Abstract
How can we foster the learner investment required for difficult, reflexive discussions about linguistic justice? We address this question through our efforts as instructors in a general education course on language in the US. To help students reflect on their own positionality within systems of oppression, we nurtured student-instructor relationships where students felt respected, valued, and capable of success using objectives-based assessment strategies and structured independent research projects. Students’ positive feedback and focus on LEARNING over simply earning a grade demonstrate the efficacy of our approach.
Highlights
We focus here on Linguistics 155AC: Language in the US, an introductory course for undergraduates at the University of California, Berkeley
Julia gave feedback on each submission and invited students to reflect, revise, and resubmit assignments as they refined their understanding of the objectives
In addition to these near-daily assignments, students worked towards the creation of an independent research project that synthesized course material along with students’ own experiences and expertise
Summary
We1 report on the implementation and outcomes of using objectives-based assessment strategies (Feldman 2019, Zuraw et al 2019) and structured independent research projects (Harapniuk et al 2018) in an undergraduate course on language in the US. Julia gave feedback on each submission and invited students to reflect, revise, and resubmit assignments as they refined their understanding of the objectives.
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