臨床語言學與社會正義

Course descriptions and objectives: Clinical linguistics occupies the intersection of linguistics and clinical speech sciences, applying linguistic knowledge to clinical settings and adapting it based on clinical findings. Recently, there has been a growing emphasis on addressing social justice issues in the clinical practice of speech-language therapy and its academic discipline, speech-language pathology. Scholars advocate for integrating perspectives centered on disabled communities to develop linguistics and clinical practices that better meet the needs of these communities. This course spans various subfields of linguistics and the broader social sciences, specifically delving into clinical sociolinguistics. This subfield introduces sociolinguistic concepts to examine the ways in which disabled individuals use language. Additionally, the course explores disability studies, emphasizing disability as experiences rather than predefined impairments. This course will put emphasis on clinical populations that have garnered attention from sociolinguists. Other clinical populations, characterized by language use distinct from that of abled individuals, will be subjects for exploration in individual assignments throughout the semester. The course is designed for all students interested in social justice issues within the realm of clinical linguistics.

Introduction to Linguistics

The assessment for this course is predominantly centered on writing, and there are no exams. An assignment is due every three weeks, beginning from Week 5. Late submissions are generally not accepted unless you qualify for a disability adjustment. If that applies to you, please coordinate your submission schedule with the instructor in advance. For the final essay, late submissions are accepted within one week after the deadline, but a deduction of 5 points (from the 30%) will be applied. 1. Assignment 1 (individual assignment; 10%): A summary of Henner and Robinson (2023) (400 words) and reflection on the topic “whether deaf accents should be fixed” (400 words), based on the class discussion we have. (Deadline: Week 5) 2. Assignment 2 (individual assignment): Two pieces of research summary (up to 400 words each piece) (15%): Select a linguistically disabled group at the beginning of the semester, read two research articles relevant to the linguistic variation in this group, and summarize the articles. (Deadlines: First summary – Week 8 (7%); Second summary - Week 11 (8%)) 3. Assignment 3 (individual assignment): One piece of “lived experience” writing (up to 1,000 words) (15%): Search blog, social media, or video representation of lived experiences of disability in the selected group for Assignment 1, describe the lived experience from the perspective of the selected group, and submit a piece of reflective discussion on the connection or disconnection between the represented lived experiences and the two linguistics articles you summarized in Assignment 1. (Deadline: Week 14) 4. Class Presentation (20%; undergraduate students – group [up to 2 persons] or individual assessment; master’s students – individual assessment): Pick one article with an asterisk and present the article in depth (50 minutes; summarizing the research background, research questions, and findings/arguments of the article; the most important part is to lead discussion) [for group presentations, individual assessment will be based on the statement of individual contribution] Notes: For students who prefer qualitative research or are less inclined toward technical linguistics, recommended readings include St Pierre (2022), Dumas (2016), Zimman (2016), Hobson et al. (2023), and Goodwin (2004). If you are more interested in quantitative studies or technical linguistics, consider selecting readings from Ball et al. (2006), Evans et al. (2018), Freeman (2018), and Beeke et al. (2009). 5. Class Participation (10%; individual assessment): participate in the class discussion led by others. Your participation will be measured on a relative scale, comparing your engagement level to that of your peers. This ensures a fair assessment, recognizing those who significantly contribute to the class dynamic. It's important to note that while active participation is encouraged, the relevance of your contributions is crucial in achieving a higher score in this assessment. 6. Final essay (Word count includes references; undergraduate students – group [up to 3 persons; 3,000 words] or individual assessment (2,000 words); graduate students – individual assessment [4000 words]) (30%): “Balancing a pathological perspective and a sociolinguistic lens: (how) is it possible?” (Deadline: Week 18)

• Sociolinguistics
• Fundamental ideas in clinical sociolinguistics
• Case 1: Stuttering
• Case 2: Transgender voices
• Social bias in speech perception
• Conversation analysis and its clinical application

Please refer to weekly readings.

地點

HC412

時間

by appointment