Rigor and accessibility
Attitudes towards syntax pedagogy in higher education
Bibliographic Data
| ID | 22159398 |
|---|---|
| Authors | Bronwyn M Bjorkman (0000-0002-9030-7174, Queen's University), Laura R Bailey (0000-0003-3359-9630, University of Kent), Caitl Light (Loyola University Chicago), Kirby Conrod (0000-0003-4401-0326, Swarthmore College) |
| Year | 2024 |
| Volume | 9 |
| Issue | 1 |
| Pages | 5694 |
| Publication date | 2024-05-15 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Proceedings of the Linguistic Society of America (JOURNAL) |
| Journal identifiers | ISSN: 2473-8689 • E-ISSN: 2473-8689 |
| Publisher | Linguistic Society of America (PUBLISHER • US) |
| DOI | 10.3765/plsa.v9i1.5694 |
| OpenAlex | W4396916409 |
| Language | EN |
| References cited | 13 |
We report on early stages of a large study on syntax pedagogy, and particularly on perceptions of “gatekeeping”. We present the results of a pilot study to explore this theme and others that arose, such as inequality and discrimination in the classroom, as well as the results of an ongoing program survey. Together, these results show that there are widespread experiences of bias in syntax classrooms, that syntax occupies a privileged space within linguistics, and that syntax is perceived to be a particularly difficult subject which some people have an innate talent for and others do not. The findings, especially in the context of current work on social justice in linguistics, have serious implications for inclusivity in the field and on how we as syntax educators can make changes for the benefit of future syntax scholars
Higher education · Linguistics · Mathematics education · Pedagogy · Political science · Sociology · Syntax · Computer Science · Philosophy · Psychology · Second Language Acquisition and Learning
Implicit Stereotypes
Gender stereotyping in mothers’ and teachers’ perceptions of boys’ and girls’ mathematics performance in Ireland
Applied linguistics from the Global South
Why are you applying there?’
Syntactically branching out beyond the traditional classroom
Morphological convergence as on-line lexical analogy
Gender bias in linguistics textbooks
Teaching introductory graduate syntax
From theory to action
Difficulty Orientations, Gender, and Race/Ethnicity
Reimagining curricula
Unsettling race and language
Don't Touch My Projectile
| Citation velocity | historical |
|---|---|
| Highly cited | No |