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LIGN 170 Summer Session 1, 2023

Table of contents

  1. About the Course
    1. Learning Outcomes
    2. Summary of Grade Criteria
  2. Week 1
    1. Tuesday, July 4th
    2. Thursday, July 6th
  3. Week 2
    1. Tuesday, July 11th
    2. Thursday, July 13th
  4. Week 3
    1. Tuesday, July 18th
    2. Thursday, July 20th
  5. Week 4
    1. Tuesday, July 25th
    2. Thursday, July 27th
  6. Week 5
    1. Tuesday, August 1st
    2. Thursday, August 3rd
  7. Anti-Racist Pedagogy Resources
    1. General
    2. Diversifying Examples
  8. Anti-Racist Pedagogy Course Design

About the Course

This course introduces students to psycholinguistics. We will discuss fundamental theories, explore common experimental methodologies, and engage with the literature. Students will be introduced to different theories through lectures, in-class activities, independent readings, and written assignments.

This course meets twice a week for 2h50.

Learning Outcomes

Course Learning Outcomes

  1. Describe fundamental models of language comprehension and productions
    • List processes involved in speech perception, word recognition, sentence processing, text processing, reading and language acquisition
  2. Identify common psycholinguistics experimental paradigms, such as behavioral tasks (e.g. acceptability judgements, priming), self-paced reading, and eye tracking.
  3. For a psycholinguistics article,
    • Identify research questions;
    • Explain elements of experimental design using key terminology;
    • Critically assess results and conclusions in a psycholinguistics journal article
    • Even if the student does not understand every term or every part of the paper, extract the key components of a paper: research question, hypothesis, experimental logic, methods, results, conclusions.
  4. Critique a psycholinguistics article, evaluate its methodology and conclusions, and formulate an idea for a follow-up experiment to address issues identified
  5. Gain confidence in engaging with primary literature in psycholinguistics
  6. Demonstrate knowledge of course material through written assessment, applying the writing tips introduced in class to improve clarity

Summary of Grade Criteria

Reading Checks x 830%
Homeworks x 440%
Lecture Attendance x 3010%
Final Paper20%
Extra Credit2%

Week 1

Tuesday, July 4th

Thursday, July 6th

Week 2

Tuesday, July 11th

Thursday, July 13th

Week 3

Tuesday, July 18th

Thursday, July 20th

Week 4

Tuesday, July 25th

Thursday, July 27th

Week 5

Tuesday, August 1st

Thursday, August 3rd

Anti-Racist Pedagogy Resources


Diversifying Examples

Anti-Racist Pedagogy Course Design

  • Provide asynchronous options
    • students who must access the course remotely due to lack of housing in San Diego or sickness have access to make-up opportunities and extensions for all assignments
    • if students miss a lecture, they can provide a lecture summary to make up the attendance grade
  • Consider financial cost to students
    • all readings are provided on Canvas, no textbooks were required for the course
  • Invite students to discuss any barriers to access with you
    • in the first lecture, I asked students to let me know if they had difficulty accessing the technology needed for the course and committed to help students find solutions
    • for students with health-related concerns, I have made specific plans with individual students
  • Include varied assignment types
    • students are evaluated based on written assignments and multiple-choice quizzes
  • Be explicit about your policy
    • policies about deadlines and late work are posted on the syllabus and were announced during the first lecture
  • Note how and when students need to request extensions
    • according to the course policies announced on day 1, students are able to request extensions any time before the deadline via Canvas or email
  • Consider allowing short extensions (24-72hrs) without justification or documentation
    • each student is allowed one 48-hour extension without any justification or documentation
  • Clearly outline how you will work with students who need more significant extensions
  • in the first class, I announced that I would work with students to find individualized solutions to any situations that make students unable to meet deadlines or come to class
  • Offer make up options
    • any assignment or attendance grade can be made up, given an extension request or documentation of circumstances
  • Invite students to share their accessibility needs with you
  • during the first class, I requested students submit accommodations requests (AFA letters or informal accommodations) within the first two weeks of the class
  • Emphasize that feedback goes both ways
    • I collected mid-quarter feedback requesting suggestions about any course policies or practices that could be reconsidered
  • Provide multiple avenues for students to communicate with you
    • in addition to monitoring Canvas messages and emails, I created a course discourse that is monitored by the instructor and the TA; I take questions in class through an anonymous mentimeter; I collected anonymous mid-quarter feedback through a Google Form
  • Carefully consider whether potentially distressing content needs to be included
    • I have done my best to not include any material that could be upsetting, including politically charged content
  • Consider including a Land Acknowledgement
    • I have included a land acknowledgment on the syllabus and in my email signature