Vague terminology and pedagogy

Abstract

A key challenge for any academic field is using, and teaching about, field-specific terminology. Speech science faces a unique set of circumstances, since many students and non-experts believe they understand a specific term. However, their definitions may vary drastically from the agreed upon definitions within the field. This becomes even more complicated when a specific piece of terminology is contentious within the field. Take, for example, the term “non-native.” Recent work has demonstrated that this term is simultaneously imprecise (i.e., does not refer to all and only individuals who meet specific criteria) and othering (i.e., inherently places one group in opposition to the “normal” group of native speakers). However, this terminological conundrum provides a ripe ground for pedagogical shift. In this presentation, we address both the pedagogical opportunities available in addressing these terminological issues, including metalinguistic discussions of the notions of categories and how this may tie into discussions around linguistic relativity. Furthermore, this approach allows for a broader discussion in the classroom that changing terminology only solves part of the problem; regardless of the terminology we use, we do not mitigate the bigger issues of interest. In fact, altering terminology alone can result in virtue-signaling (miles-hercules & Muwwakkil 2021).