Summary: Small linguistics programs
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In November I posted the following query:
>The linguistics program at my university will be
>undergoing review this year, and I'd like to solicit
>comments from other linguists on how to make small,
>interdisciplinary linguistics programs thrive.
>Like many universities (I suppose), ours does not have a
>linguistics department, but we do offer a linguistics
>major and minor; our linguistics program is currently
>administered by faculty and staff from various departments
>such as English, Romance Languages, and Anthropology.
>What I'd like to know is to what extent similar programs
>at other colleges and universities have been successful at
>attracting majors, maintaining a vital presence in the
>intellectual life of their colleges and universities, and
>-- perhaps most importantly -- garnering the good will and
>largess of university administrators. If your program has
>accomplished any or all of these goals, how did you do it?
>That is, what works best? Conversely, what *doesn't* work,
>and what kinds of things should such programs avoid?
>In particular, I'd like to know the fate of linguistics at
>colleges and universities that do not have either a
>linguistics department or a linguistics major/minor, but
>which allow students to study linguistics as one of those
>"make-your-own-major" majors which are common in the
I'd like to thank everyone who responded, and apologize
both for taking so long to post the summary, and for not
answering each respondent individually. Your responses were
most helpful and informative, and I'm grateful to each of
you. Here are the responses:
>From Pius Ten Hacken <firstname.lastname@example.org>:
"In Basel (Switzerland) we have a small programme of
general linguistics, but I am not sure whether it is of
interest to you, because the university situation is
probably very different from the one in the USA. It is
based on the combination of courses offered at various
institutes as part of their own discipline, supplemented by
a few special courses. You might want to have a look at our
web-page http://www.unibas.ch/asw. I am afraid everything
is in German, but if this is a problem and you are
interested I would be pleased to answer specific questions."
>From Rebecca S. Wheeler <email@example.com>:
"For a couple of reasons, I was quite interested in your
posting to LINGUIST regarding the fate of linguistics in
various types of small departments. First, I've recently
been appointed to the LSA Undergraduate Program Advisory
Committee and so I'm "officially" concerned with these
questions. Second, and related to the first, I see myself
as representing the interests of small programs such as you
describe in my work on the LSA committee.
"I teach at Weber State University, Department of English.
There is no linguistics major and no linguistics minor
here. The requirements and offerings of the department are
so far, fairly traditional: an intro to language (this is
really intro ling), history of the language, and English
Grammar (structure). These offerings reflect the
training/inclinations of the two linguists who have been
here for more than a decade.
"You asked about the following: 'In particular, I'd like to
know the fate of linguistics at colleges and universities
that do not have either a linguistics department or a
linguistics major/minor, but which allow students to study
linguistics as one of those "make-your-own-major" majors
which are common in the United States.'
"While Weber State's version of 'make your own major' is a
Bachelor of Integrated studies, I have never heard of any
student structuring a BIS degree with an emphasis on
"I've started working to make changes.
We've now got a course on TOPICS IN LANGUAGE STUDY. And
I'm offering that seminar with the following title/focus
From slang, hill-speak, and sign,
To humor, media and political design:
Exploring English in America.
This is a seminar which will run off a collection I'm
currently publishing The Workings of Language: From
prescriptions to perspectives.
In the future, I would want to use John McWhorter's new
book, The Word on the street: Fact and fable about American
English. Its purpose is a close reflection of my purpose
working in an undergraduate English department, without a
ling. major -- to identify and respond to the common myths
and prejudices that people hold about language in our
That is, I believe that a department of English to help
students learn among other things, what language is and
isn't. Thus, I would hope that an English graduate would
not fall prey to the prescriptive fallacies rampant in our
country ("the language is going to the dogs." "southerners
are just lazy, unable to get English right." "people
butcher grammar -- look at the way they say ' between you
and I..', etc). They would understand that often these
fissures that some call "bad grammar" actually indicate
language in the process of change.
"I'll be developing computerized presentations on these
issues, and taking my act out of the department, into the
University more broadly, (into teacher education classes)
and on, into the community -- the local secondary schools,
and into civic and church groups.
"I am betting that this approach will indeed "garner... the
good will and largess of university administrators" because
it is anchored in the university, society, and community.
I paste in the LINGUIST call for papers which describes my
project proposal for the two books I've just edited,
Language Alive in the Classroom, and The workings of
language: from prescriptions to perspectives. The proposal
lays out the departmental motivation for my approach.
"That one call for papers resulted in the two volumes I've
described. So ignore the table of contents, as it has been
modified, and the title, which was draft. The project
description is what is relevant to the question you've
"What not to do? Technical linguistics does not work with
average state school undergraduates (our students have an
average combined SAT score of 1000). The abstraction is too
abstruse for them, and doesn't forward any of their life
>From Terry Potter <firstname.lastname@example.org>:
"Here at the US Military Academy, West Point, we do not
have a linguistics minor or major. We (I) do teach a
language and linguistics course that is required for all
language majors. We teach 7 languages with a major possible
in 5 or a combination of the 7."
>From shelly harrison <email@example.com>:
"we're a programme with 2.5 academic staff and a 0.4
secretary, so i empathize with your situation, but can
offer little by way of constructive advice. students say
they find big departments impersonal, but in reality, in my
experience at least, they don't take small ones seriously.
the only major league is the big league!
"we've worked hard to make our intro course
'user-friendly', putting our most popular teacher there
(though why a given student finds jones more simpatico/a
than smith continues to be a puzzle to me), having course
notes and, more recently web materials, available, and so
forth. the theory, at least, is that you can garner a
larger audience by reputation, and that retention rates are
constant, so you want to start off with the biggest pool
possible. (i often murmer to myself that we're better off
being small, since quality, in terms of student numbers, is
not constant over quantity!) some programs i know of have
managed to do sweetheart deals with speech therapy or
foreign languages, though we've had little success here
with that strategy. the admin has made us all lean and
mean, and suspicious of the motives of our colleagues.
"about the only other advice i can offer you, and this is
practical and based on very bad experience -- if the dean
says jump, you say how high. it's no guarantee that they
won't shaft you, but they sure as hell will if you don't!"
>From Joseph Tomei <firstname.lastname@example.org>:
"Though I can only personally speak from the experience of
being a student in an interdisciplinary linguistics
program, you may be interested in a collection of articles
that my Greek professor, Mark Clark, at the University of
Southern Mississippi, put together concerning the
maintenance of interdisciplinary programs in large
universities. I can't find my copy, but it was co-edited by
him. If I can locate it, I will send the title on to you.
"Unfortunately (as you probably well aware) it's rather
depressing reading because the articles generally detail
the struggles of keeping a program together in the face of
bureaucratic indifference or hostility."
>From Carl Mills <Carl.Mills@UC.edu>:
"At the University of Cincinnati we have a linguistics
program very much like yours. I do not know hold old the
program is: it was here before I came in 1975. Faculty in
the linguistics program come from a variety of disciplines
in the College of Arts and Sciences, with English and
Anthropology constituting the "center" of the program.
English has 2 full-time linguists. A third English
professor teaches and conducts research in linguistics,
Celtic languages, Arthurian literature, and folklore. In
addition, a fourth faculty member, who is normally Director
of Freshman English but who is currently Acting
Head of the English Department, has an M.A. in linguistics
and normally teaches one linguistics course per year.
Outside A&S, and therefore outside the linguistics program,
there are several persons with some linguistics training
and interest, mostly in the College of Education:
Educational Foundations, Special Education (Deaf Ed), and
the ESL program (which for reasons peculiar to the history
of this university is in Education).
"The linguistics program has a major and awards the B.A..
Typically, the linguistics program enrolls about a dozen
majors, which for a university with 35,000 students is not
huge, but it has remained rather stable over the years. As
for "maintaining a vital presence in the intellectual life
of their colleges and universities," the question
presupposes that this university *has* *an* intellectual
life. There is plenty of intellectual life here, but the
university has a "tradition of strong collegiate autonomy,"
(read: "the university is quite Balkanized"). The "vital
presence" of the linguistics program has waxed and waned
over the decades, with it currently being in a state of
near-eclipse. The strength and weakness of this presence
has depended chiefly on the efforts and personality of the
"Aside from the general fragmentation and isolation of
intellectual life at this university, some characteristics
of linguistics as a discipline have also tended to further
and retard the presence of the linguistics program. The
program offers no graduate degrees. But the university
Graduate School offers "make-your-own-M.A.s and Ph.D's" in
Interdisciplinary Studies. Scarcity, but not a complete
lack, of graduate financial aid for Interdisciplinary
Studies has kept enrollment in graduate linguistics degrees
via this program rather low, but occasionally we graduate
one. Within the English Department, we have an M.A.
program in English Linguistics, which enrolls from 1 to 4
students at any given time. Students from this highly
successful program have gone on to employment, graduate
school, and law school. In recent years, M.A.s in English
Linguistics have gone on toward the Ed.D. in the ESL
program in the College of Education. Linguists from English
serve on nearly all the doctoral committees in the ESL
program. The M.A. in English Linguistics and the close
cooperation with doctoral programs in the ESL program have
provided linguists in English with a surrogate graduate
program--especially in recent years as programs and
students in the English Department's graduate programs have
slid increasingly into post-modern drivel. However,
focusing on the M.A. in English Linguistics and the ESL
doctorate has tended to divert linguists in the English
Department from the undergraduate A&S linguistics program.
"As for "the good will and largess of university
administrators," there is none. The strongest selling
point of the linguistics program has always been
that--since it draws its faculty from other, existing
departments--the linguistics program has no budget and
costs no money. Unfortunately, in the long run this
contributes to the program's lack of visibility.
"On the whole our linguistics program has been quite
successful. We are proud of our graduates' successes.
"However, the very nature of small interdisciplinary
linguistics programs contains the seeds of their own
stunting, if not ultimate disintegration. In such a
program, linguists owe dual allegiance--to the science of
linguistics and simultaneously to their host departments.
Under the best of circumstances, it is difficult not to get
drawn into departmental concerns which are usually quite
remote from linguistics. And if one does not participate
in one's departmental life, one is apt to suffer more than
mere individual career losses. One is apt to wake up and
find one's linguistics courses cancelled. Departmental
administrators tend to regard linguistics as just another
speciality--like Romantic lit or the 18th Century. When a
course in Phonology draws 5 students (not bad for a
linguistics core course at a university without a
department) and Freshman Comp courses are going unstaffed,
departmental administrators tend to cancel the small
linguistics course and shift the faculty member to Comp.
Furthermore, the modes and venues for the presentation of
research in linguistics are unfamiliar to Full Professors
in English (or Spanish or anthro). Work that would
automatically score high marks toward promotion and tenure
can get slighted in department, especially those in the
"So my advice for any small interdisciplinary linguistics
program is to cultivate the Provost and become a
>From Marianna Di Paolo <email@example.com>:
"As the Director of our Linguistics Program for the last
six years, I have often thought that the LSA should address
the very issues you are asking about. I have spoken to
many other people from Linguistics Programs in various
stages of organization who have questions similar to yours.
I've even considered volunteering to chair an interest
group for the LSA.
"Anyway, it looks like our Program will become a department
at the beginning the next academic year. (We expect to
receive the written approval in the next few weeks.) I
would be happy to send you a copy of our department
proposal if you think it might be useful to you."
>From Richard Henry <firstname.lastname@example.org>:
"I, too, am interested in how we might make a small
linguistics program thrive. We have _just_ instituted an
interdisciplinary minor in Language and Linguistics, with
core courses in Philosophy, Anthropology and Linguistics
(linguistics being part of a department of English,
Writing, and Communication) and have expanded our offerings
within the English department. I believe the program can
be found at http://www.potsdam.edu/ENGL/ ...?"
I also received a great deal of helpful advice from Stanley
Dubinsky at the University of South Carolina, whose
linguistics program home page can be found at
Again, many thanks to all who responded. By the way, our
linguistics program has survived -- but just barely. The
advice I received will be very useful.
Department of Classical Studies
The University of North Carolina at Greensboro
tel. 336 334 5214
fax 336 334 5158
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