POSTER C7

Teaching Teachers Phonetics: The design and implementation of an asynchronous online English phonetics course

Steven H. Weinberger, George Mason University
Hussain Almalki, George Mason University
Larisa Olesova, George Mason University

Stand-alone phonetics courses are atypical in most applied linguistics teacher-training programs. We argue that theoretical phonetic instruction, especially the description and analysis of foreign-accented speech serves as a valuable resource for English pronunciation teachers. We report on how such a course is successfully designed, implemented and evaluated entirely online.

Watch this 1-minute video

Learn more here

Watch our full presentation here. You can download a PDF of the slides below the video.

Access the slides in PDF format hereDownload

This presentation is part of the organized session on Scholarly Teaching in Linguistics in the Age of Covid-19 and Beyond at the 2021 Annual Meeting of the Linguistic Society of America. For correspondence regarding this particular presentation, please contact the author(s) at the email address listed above.

Check out our other POSTER panel presentations:

POSTER Session A: Course Design [11:00am]

1. Using a Class Wiki to Facilitate Community and Linguistic Inclusivity (Bjorndahl)
2. Offline vs. Online Modalities in Extracurricular Programming (Lucovich)
3. Diversifying the Field: Activities to make linguistics more relevant (Mantenuto)
4. ADA Compliance and Teaching Linguistics Online: Best practices and resources (Miller)
5. Contract grading in Introductory Linguistics: Creating motivated self-learners (Paraskevas)
6. Course Design Principles for a More Diverse Professoriate (Truong)
7. Rethinking Extra Credit: How gamification can reduce grade inflation and strengthen soft skills (Welch)

POSTER Session B: Learning Activities [11:30am]

1. Podcasting in a Pandemic for Teaching, Outreach, and Justice (Anderson, Bjorkman, Desmeules-Trudel, Doner, Currie Hall, Mills, Sanders, Taniguchi)
2. Interactive Activities for Asynchronous Introduction to Linguistics (Curtis)
3. Team Based Learning and English Grammar: Building community and lowering affect (Launspach)
4. Replacing Traditional Sections With Teams-based Groupwork: Remote learning and beyond (Lee)
5. Journaling About Progress and Errors (Nordquist)
6. Making Online Group Work Appealing Through Wikipedia Editing (Stvan)
7. The impact of Metacognition in Linguistics Courses (Vallejos & Rodríguez-González)

POSTER Session C: Teaching a Specific Topic in Linguistics [12:00pm]

1. From “Hello World!” to Fourier Transforms: Teaching linguistics undergraduates to code in ten weeks or less (Blaylock)
2. Active Learning in Asynchronous Introductory Linguistics: Successes and challenges (Bunger)
3. All in With Google Slides: Virtual engagement and formative assessment in introductory sign language linguistics (Geer)
4. Fostering Learner Investment Through Objectives-based Evaluation and Structured Independent Research Projects (Nee & Remirez)
5. Teaching Grammaticality with Online Tools (Rapp Young)
6. Ten Trees a Day: How Gwilym the Trilingual Buffalo and Insights from Learning Science Can Improve Syntax Skills (Santelmann)
7. Teaching Teachers Phonetics: The design and implementation of an asynchronous online English phonetics course (Weinberger, Almalki & Olesova)