University of Gothenburg:

Fall 2017: Lexical semantics (Lexical semantik). Intermediate level course for undergraduate students. Cover topics including polysemy, alternations in verbal meaning and argument structure, Aktionsart, nominal meaning, adjectival meaning, and lexical change. Wherever possible, I incorporated data and puzzles from understudied languages — with a particular language (or languages) of special focus every week — into class discussion and assignments. Download the syllabus here.

Spring 2017: Semantics and pragmatics (Semantik och pragmatik). Introductory/intermediate level course for undergraduate students. Covered topics including truth conditional vs. pragmatic meaning, functions, set theory, calculation of truth conditions, diagnostics for relations (entailment, presupposition, implicature), and Gricean Reasoning. Examples and assignments drew on data from typologically diverse languages. Course taught in English; exams and assignments could be completed in English or Swedish.

Fall 2016: Comparatives and typology: Semantics and typology (Komparation: Semantik och typologi). Intermediate/advanced level course for undergraduate and graduate students. Covered the structural typology of comparative constructions, issues in the analysis of comparative constructions (e.g. phrasal vs. clausal distinction), interaction of comparatives and quantifiers, and proposed parametric variation in the semantics of comparison crosslinguistically. Students completed final papers that presented the results of original elicitation and analysis of comparatives in a language of their choosing. Download the syllabus here.

Navajo Language Academy:

All courses designed for diverse range of participants and levels of familiarity with linguistic theory. Participants include Navajo language teachers and learners, Navajo linguists, and non-Navajo linguists. Courses taught at Diné College in Tsaile, Arizona.

Summer 2017: Semantics. Topics covered include an overview of truth conditional vs. pragmatic meaning, sources of ambiguity, and a close study of temporality in Navajo, including viewpoint and situational aspect. All illustrative data and examples from Navajo. Emphasis on methodology and possible applications to language teaching (e.g. storyboards). Participants completed assignments and discussed ideas for future research.

Summer 2013: Research methods. Topics covered include the role of native speakers in linguistic research, the intersection of linguistic research and language revitalization, and the use of tools that both have value for linguistic research and potential applications in language teaching (e.g. storyboards). Theoretical issues relating to expression of modality in Navajo were discussed to motivate the use of storyboards. Participants constructed storyboards designed to elicit or study a construct that they found difficult to teach in the classroom.

University of Massachusetts Amherst:

Fall 2013: Introduction to semantics. Convened weekly ‘laboratory’ sessions designed to introduce and practice formal concepts (set theory, functions and relations, calculation of truth conditions) relevant to primary lectures. Responsible for the design of first writing assignment, which explored (the lack of) evidence for compositionality in certain animal communication systems. Designed and taught main class lectures on semantic fieldwork methodology. Advised Masters student on final project. Evaluated undergraduate final projects.

Spring 2012: Introduction to linguistic theory. Designed and implemented semester-long course that serves as the point of entry to the linguistics major. Covered topics including phonetics, phonological rules, morphology, syntax, and topics in language contact and change. Data and discussion drew on understudied languages wherever possible.

Additional syllabi that I have designed:

Undergraduate or graduate course in field methods

Graduate seminar in semantic theory (‘Attitudes across languages’)