Last month I wrote that instead of only two levels of phonetic transcription, “broad” and “narrow,” what people do in practice is to adjust their level of detail according to the point they want to make. In this it is like any other form of communication: too much detail can be a distraction. But how do we decide how much detail to put in a given transcription, and how can we teach this to our students?

I’ve written about default assumptions before: how for example people in different parts of the English-speaking world have different assumptions about what they’ll get when they order “tea” or a “burger.” In the southern United States, the subcategory of “iced tea” has become the default, while in the northern US it’s “hot tea,” and in England it’s “hot tea with milk.” But even though iced tea is the default “tea” in the South, everyone there

The word “cisgender” was coined to refer to people who aren’t transgender, as an alternative to problematic terms like “normal,” “regular” and “real.” Some have gone beyond this and asked their allies to “identify as cis,” and even treat trans people as the default realization of their genders. As a trans person and a linguist, I disagree with these last two for a number of reasons.

When I first studied phonetic transcription I learned about broad and narrow transcription, where narrow transcription contains much more detail, like the presence of aspiration on consonants and fine distinctions of tongue height. Of course it makes sense that you wouldn’t always want to go into such detail, but at the time I didn’t think about what detail was excluded from broad transcription and why.

Some people have come up with the word “cisgender” to refer to people who aren’t transgender, as an alternative to problematic terms like “normal,” “regular” and “real.” Some have gone beyond this and asked their allies to “identify as cis,” and even treat trans people as the default realization of their genders. As a trans person and a linguist, I disagree with these last two for a number of reasons.

When I first taught phonetic transcription, almost seven years ago, I taught it almost the same way I had learned it twenty-five years ago. Today, the way I teach it is radically different. The story of the change is actually two stories intertwined. One is a story of how I’ve adopted my teaching to the radical changes in technology that occurred in the previous eighteen years.

In a recent post, I talked about one reason that the word “cisgender” was coined. I agree that it is a good idea to have ways of talking about people who aren’t trans without evoking a context of “real” or “normal” to imply that we are not legitimate or to highlight our minority status. If this were the case, something like “non-transgender men” might be enough. But many of the arguments for “cis” go beyond this.

I bought a nice little tablet at BestBuy, and I wanted to use it to test an Android app I’m developing. In order to do that, I have to connect the tablet to my Windows laptop and run something called ADB. Unfortunately, in order for ADB to connect to it, Windows needs to recognize it as an ADB device, and BestBuy hasn’t done the work to support that.

In my last post I mentioned three caveats that I wanted to add to Miriam Posner’s keynote address to the Keystone Digital Humanities Conference, and I discussed the fact that the categories we use to organize our lived experience are slippery and problematic and just as reified as the ideological categories employed by researchers.

I enjoyed Miriam Posner’s keynote address at the Keystone Digital Humanities Conference. It was far from the only talk last week that was animated by a desire for justice and compassion, and it was good to see that desire given such prominence by the organizers and applauded by the attendees. As a linguist I also welcomed Posner’s focus on categorization and language diversity.