On the relevance of pre-neural approaches in natural language processing pedagogy

While neural approaches using deep learning are the state-of-the-art for natural language processing (NLP) today, pre-neural algorithms and approaches still find a place in NLP textbooks and courses of recent years. In this paper, we compare two introductory NLP courses taught in Australia and India, and examine how Transformer and pre-neural approaches are balanced within the lecture plan and assessments of the courses. We also draw parallels with the objects-first and objects-later debate in CS1 education. We observe that pre-neural approaches add value to student learning by building an intuitive understanding of NLP problems, potential solutions and even Transformer-based models themselves. Despite pre-neural approaches not being state-of-the-art, the paper makes a case for their inclusion in NLP courses today.