Addressing diversity in speech science curricula

Abstract

A fundamental understanding of speech science is a critically important component in fields such as linguistics, communication disorders and sciences, cognitive science, and speech technology. Therefore, courses in speech communication are integral to the undergraduate and graduate curricula of these and other subjects. Despite being at the forefront of pedagogical innovations, speech science courses have lagged in representing cultural and linguistic diversity in the classroom. Many speech scientists understand that linguistic diversity is fundamental to human language systems. However, discussions of language variation tend to be relegated to a single section within a course. The lack of inclusion of diverse language varieties results in a lack of engagement with many social variables such as race, ethnicity, and gender identity, among others. We argue that this “status quo” in speech science courses must change, such that linguistic diversity must be addressed in and throughout all courses, even those where diversity is not the focus. We will present concerns with current approaches to teaching about cultural and linguistic diversity. Furthermore, we will explain the benefits of including diversity instruction throughout the curriculum. Finally, we present specific recommendations for instructors to incorporate teaching of linguistic diversity throughout their curriculum and speech science courses.