In this paper, we offer a curriculum and two lesson plans to teach linguistics to high school students in a TRIO program. We propose that teaching linguistics to high schoolers can be done by centering their identities and their communities. We offer some examples of the content that we used in our own teaching, and we discuss how linguistics can give the tools needed to the students to talk about their experiences, and to understand the needs of their community. Finally, we demonstrate the use of social justice as a way for the student to engage more deeply with the subject of linguistics, process lived experiences and work towards healing.

Students find linguistics at times abstract and intimidating and they have a hard time understanding how they can apply what they learn in our classes to the real world and how to relate their cultural/community experiences to it. As a consequence, we inadvertently restrict the pool of linguistic students. Inspired bywork done by Hudley et al. (2017), Trester (2017), Chávez & Longerbeam (2016), and by my personal experiences, I created a series of activities for my introduction to linguistics and syntax courses to respond to this problem. I offer some suggestions on how to make our linguistics courses more practical and relatable to our students, in particular first-generation students. The long-term goal is to organically engage and retain a diverse pool of students, thus enriching our field with their perspectives. We can achieve this goal by balancing teaching practices across cultural frameworks.

We investigate an unstudied, rich component of the relative clause system in Teramano, one of the Upper Southern Italian languages. We focus on light-headed relative clauses – relative clauses that lack a full nominal head and are introduced by only a Determiner-like or pronominal “light head”. We also briefly describe headed relative clauses in Teramano since the morphosyntactic features they exhibit are relevant for the investigation of light-headed relative clauses. Last, we highlight commonalities and differences between light-headed relative clauses in Teramano and Italian. Our paper provides the first systematic in-depth description of light-headed relative clauses in an Upper Southern Italian language that we are aware of, contributes to the knowledge of Teramano, the study of light-headed relative clauses crosslinguistically, and the ongoing investigation of microvariation among Italian and Italian languages.

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