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When I started this blog, I imagined it as a professional space for me to write about what I’m doing in terms of teaching and research. I have deactivated the majority of my social media accounts in response to the disgustingly shady practices of these for-profit tech companies which mine and sell our data to influence elections at worst and bombard us with ads at best. As a result, I curate this site as my main web presence, and recent events in my personal life made me feel the need to blog like it’s 2002 and I’m on LiveJournal.

This past week and a half has been exceptionally rough on my wife and me, and I’m still honestly not sure when this emotional tumult will be over. Robin, one of our ferrets, took a terrible turn in health. The long and short of it is that my wife and I spent about three days cycling through the various stages of grief, and decided that it was probably time for Robin to “cross the rainbow bridge”. I have a tendency to write a lot, and plan on cataloguing Robin’s life here, so I won’t hold you in suspense: as you’ll see by the end of this post, dear readers, Robin is still with us, and she’s feeling much better than before.

Before I get into her present state, let me establish a bit of background:

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While the field of linguistics suffers from a lack of awareness among the general public, it also doesn’t seem to hold much ground in the hearts of many language educators–the people who could benefit the most from the scientific pursuit of how people learn and use languages. I’ve spoken with teachers of both modern and classical languages, in public schools and private schools, from the primary level to university. The apathy, ignorance, or even disdain of professional language instructors towards a discipline with the goal of making their jobs easier boggles the mind.

Clearly, I am biased, as a trained linguist who now conducts second language acquisition research. If you’re on the fence about what linguistics can do for you, I merely ask you to read my argumentation. I fully understand and empathize how the daily lives of teachers, especially those in American K-12 public schools, have so many competing demands that it sometimes takes all of your energy not to collapse on the couch when you get home. I also recognize that many colleges and universities in the US do not offer training specific to language teachers, but rather group all prospective teachers, regardless their fields, into the same “education” pathway.

In this post, I’ll be discussing the following topics, with each on its own page: (1) a broad (read: brief and noncomprehensive) description of language study in the US; (2) what the study of linguistics entails and what it does not, along with its usefulness to both learners and teachers; and (3) a general overview of the field of Second Language Acquisition, with some sources for further reading.

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