The 1968 Fair Housing Act protects consumers from discrimination based on membership in protected classes, such as their gender, race, and ability. There is a large gap, however, between what this policy seeks to protect and the lived experiences of certain individuals, since many listeners continue to link the production of non-Standard speech varieties with social stereotypes. In light of the findings of Purnell et al. (1999), who demonstrated that such judgments negatively affect housing access, this study was designed to determine if linguistic profiling remains observable in the contemporary housing market. Through an audit of ninety publicly listed rental properties in three demographically heterogeneous Knoxville, TN, neighborhoods, the study analyzed the effects of using three different American dialects: African American Language (AAL), Mainstream US English (MUSE), and Southern American (SA). A single, multidialectal speaker asked property managers questions about each unit and neighborhood. The outcomes were assessed in terms of (i) the caller's success in gaining an appointment to view the property and (ii) the relation of dialect and neighborhood to the phenomenon of local prestige.

A key finding is that using non-Standard voices produces significantly better outcomes in neighborhoods with demographics that match those of the indexed social characteristics of the given non-Standard speech variety (e.g. Blackness with AAL in zip code 37914). Results from an attribute assessment are also reported, revealing how general listeners categorize and respond to speech used in the audit study. Analyses of attribute assessments reveal that three very different character profiles emerge from a single person's speech varieties. These results have stark policy implications, as these linguistic profiles develop without listeners having made accurate or consistent identification of social information—like the race of the speaker—in their percepts. Federal antidiscrimination policy must be adjusted to protect individuals who experience voice-based oppression—in the housing market and across institutions. This study adds to the growing evidence such individuals can use to challenge FHA violations in voice-only contexts.

Anti-pied-piping is a widespread but understudied phenomenon where a language targets a proper subpart of the logical focus for focus morphosyntax: for example, focus particle placement or focus movement. We show that anti-pied-piping is attested in over sixty languages from over forty distinct language groups. We present a theory of focus particle syntax/semantics that involves severing the pronounced position of a focus particle and the logical position of its corresponding semantic contribution, which successfully accounts for both anti-pied-piping and pied-piping behavior. Constraints on attested anti-pied-piping behavior and its interaction with movement show that particle placement takes place at particular, punctuated points in the derivation, in a cyclic model of syntactic structure building. We also discuss the relation of particle placement to other processes such as linearization and stress assignment.

This study attempts to answer a perennial question asked of and by every student of linguistics: ‘What can you do with this degree?’. We address the question through an in-depth analysis of administrative and tax data from Statistics Canada (2009–2018). Specifically, this article (i) maps out educational and employment pathways of linguistics graduates in Canada, (ii) compares their earnings to graduates from other ‘competitor’ programs that future linguists consider as viable alternatives, and (iii) verifies the range of careers advertised by linguistics departments against the reality of the industries in which graduates from those departments are employed. These findings enable us to draw conclusions about the optimal and suboptimal educational and career pathways that involve a linguistics degree. Linguistics graduates tend to earn less than their peers in comparable programs, unless they pursue a lengthy educational path. The findings also point to a partial mismatch between potential careers advertised by Canadian linguistics departments and actual areas of employment after graduating with a linguistics degree. We provide suggestions for linguistics departments on how best to align the policies and practices of these programs with the ground truth of the labor market.

This article describes a novel program of language science engagement, called CogSciDIY: Language Science. This program combines features from citizen science and participatory-action research in an innovative way to promote science understanding. Language science is rarely covered in these domains, so the program provides a unique opportunity for nonlinguists to learn more about the field. Using an interactive online platform, members of the general public assisted a research team in identifying a research question, designing an experiment to test that question, and interpreting the results of the experiment. The program provided guided support for the participants to learn about both language science content and the scientific method more generally. User outcomes in the form of participation analytics and an internal evaluation survey suggest that this program has promise for helping the general public to better understand the scientific dimensions of language study.

LIN 200 ‘Language in the United States’ is a large general-education course dealing with linguistic diversity in the United States. It is taught online in an asynchronous format and attracts hundreds of students each semester. The pedagogical innovations adopted in this course include the use of guest lectures by leading experts in the field, the design of discussion board activities to facilitate interaction among students and with instructors, and the organization of the material into adaptable learning modules. We adopt a learner-centered approach using the backward-design framework and applying the community-of-inquiry model. The result is a course that succeeds in achieving its main learning goals: to introduce students to the vast linguistic diversity in the United States and to the basic principles of linguistics, in particular, that human language is primarily spoken or signed (not written), that every human group has its own language, and that all languages are equally capable of expressing any human thought or emotion, although their social prestige may differ.

This article is a critical analysis of principles for the provision of translanguaging in the language policy of North-West University. It draws on the conceptualization of translanguaging as a transformative, inclusive, and empowering practice (Cenoz & Gorter 2022a,b, Kleyn & García 2019, Tai 2022) and attempts to uncover the mood and dispositions of the university toward main-streaming this practice for the inclusion of indigenous African languages in teaching and learning. We discuss how the wording of the provisions reveals the language policy to be power-inflected, reproducing contestations between indigenous and ex-colonial languages. The article ends by suggesting a continuous review of the language policy to eliminate vague and escapist policy provisions.

This article illustrates how a student-centered, culturally responsive pedagogical approach to teaching History of the English Language (HEL) to community college students from diverse ethnic, linguistic, and socioeconomic backgrounds promotes self-knowledge and academic confidence. I outline how several areas—including language theory, etymology of names, language policy, varieties of English, and language identity—can be effectively taught at an introductory HEL level through ethnographic research and multiple-draft writing assignments. Throughout the article, excerpts of student writing demonstrate their engagement in ethnographic research with a focus on their own communities, revealing their experience-based knowledge and their viewpoints on language-equality issues.

Sentences that contain the verb ‘seem’, an experiencer, and an embedded infinitival phrase (e.g. Jill seems to me to be smart) have traditionally been considered acceptable in English, but not in Spanish. However, a corpus analysis reveals that such sentences are produced in both languages, most commonly with the embedded infinitives ‘be’ and ‘have’. Acceptability judgment tasks completed by fifty English speakers and fifty Spanish speakers further reveal that the embedded verbs ‘be’ and ‘have’ render this sentence structure most acceptable in both languages, and that the degree of contextual subjectivity in a sentence significantly affects acceptability. This study demonstrates how multiple data types can be used to uncover novel crosslinguistic patterns that have gone unnoticed in previous research that was based primarily on informal introspective judgments.

This article reports on the beginning of a new pan-European enterprise called pedagogical linguistics, which can be distinguished from related approaches on several grounds. Crucially, pedagogical linguistics centers on teaching structural properties of ‘language’, not just properties of specific languages. Although this crosslinguistic perspective on language is already part of language practitioners' training, student teachers are often not able to draw the connection between formal linguistic training and their teaching in a multilingual classroom. Pedagogical linguistics addresses this lack of awareness and therefore aims at raising ‘linguistic’ awareness (in addition to language awareness) by highlighting the relevance of formal structural concepts for language pedagogy.

We examine a traditional Itelmen song type (itl; Chukotko-Kamchatkan) from the perspective of text setting: the phonological correspondence between spoken language and sung text. We suggest that the algorithm that relates spoken text to song in Itelmen is unlike the majority of examples considered in the literature on English and other languages, in that linguistic stress and metrical prominence play no discernible role, nor does syllable weight. Instead, the driving force appears to be matching word edges to (half-)measure boundaries, resulting in predictable anaptyxis (vowel epenthesis) and lengthening. The process is paraphonological in that it is related to, but distinct from, the regular phonology of the language, both in the quality of the epenthetic elements and in their placement. While the algorithm makes use of (and thus may inform us about) Itelmen phonotactics, the relationship is not readily characterizable as being phonotactically motivated but is instead controlled by a pattern of mapping linguistic syllables to musical beats.

This paper provides an overview of post-study employability for students of linguistics. We begin with a review of the literature on employability, education, and skills. We then conduct an analysis of fifty-one interviews with people who studied linguistics and went on to work in a diverse range of occupations. We provide a summary of the interview participants, and then conduct an analysis of the domain-specific and transferable skills reported and the advice offered in these interviews. Finally, we look at how linguistics programs can use the existing literature and insights from these interviews to help their students think about careers.

A previously unnoticed puzzle is presented concerning the distribution of wh-determiners in free relative clauses in Romanian: while care ‘which’ + NP can never introduce free relative clauses, ce ‘what’ + NP does so productively, as do all other wh-words. New evidence is provided showing that care ‘which’ + NP in interrogative clauses in Romanian exhibits strong discourse-anaphoric requirements, unlike ce ‘what’ + NP. This feature of care ‘which’ + NP is suggested to be responsible for the puzzle by triggering a clash with the basic set-denoting function of a free relative clause, along the lines of what is observed in light-headed relative clauses.