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

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. 1. Assignment 1 (individual assignment; 10%): A reflection on Henner and Robinson (2023) (500 words). (Deadline: Week 5) 2. Assignment 2 (individual assignment): Two pieces of research summary and class presentation (20%): Select a linguistically disabled group at the beginning of the semester, read two research articles relevant to the linguistic variation in this group, summarize the articles (up to 400 words each piece), and share the findings in class. 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 16) 4. Class Presentation (20%; group [up to 2 persons] or 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] 5. Class Participation (15%; 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 make significant contributions 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 exam (oral exam) (20%) (Week 15) ** 3/27: Language & Society Workshop at NCCU [Bonus Assignment - max. 6%] Attend the workshop and write a 500-word report on what you learn. [台聯大系統專車：陽明交大光復大禮堂 6:50; 10:50 各有一班車]

Please refer to weekly readings.

時間

by appointment