ABSTRACT
This chapter explores how the author teaches a course on the anthropology of food based on linguistic anthropology has dealt with the content of her syllabus, teaching strategies, assignments, and changing student interests. The succession of semester-long courses in classrooms composed of an ever-changing student population constitutes a moving target of interests and knowledge. She have found that keeping up requires, on the part of the teacher, flexibility and continual learning, combined with an openness to new kinds of information. This in turn leads to frequent additions or other modifications to the syllabus. From the point of view of linguistic anthropology she finds two main challenges. First, it can be difficult to present linguistic anthropology in such a way as to remain interesting and accessible to diverse students. Second, for each weekly topical grouping, the instructor must find appropriate illustrative materials that have a language orientation, present useful content, and will connect with today's students.
