Innovations in Teaching Linguistics

Article guidelines
This article type is meant to introduce the Language readership to innovative pedagogical approaches. Innovation may encompass (1) novel topics in linguistics not traditionally included in the curriculum (including the General Education curriculum), (2) the implementation of novel pedagogical techniques in the linguistics classroom, or (3) novel collaborations for introducing linguistics in the K-16 curriculum. The purpose of this article type is to quickly and broadly share new approaches that can be adopted throughout the discipline. Required supplemental materials include an annotated syllabus and sample exercises or assignments for the course.

Article contents

Introduction: Introduce the topic or pedagogical innovation

  • Where does the innovation come from? For example, is it the pedagogical approach? The topic itself? The interdisciplinarity? A novel collaboration between linguists and others?


  • Literature review (theoretical and/or pedagogical) to provide context for those unfamiliar with the topic, pedagogical approach, or collaboration context.
    • For innovative topics, provide references to linguistic research and resources.
    • For pedagogical approaches that are innovative and about which there is little published, provide references to existing approaches and techniques.
    • For innovative collaborations, provide the context or motivation for the onset of collaboration (i.e. institutional initiatives, community/local funding opportunities, etc.).
  • Survey of existing courses and approaches, if applicable.
  • Introduction to context (motivations for the course at the institutional, departmental, or curricular level).

Description of innovation:

  • Overview of main aspects of innovation
  • Details of implementation
    • In topical articles: describe sub-topic selection in detail
    • In methodological articles: describe planning and implementation and their thoughtful pairing to course topics
    • In collaboration articles: describe the contributions that each member of the collaborative team provided. Make sure to describe the impact that this collaboration had on the non-linguist(s), preferably from their perspective.
    • Description of assignments or activities that showcase the innovation
    • For innovative pedagogical approaches, include a comparison with other approaches and techniques. Discuss advantages to utilizing the new technique.

Supplemental materials:

Supplemental materials should follow best practices for accessibility. For more information on creating accessible documents, please see this link.

  • Syllabus
    In addition to a copy of your syllabus, include an introduction that explains:
    • Type of institution, student demographics, course level
    • How it fits into the curriculum (e.g. general education course in humanities, upper-level course for elementary education majors) and what other courses fulfill the requirement. If applicable, argument used to include course to fulfill certain university requirements.
    • Course learning outcomes
    • Evidence for success of the course/project (as linked to the learning outcomes, if applicable)
  • Sample assignments and activities
  • In cases of collaboration that are motivated by institutional or local initiatives, provide a summary of the proposal or argumentation made, if applicable.
  • In the footer for each of the supplemental documents, add a Creative Commons license so that readers will know how they may or may not use your pedagogical materials. Please use the following footer template:
    © <year> by <author name>. <title of document>. This document is made available under a <Creative Commons license type>: <hyperlink to CC license>
    Example: © 2018 by Chris Smith. Articulatory phonetics assignment. This document is made available under a Creative Commons Attribution-NonCommercial License 4.0 (international): 

Evidence of ethicalresearch/teaching/collaborative practice

Please explain how ethical practices were used in the collection of any data (e.g. assessment data, course surveys, interviews or focus groups). For example, for projects conducted in the US, documentation of Institutional Review Board approval would be appropriate. If there was not a need for formal review, such as by your institution's IRB, explain why not.