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The successful introductory course: Bridging the gap for the nonmajor

Published online by Cambridge University Press:  19 February 2026

Cari L. Spring ,
Michael Flynn ,
Brian D. Joseph ,
Rae Moses ,
Susan Steele  and
Charlotte Webb
Cari L. Spring
Affiliation:
University of Arizona
Michael Flynn
Affiliation:
Carleton College
Brian D. Joseph
Affiliation:
Ohio State University
Rae Moses
Affiliation:
Northwestern University
Susan Steele*
Affiliation:
University of Connecticut
Charlotte Webb
Affiliation:
San Diego State University
*
Susan Steele, Undergraduate Education and Instruction, U-171, University of Connecticut, 348 Mansfield Rd., Storrs, CT 06269-2171 [steele@gulley.vpa.uconn.edu]
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Abstract

The introductory linguistics course is the primary antidote that academic linguists can offer to commonly held, yet basically wrong-headed, views about language. It is essential, therefore, that this course be meaningful to the nonmajor student. Through a series of five vignettes, each by a different author and representing a variety of institutional types, we explore options other than ‘baby’ theoretical linguistics to the introductory linguistics course. A fundamental conclusion to these vignettes is that success in reaching the nonmajor turns on taking account of the institutional context and the student population and tailoring courses to be sensitive to these variables. This conclusion is driven home with an administrative view as to why every academic linguist and linguistics program should find the search for a successful introductory course compelling.

Information

Type
Research Article
Information
Language , Volume 76 , Issue 1 , March 2000 , pp. 110 - 122
Copyright
Copyright © 2000 Linguistic Society of America

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