Theoretical Linguistics in the Pre-University Classroom

Alice Corr is Associate Professor in the Department of Modern Languages, University of Birmingham, where she specializes in the comparative morphosyntax, dialectology, and history of the Romance languages. A Fellow of the UK Higher Education Academy and former secondary school teacher, she has a longstanding interest in broadening the horizons of what it means to study and teach languages and linguistics, and is currently Co-Lead for Spanish on the multi-institutional Linguistics in MFL project (2017-). Her collaborative work in this area has led to several invited talks; training sessions and consultancy for teachers and other languages professionals; media coverage and scholarly publications. She is author of The Grammar of the Utterance: How to do things with Ibero-Romance (OUP, 2022). Anna Pineda is a post-doctoral researcher and teacher in the Department of Catalan Philology and General Linguistics at the University of Barcelona. Her area of expertise is the syntactic variation of Romance languages. She has held post-doctoral positions at the University of Cologne in Germany (Humboldt Fellowship for Experienced Researchers), the Sorbonne in Paris, Universitat Pompeu Fabra in Barcelona, the Centre National de la Recherche Scientifique in France, and the Autonomous University of Barcelona. She is deeply committed to transferring academic knowledge to secondary schoolteachers: she has taken part in several initiatives (organisation of conferences, teaching of specialised courses, delivery of invited talks, publication of dissemination papers, collaborations with publishing houses of instructional materials) aiming to reflect on and improve the praxis of teaching grammar in high school, basing these on scientific advances in the field of linguistics.

List of Figures
Notes on Contributors
Part I: Contexts
1: Alice Corr and Anna Pineda: Theoretical linguistics in the non-university education
2: Nicole Holliday and Sabriya Fisher: Building equity in theoretical linguistics and the classroom
3: Marija Runi'c: It's high time: Linguistics and high schools in post-conflict Bosnia and Herzegovina
4: Eli Anne Eiesland and Guro Nore Flaogstad: The implementation of linguistics in Norwegian curricula and teacher education programmes
Part II: Linguistics in practice in UK and US schools
5: Richard Hudson: Linguistics in Schools: the English past, present, and future
6: Janette Swainston and Jonathan Kasstan: Augmenting the modern languages curriculum through Linguistics in a UK classroom
7: Mary Wenham: Linguistics for younger learners: discovering languages at the start of secondary school
8: Amy Plackowski: A Linguistic Approach to Vocabulary Instruction: Using Etymology and Morphology to Learn Vocabulary, Improve Writing, and Read the World
9: Beth R. Keyser: Investigating meter through a linguistic lens in English Language Arts
10: Iara Mantenuto: Oaxacan languages and linguistics in Mexican and US elementary and middle schools
Part III: Grammar in the classroom in Catalonia and Spain
11: Ignacio Bosque and Ángel J. Gallego: Addressing language in secondary education: Advantages of a scientific approach to grammar teaching
12: Carles Segura-Llopes, Andreu Sentí, Sandra Montserrat Buendia, and Sergi Barceló: Testing the pedagogical application of competing linguistic theories: The efficacy of cognitive construction grammar for L2 Catalan learners
13: Marina Cadadellà, Txuss Martín, and Rafael Marín: Scientia ex Machina: A cross-curricular classroom introduction to general linguistics
14: Alice Corr and Anna Pineda: Epilogue: Moving forward with linguistics in schools
Index