A tactile IPA magnet-board system: A tool for blind and visually impaired students in phonetics and phonology classrooms

Lillehaugen, Brook Danielle; Moats, Gabriela Echavarría; Gillen, Daniel; Peters, Elizabeth

doi:10.1353/lan.2014.0074

Cited by 4 publications

(3 citation statements)

References 7 publications

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“…By doing so they contribute to both informal and scholarly conversations about pedagogical partnership work, helping that work not only be sustained but also to spread. Publishing reflective essays in venues such as Teaching and Learning Together in Higher Education and the International Journal for Students as Partners contributes to the growing conversation about pedagogical partnership within educational development, and publications in journals in faculty members' own fields (e.g., Lillehaugen et al 2014;Rose and Taylor 2016) introduces the notion of partnership into other disciplines.…”

Section: How Do You Plan For Sustainability?mentioning

confidence: 99%

Pedagogical Partnerships

Cook-Sather¹,

Bahti²,

Ntem³

2019

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Faculty, Students, and Academic Developers in Higher Education as the inaugural publication in the Center for Engaged Learning Open Access Book Series. Alison Cook-Sather, Melanie Bahti, and Anita Ntem present research-informed practices for establishing and sustaining pedagogical partnerships focused on classrooms and curricula. This integration of theory, research, and practice will continue to be a hallmark of the series, which provides an alternate publishing option for high-quality engaged learning books that align with the Center's mission, goals, and initiatives, and that experiment with genre or medium in ways that take advantage of an online and open access format. Internationally, higher education discussions about pedagogical partnership, also known as students-as-partners or student-faculty/ student-staff partnership, have steadily increased over the past decade. Pedagogical partnership is examined in dedicated journals and in other scholarly teaching and scholarship of teaching and learning publications. With this book, though, Cook-Sather, Bahti, and Ntem offer the unique contribution of a how-to guide that addresses how to enact pedagogical partnership in systematic and equitable ways. At the same time, they acknowledge the challenges of this often countercultural work and share practically focused strategies for building pedagogical partnership programs. Pedagogical Partnerships explicitly speaks to faculty, students, program directors, and academic developers, among others, and it draws examples from diverse institutions across the globe. With this rich array of examples and careful consideration for readers' own institutional contexts, the xii | PEDAGOGICAL PARTNERSHIPS authors avoid being prescriptive in their strategies for partnership. As a result, readers will be able to adapt the authors' strategies for a range of institution types and budgets. The how-to guide also models partnership; two of the three authors are recently graduated students. Throughout the book, the authors share glimpses into their own partnerships. Notably, Pedagogical Partnerships is not merely a stand-alone, open access book. The authors also created nearly three dozen supplemental resources that are referenced in the book (and linked in the online version) and shared on the book's website. These resources extend the descriptive nature of this how-to guide, illustrating many of the strategies the authors describe or offering additional opportunities for readers to reflect on how these pedagogical partnerships could be enacted in their own contexts. We are grateful to Alison, Melanie, and Anita for authoring such a dynamic book to initiate the Center for Engaged Learning Open Access Book Series, and we are confident that you will find many helpful takeaways in this accessible how-to guide. We encourage you to bookmark the Pedagogical Partnerships website for quick reference as you (re)design your own classroom and curricular partnerships and to share this book and its resources widely.

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Section: How Do You Plan For Sustainability?mentioning

confidence: 99%

Pedagogical Partnerships

Cook-Sather¹,

Bahti²,

Ntem³

2019

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“…Other methods and tools already exist which help to make the International Phonetic Alphabet accessible to blind people. One example is a tactile IPA magnet-board system (Lillehaugen et al 2014). It consists of a box with magnetic tokens which have either embossed and printed IPA symbols on them or Braille characters and printed descriptions like, for example, 'nasal'.…”

Section: Accessible Phonetic Transcription Toolsmentioning

confidence: 99%

IPAtranscriptor: A Python program for narrow phonetic transcription for blind and sighted linguists

Braun

2018

Journal of the International Phonetic Association

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IPAtranscriptor is a tool for creating narrow phonetic transcriptions. As it connects to the computer's default text-to-speech engine on demand, the program can be used not only by sighted but also by partially sighted and blind individuals. Sighted users can choose whether they prefer the mouse or the keyboard as their input device. In contrast to other programs, the full set of symbols and diacritics of the International Phonetic Alphabet (IPA) is implemented and users can produce very narrow phonetic transcriptions as they can insert up to three diacritics above and three diacritics below each IPA symbol to modify it. Furthermore, the program can facilitate the collaboration between blind and sighted phoneticians (or students of linguistics in general) since they can easily exchange their phonetic transcriptions. A conversion of the transcriptions is not necessary as all transcribers can use the same system regardless of their visual abilities. IPAtranscriptor is freely available online and is believed to be the first audio-based program for narrow phonetic transcription that can be used by blind and sighted phoneticians.

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“…For phonology specifically, the literature on inclusive and equitable teaching is still small. With apologies to the authors of articles I haven't encountered yet, it includes the following: Lillehaugen et al (2014) introduce a magnet-board system for phonetic symbols and phonological rules, designed to be used by sighted, blind, and visually impaired students; Zuraw, Aly, Lin and Royer (2019) present a grading system for phonetics and phonology designed to increase equity; Miller and Ann (2019) discuss ways to use comedy in the phonology classroom to challenge accent stereotypes; Sanders, Umbal and Konelly (2020) discuss several equity-driven innovations in phonetics/phonology course content; Miller (2021) addresses challenges for teaching phonology accessibly online; Kennedy's (2021) presentation at this workshop discussed how to tailor phonology teaching to a student body that is under exception pressure at this time. This article aims to contribute with four inclusive practices that phonology teachers may consider adapting to their courses: going beyond the land acknowledgement, going beyond basic language information, using author photos, and integrating spoken and sign languages.…”

Section: Introductionmentioning

confidence: 99%

Four inclusive practices for the phonology classroom

Zuraw

2022

AMP

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This article presents four classroom practices, intended to increase inclusion and equity, that phonology teachers may find useful. The first is going beyond the simple land acknowledgement to substantively incorporate recognition of local Indigenous people(s) and language(s) into the first day of class. The second is putting languages in richer cultural, historical, and political context. The third is including author photos in class materials both to combat stereotypes and as a self-accountability tool. And the fourth practice is integrating spoken and sign languages in our teaching rather than treating sign language phonology as a separate topic (or not at all).

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A tactile IPA magnet-board system: A tool for blind and visually impaired students in phonetics and phonology classrooms

Cited by 4 publications

References 7 publications

Pedagogical Partnerships

Pedagogical Partnerships

IPAtranscriptor: A Python program for narrow phonetic transcription for blind and sighted linguists

Four inclusive practices for the phonology classroom

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