Popularizing Linguistics Through Online Media
Posted by Neal on January 17, 2015
Sometime last spring, I got an email from Doug Bigham, a linguist at San Diego State University who I’d met at LSA 2011. He wanted to put together a special session for the LSA 2015 conference that took place last weekend in Portland, Oregon. The theme would be “Popularizing Linguistics Through Online Media,” and he figured that I could talk about blogging; Gretchen McCulloch, about her All Things Linguistic Tumblr page; Arika Okrent, about her listicle pieces on Mental Floss and TheWeek; Michael Maune [maUni], about his #lingchat hashtag on Twitter; Ben Zimmer, about writing for the in-print but also online Wall Street Journal and other news outlets; and Michael Erard, about the new Schwa Fire online linguistics magazine. Doug himself would talk about his linguistics YouTube channel, and tying it all together would be the discussant, Anne Curzan of the University of Michigan, who did this million-view TED talk on what makes a word real. Furthermore, he wanted to do it in a format that I’d never heard of: something called pecha kucha. Or to be more accurate, I had heard of it once or twice, but never been interested enough to find out what it was. But this sounded interesting, especially when some of the other invitees started signing on.
So I went to find out exactly what this pecha kucha thing was, and the first thing I found out was that it was pronounced not as [ˈpɛtʃə ˈkutʃə] (“PETCH-uh KOOTCH-uh”), as I would have thought, but as [pəˈtʃɑ kəˈtʃɑ] (“peh-CHAH kuh-CHAH,” or “peh-CHOCK-chah”). Good thing I learned that. I didn’t want to sound like an ignoramus when I talked about it. The second thing I learned was that it was an exactly six-minute-and-forty-second talk, consisting of 20 slides displayed for 20 seconds each. Finally, I learned that because of the severely limited time format, the slides had to be mostly or entirely pictures. Standard PowerPoint outlines and bulleted lists, not a good format in the first place, were especially ill-advised in pecha kucha. With all that in mind, I emailed back and said I was in, but that I thought a better topic for me would be about writing guest scripts for the Grammar Girl podcast, since Gretchen seemed to have the blog component covered well, and I haven’t had as much time to blog as I used to.
The session was accepted, so last Friday we got together in an unused conference room in the Portland Hilton for some of us to meet each other for the first time, and try to get everyone’s slides integrated into one big slide show. “Have you ever done a [ˈpɛtʃə ˈkutʃə]?” Ben asked, as he and Doug bent over Doug’s laptop computer, trying to make the slides advance. Doug admitted he’d been having nightmares about doing this session.
Later that night, I rehearsed my talk again, and it was still coming in at 6:45 instead of 6:40. My roommate for the conference, Jason Zentz, even volunteered to be my audience for a run-through after he’d finished preparing the handouts for his talk (winner of the best student abstract). I told him about the [ˈpɛtʃə ˈkutʃə] pronunciation. Heck, I said, I’d like to pronounce it [ˈpɛtʃə ˈkutʃə], too; it sounded much better than the ear-grating [pəˈtʃɑ kəˈtʃɑ]. But just because I liked that pronunciation better didn’t mean I was just going to start using it when I know the more faithful pronunciation was something else. Jason said some stuff about Anglicizing borrowed words to match English phonotactics. Yeah, whatever.
The next morning at 8:15, we met in the ballroom for last-minute details. One that we hadn’t thought about was where to have everyone sit. There were seven of us, not including Anne Curzan, and only three seats on either side of the lectern. We decided that when one speaker finished, they would take the seat of the next speaker–an elegant solution, except for having to remember that when you sat back down, the glass of water in front of you was not the one you’d poured for yourself.
I was fourth up, after Doug, Michael M., and Gretchen. I had finally managed to get the time down to 6:40 more or less consistently, so imagine my surprise when I found that I had finished talking about one slide with 5 seconds left before it advanced. “Wow,” I said, “I seem to be running ahead. That doesn’t usually happen.” Then the slide advanced, and I realized that I was more like 5 seconds behind. “Wait, I’m behind!” I think I simply forgot to say what I had intended to say on the slide where I mentioned Grammar Girl episodes written by Stan Carey and Gretchen. (The slides are here.)
When Arika, Ben, and Michael E. finished their talks, it was time for Anne to come up and give her comments, which meant that all the seats and the lectern were occupied, so Doug took a seat out in the audience. Then came the questions from the audience, which took the entire half hour allotted to doing that, plus a few minutes after. The last person asked if this was the first time a presentation like this had been done at LSA, and Doug said he believed it was. “Yes!” he exclaimed. We did a [ˈpɛtʃə ˈkutʃə]!”