Learning about language through language invention

Abstract

This chapter analyzes the implementation of Invented Language Projects in different institutional and pedagogical contexts, focusing on introductory level linguistics. The data the chapter draws on come from students at three public universities, in a variety of class sizes, across undergraduate cohorts, and using a variety of integrations of language invention in course materials, over the last five years. The chapter identifies patterns of effectiveness in the use of language invention in the classroom by analyzing data collected inside and outside of these courses, assessing students’ mastery of core concepts in linguistics, their beliefs and attitudes about language, and their perception of the utility of language invention for their own learning. Though there is variation in the effectiveness of these strategies as they are instantiated in different contexts, the chapter shows that language invention is a promising way to engage with and effectively teach introductory students about the workings of natural human language.