Colleen M. Fitzgerald

Language and community: using service learning to reconfigure the multicultural classroom

Universities that lack significant racial or ethnic diversity present challenges to teaching multiculturalism, particularly in linguistics. This article presents ideas from a service-learning curriculum designed to teach university students about diversity through a community-based partnership to provide tutors in English as a second language (ESL). While much service-learning research in ESL addresses pre-service teachers, this article presents an interdisciplinary model for a service-learning curriculum for university students from all majors, focusing on language and diversity. The projects design (especially the pre-planning stages), reflective writing and tutoring experiences all help integrate the voice of people of color into the university, even when the tutors lack racial and ethnic diversity. Additionally, the ESL tutoring allows the leveraging of limited resources into tremendous community outreach, with about 30 tutors contributing 3400 hours of tutoring per year. This article offers a roadmap for instructors interested in adapting this innovative pedagogy in other communities.

Prosodic inconsistency in tohono o'odham

This paper makes a typological contribution by describing a stress system that uses syllabic trochees while also displaying characteristics more typically associated with a quantity-sensitive language. The description comes from Tohono O’odham. The rhythm of this language is quantity-insensitive and trochaic, although the language also displays characteristics often associated with quantity-sensitivity (i.e., long vowels, gemination). Examined together, the facts illustrated here demonstrate the prosodic inconsistency of Tohono O’odham: that rhythm and prosodic morphology offer different perspectives on the role played by quantity, and that Tohono O’odham is the first language documented to split its rhythm and prosodic morphology along quantitative lines.

Morphology in the Muskogean languages

The indigenous languages of the Americas exemplify a number of uncommon typological patterns, especially in their morphology. Here, that rich morphology is illustrated via the Muskogean languages of the southeastern United States. Muskogean languages are agglutinative, but even more interesting and uncommon patterns emerge in an analysis of their morphology. These include subtractive morphology, suppletion, infixation, ablaut, and the use of suprasegmentals. These morphological patterns present considerable complexity. Inflected verbs in narratives and conversation often reflect more than one of the morphological processes. This morphological complexity also demonstrates characteristics of being nonlinear, of being prosodic yet not aligning with neat prosodic boundaries, of not having direct correspondence between grammatical categories and surface segments or suprasegmentals, or having more than one of those characteristics. Six of the seven Muskogean languages are still currently spoken by fluent first language speakers, and many of the tribal nations who represent these languages are involved in ongoing documentation and revitalization efforts, often in partnership with linguists. Thus, despite their highly endangered status, excellent existing documentation and new questions in research create an opportunity to collect even more intricate inflected forms that will enrich models of morphology and morphological theory while having broader impacts, like supporting tribal language revitalization.