This has been tried for forever and never works. In fact, LLM's emerged from the *rejection* of traditional linguistics based techniques in favor of Moore's law based methods. In general, it seems that more general methods seem to win given enough data and compute (since the domain knowledge on complex problems are too difficult to encode into our programs and models). Getting English majors curious about mechanics and motivation of English is counter-productive because of their knowledge and flawed understanding of how language works.

Speak for yourself, but we're very much qualified to opine on this since we have a 70 year track record of having linguists in the room never working. In the same vein, I highly doubt high school teachers have any special insights into the most effective way to implement instructing LLMs or transfer learning.