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Hi All - In my LingAnth class I have 60+ students. They are mixed hearing and deaf students. I have students learn the IPA symbols for English, then memorize their articulation descriptors. I provide them with materials, including links to sounds, so that if
they are hearing, they can associate sounds with the symbols. As we go into phonology, I have all students learn to distinguish minimal pairs in English and in ASL. From there on, we work with spoken and signed languages for examples in the class, and on homework
and exams.<br>
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For transcription, similar to Steven's description below, students learn how we can only capture part of what we see/hear, and the various reasons behind what gets in and what gets left out. Students work with naturally occurring data on either spoken English
or on ASL.<br>
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<div id="divRplyFwdMsg" dir="ltr"><font face="Calibri, sans-serif" style="font-size:11pt" color="#000000"><b>From:</b> Linganth <linganth-bounces@listserv.linguistlist.org> on behalf of Steven Black <stevepblack@gmail.com><br>
<b>Sent:</b> Thursday, September 5, 2019 6:01 AM<br>
<b>To:</b> Mary Scoggin <ms34@humboldt.edu><br>
<b>Cc:</b> LINGANTH <LINGANTH@listserv.linguistlist.org><br>
<b>Subject:</b> Re: [Linganth] redesigning my intro linganth course</font>
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<p class="x_MsoNormal">Hi Mary,</p>
<p class="x_MsoNormal">Before I answer, I should mention that my Intro to Ling Anth course has a cap of 35 students, which makes some of the interactive work we do a lot easier. I’ve done this with much larger classes in the past, but it is more difficult.</p>
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<li class="x_MsoListParagraph" style="margin-left:0in">For transcription, we read and talk about the theoretical/ political implications of transcription in light of the fact that transcripts are always only partial representations of human encounters; I give
students a handout that I created with about 11 common ling anth/ conversation analysis transcription symbols, and we practice in class with a fun video clip, talking about different strategies to represent aspects of the video other than the “words” and reasons
why you might or might not want to include different symbols in a given instance. Then I ask them to record two minutes of conversation between at least two people who are not them (they can be a participant if there are two other people), and then transcribe
it using the transcription symbols I’ve provided.</li></ul>
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<li class="x_MsoListParagraph" style="margin-left:0in">For phonetics/ phonology, I give students a handout with the IPA chart on it, we talk about/ read about the topic; and then in class together we complete a 1 page exercise that includes (1) write the IPA
symbol for your pronunciation of the following sounds (e.g. “t” as in top), (2) identify the place of articulation for these sounds, (3) split the following words into their phonemes (e.g.
<span style="font-family:"Times New Roman",serif">t h | i | n | k), and (4) identify the English letters in your way of reading/ speaking that correspond with the following IPA symbols. I’ve found that most students can’t do this on their own without former
training, but going through it together—and discussing pronunciation differences among dialects/ accents that become apparent as students attempt this—at least gives a sense of critical distance from received ideas about orthography and phonics; and then I
discuss examples of sounds that exist in other languages that don’t exist in English.</span></li></ul>
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<p class="x_MsoNormal">I hope this is helpful!</p>
<p class="x_MsoNormal">Take care,</p>
<p class="x_MsoNormal">Steve</p>
<p class="x_MsoNormal"> </p>
<p class="x_MsoNormal"><span style="font-size:10.5pt; color:#4472C4">Steven P. Black</span></p>
<p class="x_MsoNormal"><span style="font-size:10.5pt; color:#A5A5A5">Associate Professor / Department of Anthropology / Georgia State University</span></p>
<p class="x_MsoNormal"><span style="font-size:10.5pt"><a href="http://sites.gsu.edu/sblack/"><span style="color:#0563C1">The Global Health Discourses Project</span></a><span style="color:#7F7F7F">
</span><span style="color:#A6A6A6">/</span><span style="color:#7F7F7F"> </span><a href="https://anthropology.gsu.edu/"><span style="color:#0563C1">GSU Anthropology</span></a>
<span style="color:#A6A6A6">/</span> <a href="https://www.rutgersuniversitypress.org/speech-and-song-at-the-margins-of-global-health/9780813597713">
<span style="color:#0563C1">Book: Speech and Song At the Margins of Global Health</span></a><span style="color:#A5A5A5"></span></span></p>
<p class="x_MsoNormal"><span style="font-size:10.5pt; color:#A5A5A5"> </span></p>
<p class="x_MsoNormal"><span style="font-size:10.5pt; color:#A5A5A5">P.O. Box 3998</span></p>
<p class="x_MsoNormal"><span style="font-size:10.5pt; color:#A5A5A5">Atlanta, GA 30302-3998</span></p>
<p class="x_MsoNormal"><span style="font-size:10.5pt; color:#A5A5A5">(404) 413-5168</span></p>
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<p class="x_MsoNormal"><b><span style="font-size:12.0pt; color:black">From: </span>
</b><span style="font-size:12.0pt; color:black">Mary Scoggin <ms34@humboldt.edu><br>
<b>Date: </b>Wednesday, September 4, 2019 at 2:40 PM<br>
<b>To: </b>Steven Black <stevepblack@gmail.com><br>
<b>Cc: </b>Janina Fenigsen <jfenigsen@gmail.com>, LINGANTH <LINGANTH@listserv.linguistlist.org><br>
<b>Subject: </b>Re: [Linganth] redesigning my intro linganth course</span></p>
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<p class="x_MsoNormal">Hi Steven, looks like a nice mix! Question to you and others: </p>
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<p class="x_MsoNormal">How do you run transcript and phonetic exercises? I would like to incorporate a little (but not a LOT) more "structural" material into some of my linguistic anth courses, esp the lower level ones. Any quick thoughts? </p>
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<p class="x_MsoNormal">On Fri, Jul 26, 2019 at 9:08 AM Steven Black <<a href="mailto:stevepblack@gmail.com">stevepblack@gmail.com</a>> wrote:</p>
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<p class="x_MsoNormal" style="">Hi Janina,</p>
<p class="x_MsoNormal" style="">I’m still making tweaks to it, but you are welcome to look at my “interactive” intro to ling anth syllabus that I am using this Fall (<a href="https://sites.gsu.edu/matlag/" target="_blank">https://sites.gsu.edu/matlag/</a>).
The course texts are listed in the “About” section. In addition to Laura Ahearn’s textbook (“LL” in the schedule section), I’m using my new book (“SPESO” in the schedule section) this year--admittedly in part because I’ve got so much audio-video and so many
stories that I can include with my own students, but I hope that the book will also be good for others to use as well!</p>
<p class="x_MsoNormal" style=""> </p>
<p class="x_MsoNormal" style="">Good luck with the syllabus-revisions.</p>
<p class="x_MsoNormal" style=""> </p>
<p class="x_MsoNormal" style="">Take care,</p>
<p class="x_MsoNormal" style="">Steve</p>
<p class="x_MsoNormal" style=""> </p>
<p class="x_MsoNormal" style=""><span style="font-size:10.5pt; color:#4472C4">Steven P. Black</span></p>
<p class="x_MsoNormal" style=""><span style="font-size:10.5pt; color:#A5A5A5">Associate Professor / Department of Anthropology / Georgia State University</span></p>
<p class="x_MsoNormal" style=""><span style="font-size:10.5pt"><a href="http://sites.gsu.edu/sblack/" target="_blank"><span style="color:#0563C1">The Global Health Discourses Project</span></a><span style="color:#7F7F7F">
</span><span style="color:#A6A6A6">/</span><span style="color:#7F7F7F"> </span><a href="https://anthropology.gsu.edu/" target="_blank"><span style="color:#0563C1">GSU Anthropology</span></a>
<span style="color:#A6A6A6">/</span> <a href="https://www.rutgersuniversitypress.org/speech-and-song-at-the-margins-of-global-health/9780813597713" target="_blank">
<span style="color:#0563C1">Book: Speech and Song At the Margins of Global Health</span></a></span></p>
<p class="x_MsoNormal" style=""><span style="font-size:10.5pt; color:#A5A5A5"> </span></p>
<p class="x_MsoNormal" style=""><span style="font-size:10.5pt; color:#A5A5A5">P.O. Box 3998</span></p>
<p class="x_MsoNormal" style=""><span style="font-size:10.5pt; color:#A5A5A5">Atlanta, GA 30302-3998</span></p>
<p class="x_MsoNormal" style=""><span style="font-size:10.5pt; color:#A5A5A5">(404) 413-5168</span></p>
<p class="x_MsoNormal" style=""> </p>
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<p class="x_MsoNormal" style=""><b><span style="font-size:12.0pt; color:black">From:
</span></b><span style="font-size:12.0pt; color:black">Linganth <<a href="mailto:linganth-bounces@listserv.linguistlist.org" target="_blank">linganth-bounces@listserv.linguistlist.org</a>> on behalf of Janina Fenigsen <<a href="mailto:jfenigsen@gmail.com" target="_blank">jfenigsen@gmail.com</a>><br>
<b>Date: </b>Friday, July 26, 2019 at 10:32 AM<br>
<b>To: </b>LINGANTH <<a href="mailto:LINGANTH@listserv.linguistlist.org" target="_blank">LINGANTH@listserv.linguistlist.org</a>><br>
<b>Subject: </b>[Linganth] redesigning my intro linganth course</span></p>
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<p class="x_MsoNormal" style="">Dear All,</p>
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<p class="x_MsoNormal" style="">I'm redesigning my introductory course in linguistic anthropology, Culture in Communication. It is a fairly large (130 students) class, where most students are not anthropology majors or minors, and many are first generation. </p>
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<p class="x_MsoNormal" style=""> </p>
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<p class="x_MsoNormal" style="">I have developed a range of projects for the course and would be happy to share them with you. I am mainly looking for textbook/reading recommendations.</p>
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<p class="x_MsoNormal" style=""> </p>
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<p class="x_MsoNormal" style="">If you are teaching a similar class and are able to share suggestions or your syllabus, I would be very grateful. I looked up our SLA website, but wasn't able to find much there under "teaching" link. </p>
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<p class="x_MsoNormal" style=""> </p>
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<p class="x_MsoNormal" style="">Many thanks in advance,</p>
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<p class="x_MsoNormal" style=""> </p>
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<p class="x_MsoNormal" style="">janina</p>
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<p class="x_MsoNormal" style="">_______________________________________________ Linganth mailing list
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