitalization;forensiclinguistics;polyglotjobs,includingtranslator,interpreter,diplomat,orhumanitarianaidworker;andawholelotmore.Computationalandclinicallinguistics,discussedabove,areamongthenewest,excitingcareerpathsthathaveopeneduptolinguists,withspeechandlanguagepathologyrankedU.S.NewsandWorldReport100BestJobsof2014inthetop10“bestjobs”,withaprojectedjobgrowthrateforaudiologyat34%andforspeech-languagepathologyat19%.

2.WhyTeachLinguisticsinHighSchool?

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LinguisticsoffersmanyopportunitiesforHighSchool-Universitycollaborations!

Thepresenceoflinguisticscurriculuminhighschoolswouldsignificantlystrengthenrelationsbetweenhighschoolsanduniversities.Sciencesandhumanitieswithcurricularpresenceinthehighschoolshaveuniversityinternshipandsummerresidenceprogramsallowingsecondaryschoolscholarswithstronginterestinresearchtospendtimeoncampusworkinginlaboratoriesoronotherresearchprojects.Therearemanypotentialopportunitiesforcollaborationsofthiskindwithinlinguistics,inareasincludinglanguage,literature,andculture,psycholinguistics,sociolinguistics,experimentallinguistics,fieldmethods,endangeredlanguages,phonetics,corpuslinguistics,clinicalstudiesandcomputationallinguistics.TheUniversityofArizona’spublicoutreacheffortsprovideanexcellentmodel(McKeeetal.2015),asdoestheNorthAmericanComputationalLinguisticsOlympiad(NACLO),whichconnectshighschoolstudentstothefieldoflinguisticswithanannualcompetitionoflinguisticproblem-solvingheldatschoolsaroundthecountry.

HighSchoolLinguisticscoursescanleadtocollegecreditThenumberofcolleges/universitiesofferinglinguisticscoursesshowsasteadyrise.Figure-1fromtheLSA(2017)showsthegrowthofBAlinguisticsdegreessincethemid-90s.Rigorouslinguisticcoursesinhighschoolmeansstudentsarewell-preparedtoenterwhatisclearlyanexpandingareaofundergradinterest,andstudentscanearncollegecreditfortheirhighschoolwork.

FIGURE1-TRENDSINTHEGROWTHOFLINGUISTICSDEGREES

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TheLinguisticSocietyofAmerica,theprofessionalorganizationoflinguistsinAmerica,recommendscreationofabasiccourseintroducingstudentstothescientificstudyoflanguageandprovidingthemwiththeopportunitytoengageinadeeperstudyoflanguagestructureanduse.Thecourseoffersastrongfocusonthetoolsoflinguisticanalysis,whichunderliethestudyoflanguageinallitsfacets.

CourseContentTheproposedcoursealignswithcurrentintroductorycollegelevellinguisticscourses,whichexplorethefollowingthemes:

● Oral/sign(natural)languageversuswrittenlanguage● Thesoundsystemoflanguage(phonetics&phonology)● Wordstructureandetymology(morphology)● Sentencestructure(syntax)● Wordandsentencemeaning (semantics)● Languagechangeovertime(forexample,thehistoricaldevelopmentofEnglish)● Languagevariation(variationbasedonregion,ethnicity,gender,age,andothersocial

factors.)● Languageendangerment,death,andrevitalization

Thecourseoffersthefollowinglearningobjectivesandskillsdevelopment:

● Anunderstandingofthegrammaticalcomponentsofnaturallanguage● Abilitytothinkcriticallyaboutlanguagestructureanduse,andtoapplyinquiry-based

toolstoanalyzelanguage● Awarenessofthelanguageasadynamicsystemthatvariesovertimeandspace● Awarenessoflanguagevariationanddiversityinsociety● Awarenessofsocialattitudesaboutlanguage(accentdiscrimination,linguistic

stereotypingandprofiling,etc.)andinstrumentaltoolstochallengelinguisticinjustice.Understandingthereasonsforlanguageshiftandtheroleofheritagelanguagesandbilingualismacrosscommunities.

(SeeAppendixforrecentsurveyresultsonthecontentofcollegelevelintroductorylinguisticscoursesintheUS,andsomestandardtextbookresourcesappropriateforsuchcontent.)TeacherQualificationsTeachersinterestedinofferingaHighSchoolintroductorylinguisticscourseshouldhaverelevantbackgroundeitherinmodernlinguisticsorarelatedarea(e.g.,languageteaching,ESL,etc.).

3.HowCanIIntroduceLinguisticsattheHighSchoolLevel?

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TeacherIdentificationAsdescribedabove,Linguisticsstandsattheintersectionofthesciences,socialsciences,andthehumanities.ThepoolfromwhichpotentialHighSchoollinguisticscourseinstructorsmightbedrawniscorrespondinglybroadandinclusive.

Linguisticsfurtheropensafreshempiricaldomainforscientificexplorationinwhichstudentsareexposedtoexperimentalworkwithoutexpensiveequipment.Scienceteachersmightfindlinguisticsanattractiveandengagingadditiontotheirinstructionalportfolios.

Giventhemodernperspectiveonlanguageasacentralcomponentofhumancognition,teachersofferingAPPsychologyinaSocialSciencescurriculummightwellwishtoexploreofferingalinguisticscourse.TheUniversityofMarylandoutreachprogramreportedinLidzandKronrod(2014)demonstratestheconnectivityofLinguisticstoAPPsychologyandsupportsthecontentionthat"[contemporarylinguistics]offersanincomparableavenuetounderstandthenatureofthehumanmind."(165).

Languageisacoreelementofhumanidentityandculturethatsocialscienceteachersmightwishtoexploreanddevelop.ThesuccessoftheUniversityofCaliforniaatSantaBarbara’sSKILLSprogram(http://www.skills.ucsb.edu)andNorthCarolinaStateUniversity’sNorthCarolinaLanguageandLifeProject(https://languageandlife.org)demonstratethestrongconnectivityoflinguisticstosocialsciencesprogramsthatembracethisview.

ManyteachersofEnglishorgraduatesofESLprogramsthatwereofferedwithinalinguisticsdepartmentwillalreadyhavehadcourseworkinlinguisticsandwillbewellpreparedtoteachalinguisticscourse.ThesuccessesbyGinsberg,HondaandO'Neil(2011)andHonda,O'NeilandPippin(2010),O'Neil(2010),Roh(2010)showthecentralityoflinguisticstoEnglishandELLclassrooms.

Manymodernandclassicallanguageteacherswillhavehadpriorcourseworkinlanguagestructureandgrammarinvolvingthekeyconceptsandtoolsofmodernlinguisticanalysis.ArecentLatin-LinguisticsWorkshopatStonyBrookUniversity(https://www.stonybrook.edu/llw/)demonstratedstronginterestamongNY-areaLatinteachersisexpandingtheirdepartmentstoincludelinguistics,bridgingaclassicalhumanitiessubjectandSTEMeducation.

Finally,computerscienceteacherswithaninterestinthecomputationalareasmentionedearlier-searchingtextsquicklyandefficientlyformeaningfulandrelevantassociationsofdata,automatictranslationoftextsbetweenlanguages,conversionofspokentextintowrittentextandviceversa,cryptanalysis-mightwellwishtoofferthefundamentalsofthesciencethatunderliestheseapplications.

TeacherTrainingTheHighSchoolLinguisticsInitiativeisplanningworkshopsandotherprofessionaldevelopmentopportunitiesforinterestedteachers.Therearetentativeplansforasummerworkshopin2020tobeheldinBellingham,Washington.Otheropportunitiesareindevelopmentelsewhereinthecountry.

TheLinguisticSocietyofAmericaisactivelydiscussingthepossibilityofaregularcourseforHighSchoolteachersatitsbi-annualLSASummerInstitutes.

StonyBrookUniversityisactivelydiscussingdevelopmentofanon-linecourseforHighSchoolteachers"TeachingIntroductiontoLinguisticsinHighSchool"whichwouldintroduceboththesubjectmatteranditspedagogy.

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LinguisticsisnotasubjectmatterthatstudentsaretypicallyawareofattheHighSchoollevel.HenceintroducingaHighSchoolLinguisticscourse“fromscratch”generallyrequiressomepreparatorywork.Themainstepsarebuildingstudentinterestandfindingteachersupport,especiallyintheearlyyearsofthecourse.

BuildingstudentinterestNucleiofstudentinterestoftentaketheformofschoolclubs.Manyschoolclubsareorganizedaroundcompetitiveevents,ormakethelatterpartoftheiractivities.MathclubsareinvolvedwithMathletecompetitions;scienceclubsareinvolvedwithsciencefairsorsciencetalentsearchcompetitions,likethatrunbySiemens,LatinclubsareinvolvedwithCertamencontests,etc.AcounterpartlinguisticscompetitionthatcanbethebasisofstudentinterestinLinguisticsisthetheNorthAmericanComputationalLinguisticsOlympiad(NACLO).AsNACLO'sofficialwebsite(http://www.nacloweb.org)states:“TheNorthAmericanComputationalLinguisticsOlympiadisacontestinwhichhighschoolstudentssolvelinguisticpuzzles.Insolvingthesepuzzles,studentslearnaboutthediversityandconsistencyoflanguage,whileexercisinglogicskills.Nopriorknowledgeoflinguisticsorsecondlanguagesisnecessary.Professionalsinlinguistics,computationallinguisticsandlanguagetechnologiesusedozensoflanguagestocreateengagingproblemsthatrepresentcuttingedgeissuesintheirfields.Thecompetitionhasattractedtopstudentstostudyandworkinthosesamefields.Itistrulyanopportunityforyoungpeopletoexperienceatasteofnatural-languageprocessinginthe21stcentury.”TheNACLOexamisofferedeveryJanuaryandconsistsofanopenround,andinvitationalroundandafinalround.FinalistscompeteatinternationalvenueslikeDublinandBeijing.StudentreactiontoNACLOhasbeenveryenthusiasticandparticipationinNACLOisgrowingeveryyear.WehavefoundthatNACLOcanbeaveryeffectivenucleusforstudentandteacherinterestinlinguistics.

EstablishingTeacherSupportCreationofanynewcoursesubjectinvolvesalearningcurveforteachers,whichmaybesteepintheinitialoffering.HighSchoolteachersinterestedindevelopingalinguisticscoursecanfindsupportfortheireffortsbothincollaborativerelationshipswithuniversityprogramsandthroughprofessionalrelationshipswiththeLinguisticSocietyofAmerica(LSA),theprofessionalorganizationoflinguistsinAmerica.

OnceahighschoolhasidentifiedapotentialLinguisticsteacher,thereareamplepossibilitiesforpartneringwithalocalcollegeoruniversitylinguisticsprogramoncoursedevelopmentandsupport.TheAPLinguisticsCommitteeoftheLSA(https://www.linguisticsociety.org/news/2016/09/09/lsa-establishes-committee-ap-linguistics)canmatchupyourschoolwithlocalcollegeanduniversityfacultywhowouldbedelightedtosupportyourefforts.Supportcanincludeadviceoncurriculumdevelopment,samplesyllabi,suggestionsonequipment,suggestionsoninclassactivities,guestlectures,campusvisitstocollegeanduniversitylaboratories,referralforstudentquestionsandresearchprojectsuggestions,studentinternships,etc.Further,teacherinstructionalworkbooksthataccompanystudentmaterialscanprovideessentialinstructionalsupportforinstruction.

4.HowDoICreateandLaunchaHighSchoolLinguisticsCourse?

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Partnershipeffortsarecurrentlyunderwayinvariouslocales.InFall2017WardMelvilleHighSchoolbeganapartnershipwithStonyBrookUniversityLinguisticsDepartmentfacultytoofferanewcourseTHESCIENCEOFLANGUAGEinFall2018.StonyBrookfacultyarecollaboratinginSummer2018todevelopthecurriculumandplantheclassactivities.

Finally,highschoollinguisticsteacherscanbecomepartofanationaleffortandconversation.TheLSAhasrecentlycreatedacategoryofmembershipallowingK-12teacherstobecomeassociationmembersfreeofcharge.ThispermitsthemtoparticipateinLSAannualmeetings,wheredevelopmentsinintroducinglinguisticsinK-12arenowunderactivediscussion.Forexample,the2019LSAannualmeetinginNYCwillfeaturedadatablitzsessionentitled"TheTeachersareHere:PromotingLinguisticsinHighSchool"organizedbysevenUShighschoolteachers(TeairaMcMurtry,AmyPlackowski,AndrewBergdahl,AbrahamLeach,JohnVanWay,VictoriaMaria,andSuzanneLoosen).

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PriorU.S.experimentsaimedatintroducinglinguisticsintothehighschoolcurriculumhavebeentestedandvalidated.

TheSKILLSprogram,mentionedearlierandinitiatedbytheUniversityofCaliforniaSantaBarbarain2010“preparesandmotivatesCalifornia’spublicschoolstudentsforhighereducationbygivingthemhands-onexperienceinstudyinglanguageandculture".SKILLScurriculumunitsfocusonlanguageinthepeergroup,languageinthefamily,languageinthelocalcommunityandlanguageintheworld.Thiscurriculumhasbeensuccessfullyimplementedinone-semesterelectivesocialstudiesclasses,inafterschoolprogramsandincollegeprepclassesinSantaBarbaraareahighschools.

LidzandKronrod(2014)describeaprogrambylanguagescientistsattheUniversityofMarylandtointroducelinguisticsasacomponentofexistingAPPsychologyclassesinlocalhighschools.Thisoutreachwasinitiatedin2007withNorthwoodHighSchool(SilverSpring,MD),aschoolwithalargeminoritypopulation(approx.70%),andwaslaterextendedtoanareamath–scienceMagnetHighSchool(Montgomery-BlairHighSchool).Theprogramhassuccessfullyexpandedsinceinceptiontoincludefacultyandgradstudentsfromabroadrangeofbackgrounds(Biology,ComputerScience,Education,ElectricalEngineering,Human-ComputerInteraction,HumanDevelopment,Linguistics,Philosophy,Psychology,andSecondLanguageAcquisition).ReaserandWolfram(2007)offercurriculumonlanguagediversityviaastate-adoptedcurriculumforsocialstudiescoursesthatshowsignificantchangeinattitudesaboutlanguagedifferencesalongwiththesignificantgainofknowledgeaboutlanguagepatterns.

Loosen(2014)describescreationanddeliveryofaone-semesterintroductiontoLinguisticscoursefor10th-12thgradersattheMilwaukeeSchoolofLanguages.IanConnallyteachesayear-longlinguisticscourseatPaschalHighSchoolinFortWorth,Texas,andispartneringwithKristinDenhamandAnneLobeckofWesternWashingtonUniversitytodevelopcoursesandworkshopstoprepareteacherstointegratelinguisticsintothecurriculum.Loosenwritesaboutherexperienceteachinglinguisticsinhighschoolinherarticle“Highschoollinguistics:Asecondaryschoolelectivecourse.”(https://www.linguisticsociety.org/sites/default/files/07e_90.4Loosen.pdf.SelectedcommentsfromstudentswhotookLoosen’slinguisticsclass(ppe270-271):

JamesW.:“LinguisticsisonecourselikenootherIeverhadachancetotake.Mostcourseshaveadecentamountofinformationtocoverbutitdoesalwayshaveitslimits;however,linguisticstoucheseverythingandisinvolvedinanyandeverypossibletopic.Aslongasinformationcanbesaid,written,orexpressedbyaperson,itisalinguisticssubject.”

5.WhataretheResultsofLinguisticsinHighSchool?

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JanneyD.:“Thewaybabiesarebornwiththeabilitytojustabsorblanguagewithoutneedingtobetaughtisamazingtome.ReadingaboutthestagesoflanguageacquisitionwasfunbecauseIhavealotoflittlecousins,andwhenI’mwiththemnowIcannoticethemgoingthroughthem.Ialsotestedsomeofthefactswelearned.”

BradR.:“Itwasveryinterestingtolearnhowsocietyandcultureaffectlanguageandhowpeoplecommunicate.Dependingonyoursocialclassorrole,yourdialectwillbedifferentfromsomeoneelse.It’salsoaffectedbyyourraceorbackgroundaswell;allpeopleineverypartoftheworldhavedifferentdialectsandidiolectseveniftheyspeakthesamelanguage.”

ValentinG.:“Linguisticshasmadememoreinterestedinlearningnewlanguagesandhasalsomadeiteasierthanbefore.Languageissoimportantbecauseit’slikeakeytotheworld.Everybodyshouldknowaboutlinguistics,andIformyself,cannotgetenoughofit.”

GiannaD.:“IbelievestudyingLinguisticsisimportantbecauseunlikethetraditionalsubjectsofmathorhistory,itissomethingcompletelyforeignthatmostofuslackanyknowledgeof.Itintroducesustoawholenewperceptionoflanguageitselfandgivesusanappreciationofthecomplexitythatlanguageis.Everydaythereissomethingnewtolearn;thepacingneverstops.Irememberbeingfascinatedbytheamountoflinguisticobservationsthatoccurovernightorinadiscussion,andthenbeingevenmorefascinatedbytryingtodiscoverpatternsinhowandwhywedowhatwasobserved.That’soneofmyfavoritepartsoflinguistics—beingabletoapplyittoreallife....Ithinkit’ssafetosayeveryoneshouldstudylinguistics.It’sahumblingexperiencebecauseyouneverrealizehowignorantyoumight’vebeeninsuchacrucialsubject.”

Asthesestudentreactionsillustrate,learningaboutlinguisticsopenstheireyestoconceptsandideastheyarenottypicallyexposedtoinotherclasses,conceptsandideasthatapplytodailylifeinawidevarietyofdifferentways.

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APLinguisticsInMay2016,theLSA,beganeffortstoprepareaproposaltotheCollegeBoard(CB)forcreationofanAPLinguisticscourseandexamination(https://www.linguisticsociety.org/news/2016/09/09/lsa-establishes-committee-ap-linguistics).APLinguistics,ascurrentlyenvisioned,willparallelancollege-levelintroductorylinguisticscourseincontentandwillearncollegecreditatparticipatinginstitutions.TheHighSchoollinguisticscoursedescribedinthisdocumentcorrespondscloselytotheeventualAPcourseenvisioned,andwouldconstituteAPLinguistics“pre-cursors”.HenceschoolselectingtodevelopaHighSchoollinguisticsofferingwillbeextremelywell-positionedtotakeadvantageofthenewAPLinguisticsofferingintheveryfirstyearthatitisoffered

IBLinguisticsTheAPLinguisticsCommitteehasplanstoapproachthetheInternationalBaccalaureate®(IB)aboutpotentialdevelopmentofanIBLinguisticscoursewithinitsinternationallyrecognizedandeducationallyacclaimedcurriculum.

6.WhatistheFutureofHighSchoolLinguistics?

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Adger,CarolynTemper,CatherineE.Snow,&DonnaChristian(2002/2018)Whatteachersneedtoknowaboutlanguage.Washington,DC:CenterforAppliedLinguistics,McHenry,IL:DeltaSystems,Inc.

Baugh,John.(2000)BeyondEbonics:LinguisticPrideandRacialPrejudice.NewYork:OxfordUniversityPress.

Baugh,JohnandH.SamyAlim.(2006)TalkinBlackTalk:Language,Education,andSocialChange.NewYork:TeachersCollegePress

CharityHudley,AnneH.&ChristineMallinson(2010)UnderstandinglanguagevariationinU.S.schools.NewYork:TeachersCollegePress.

CharityHudley,AnneH.&ChristineMallinson(2013)Wedolanguage:EnglishlanguagevariationinthesecondaryEnglishclassroom.NewYork:TeachersCollegePress.Ginsberg,Daniel,MayaHondaandWayneO'Neil(2011)LookingbeyondEnglish:LinguisticinquiryforEnglishlanguagelearners.LanguageandLinguisticsCompass.Vol5.No.5.

Devereaux,Michelle(2014)TeachingAboutDialectVariationsandLanguageinSecondaryEnglishClassrooms:Power,Prestige,andPrejudice.Abingdon,UK:Routledge.

Devereaux,MichelleandChrisPalmer(2018)eds.TeachingLanguageVariationintheClassroom:StrategiesandModelsfromTeachersandLinguists.RoutledgePublishing.Abington,U.K.

Honda,Maya(1994)LinguisticInquiryinthescienceclassroom:“Itisscience,butit’snotlikeascienceprobleminabook.”(MITOccasionalPapersinLinguistics6.)Cambridge,MA:MITWPL.

Honda,MayaandWayneO’Neil(1993)Triggeringscience-formingcapacitythroughlinguisticinquiry.InTheviewfromBuilding2:EssaysinlinguisticsinhonorofSylvainBromberger,K.HaleandS.J.Keyser(eds.),229-255.CambridgeMA:TheMITPress.

Honda,M.,O'Neil,W.,&Pippin,D.(2010).Onpromotinglinguisticsliteracy.InK.Denham&A.Lobeck,Linguisticsatschool:Languageawarenessinprimaryandsecondaryeducation(pp.175-188).Cambridge,England:CambridgeUniversityPress.

Honda,MayaandWayneO’Neil(2008)ThinkingLinguistically:Ascientificapproachtolanguage.NewYork:WileyBlackwell.

Lidz,JeffreyandYakovKronrod(2014)ExpandingourReachandTheirs:Whenlinguistsgotohighschool.LanguageandLinguisticsCompass8(10):449-463.

Loosen,Suzanne(2014)Highschoollinguistics:Asecondaryschoolelectivecourse.Language90(4):258-273.

7.References

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LinguisticSocietyofAmerica(2017)AnnualReport:TheStateofLinguisticsinHigherEducation.https://www.linguisticsociety.org/resource/state-linguistics-higher-education-annual-report

McKee,C.,E.Zimmer,A.Fountain,H.-Y.Huang,&M.Vento(2015)Publicoutreachinlinguistics:Engagingbroaderaudiences.LanguageandLinguisticsCompass,9,349–357.

O’Neil,Wayne(2010)Bringinglinguisticsintotheschoolcurriculum:Notoneless.InKristinDenhamandAnneLobeck,ed.,Linguisticsatschool:Languageawarenessinprimaryandsecondaryeducation,24-34.CambridgeUK:CambridgeUniversityPress.

Reaser,Jeffrey,andWaltWolfram(2007).VoicesofNorthCarolina:LanguageandLifefromtheAtlantictotheAppalachians(secondedition).Teachers’manual,studentworkbook,andresourceDVDs.[NCDPIendorsed]

Rickford,JohnandEdwardFinegan(2004)eds.LanguageintheUSA:ThemesfortheTwenty-firstcentury.Cambridge:CambridgeUniversityPress.

Roh,Angela(2010)AndYouCanAllSayHaboo:EnrichingtheStandardLanguageArtsCurriculumwithLinguisticAnalysis,”InK.DenhamandA.Lobeck,eds.LinguisticsatSchool:LanguageAwarenessinPrimaryandSecondaryEducation.NewYork:CambridgeUniversityPress.

Smitherman,Geneva(2000)TalkingthatTalk:Language,cultureandeducationinAfricanAmerica.Abingdon,UK:Routledge.

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FormoreinformationaboutHighSchoolLinguistics,contact:

KristinDenham(kristin.denham@wwu.edu),WesternWashingtonUniversityRichardLarson(richard.larson@stonybrook.edu),StonyBrookUniversityAnneLobeck(anne.lobeck@wwu.edu),WesternWashingtonUniversitySuziLoosen(loosensa@gmail.com),MilwaukeePublicSchools

8.ContactUs

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InSpring2018,theLinguisticsinHigherEducationCommittee(LiHEC)oftheLSAconductedasurveyofintroductorylinguisticscoursecontentatUSuniversitiesandcolleges.Thefollowinggraphplotsthefrequencyofareascovered,notcoveredandcoveredinpassing.ThisdataprovidesusefulguidelinesforaHighSchoollevelintrocoursethatwouldapproximateacollegeleveloffering.

Textbooks:

Denham,KristinandAnneLobeck.2010.LinguisticsforEveryone:AnIntroduction.Boston:WadsworthCengageLearning.

Honda,MayaandWayneO'Neil.2008.ThinkingLinguistically:ascientificapproachtolanguage.Malden,MA:BlackwellPublishing,2008.

OhioStateUniversityDepartmentofLinguistics.2018TheLanguageFiles:MaterialsforanIntroductiontoLanguageandLinguistics12thedition.Athens,OH:OhioUniversityPress.

9.Appendix:CollegeIntroLinguisticsCourseContentandResources

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Otherbooks:

Denham,KristinandAnneLobeck(2005)eds.LanguageintheSchools:IntegratingLinguisticKnowledgeintoK-12Education.Mahwah,NJ:LawrenceErlbaumAssociates,2005

Denham,KristinandAnneLobeck(2010)eds.LinguisticsatSchool:LanguageAwarenessinPrimaryandSecondaryEducation.NewYork:CambridgeUniversityPress,2010.

DenhamandLobeck(2018)WhyStudyLinguistics.Abingdon,UK:Routledge.Lobeck,AnneandKristinDenham(2013)NavigatingEnglishGrammar:Aguidetoanalyzing

reallanguage.Boston:BlackwellPublishing.Websites:https://allthingslinguistic.com/https://teachling.wwu.edu/https://linguistics.chass.ncsli.edu/thinkanddo/vonc.phphttps://www.nationalgeographic.org/projects/enduring-voices/http://highschoollinguistics.blogspot.com/