Universität Duisburg-Essen (Germany)
Since 2020, I have had the opportunity to teach undergraduate Phonetics & Phonology and Morphology & Syntax, as well as two graduate courses, Language in Use: Language Attitudes and Ideologies and Language in Use II: Language Policy and Planning. These self-designed graduate courses combine two of my research areas: the intersection of attitudes and policies.

Ruhr-Universität Bochum (Germany)
In 2021, I filled a vacant seminar opening in the Fakultät für Philologie (Linguistik) with another new course, Language and Education, which examines the the most visible intersections of language study and public policy: The education sector.
In 2023, I was again fortunate to fill a schedule opening with a new course on Linguistic Landscapes as Pedagogy (with a special focus on graffiti and street art); a new angle on investigating language, attitudes, policy, and education.

University of Sydney (Australia)
The Australian government provides subsidized tutoring for Indigenous students through the Indigenous Tutorial Assistance Scheme, and I was so happy to be a part of it at UniSydney. UniSydney is home to a unique Master’s in Indigenous Language Education program, which trains Indigenous teachers (usually also speakers of one or more Aboriginal languages) to create and use their own language-learning materials. Because of Australia’s genocidal history, many of these languages have small speaker numbers and their only historical materials are buried in archives or published in registers that are inaccessible to modern, non-academic readers. My role in the program was to help ‘translate’ some of the linguist-speak into understandable and usable material, and to provide general linguistics tutoring. The incredible teachers I met through this program and the lessons I learned from them in the process remain some of my fondest memories of Australia.

Courses tutored in the MILE program:
KCIL 5610: Sounds and Writing in Indigenous Languages
KCIL 5611: Words and Meaning in Indigenous Languages
KCIL 5612: Sentences and Texts in Indigenous Languages
KCIL 5613: Theories and Methods in Language Learning

Other courses:
LNGS 3607: Genre & Register

Australian National University
At the ANU, I took on a number of different teaching and teaching-related roles, from marking/grading assignments, to TA-ing group sessions, to individual tutoring at both the graduate and undergraduate level. Courses in which I was officially involved are below.
(2017-2020)

LING 2106/6311: Language and Social Interaction
LING 2021/6021: Cross-cultural Communication
LING 1002/6002: Language and Society
LING 2020/6020: Structure of English

University of Hawaii (USA)
LING 102 – Introduction to the Study of Language
This course lays the groundwork for understanding how to talk about and dissect language. Because most humans on our planet speak or sign a language, you’d think that we would have a knack for interacting with the specifics. Not so! This class covers the big picture ideas, as well as the smallest structural units of language, aiming to give students the vocabulary to talk about language phenomena coherently and in detail. Sample syllabus and schedule below!
(2011-2015, repeated 6 times)

Course Description
LING 102 Fall 2015 Syllabus
LING 102 Fall 2015 Schedule

LING 150 – Language in Hawai‘i and the Pacific
What exactly is the “Pacific”? Where does it begin and end? Who lives there, where did they come from, and how do we know? How many languages are there and what are they like? These questions and more are answered in this course with special focus on the unique linguistic area of Hawai‘i and the greater Pacific region.
(2014, one time)

Course Description
LING 150 Spring 2014 Syllabus

Language Documentation Training Center (USA)
The LDTC helps native speakers of underdocumented languages document their languages by introducing them to basic linguistic concepts, training them on relevant computer software, and providing a graduate student mentor for each participant. It is our hope that students will become enthusiastic about what they learn and continue documenting their language either with the LDTC or back home in their home communities. We also hope that they will share this knowledge with their communities, demonstrating that they can play a dynamic role in the preservation, maintenance, and continuation of their languages.
(2011 – 2015)

Special Workshops Taught: Orthography, Lexicography, Morphology

My Participants:
Erniyawanti Adam (Samawa)
David Dugu (Fijian)
Felix Da Silva (Naueti)
Pelagio Doutel (Waima’a)