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Linguistics course schedule (graduate) or Fall
Linguistics course schedule (graduate).
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LIN395 | Conference Course |
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LIN380L | Syntax I (TBA) |
| LIN380L | Syntax I (Smith) | |
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LIN380M | Introduction to Semantics |
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LIN380S | Sociolinguistics |
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LIN381K | Phonology II |
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LIN381M | Phonetics |
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LIN382 | Historical Linguistics |
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LIN383.3 | Intro to Romance Linguistics |
| LIN383 | History of Arabic Language | |
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LIN383 | History of the German Language |
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LIN384.4 | German Syntax |
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LIN390 | General Phonology |
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LIN391 | Sanskrit of the Vedas: A Comparative Introduction |
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LIN391.2 | Studies in English Grammar |
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LIN392 | Linguistics of Signed Languages |
| LIN392.1 | Intro to Cognitive Science | |
| LIN393 | Biblical Aramaic | |
| LIN393P.1 | Current Issues in Phonological Theory: Syllable Structure in Generative Phonology | |
| LIN393S | Sociolinguistic & Syntactic Approaches | |
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LIN393S.1 | Current Issues in Syntactic Theory |
| LIN393S.2 | Current Issues in Semantic Theory: Syntax and Semantics of Scope | |
| LIN393P.2 | Experimental Phonetics | |
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LIN395 | Conference Course |
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LIN396.2 | Introduction to Graduate Linguistic Anthropology |
| LIN396.5 | Language and Politics in Language Planning | |
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LIN397 | Forum for Doctoral Candidates |
This course is an introduction to generative syntax for graduate students. Emphasis is on the study of syntactic theory. Central notions are developed primarily through the attempt to construct a partial syntax of English. Some material from other languages is considered as well.
Graduate standing.
TBA
TBA
Back to graduate course index
This course is an introduction to generative syntax for graduate students: we will study syntactic analysis and syntactic theory. The syntactic analysis will develop basic techniques of analysis and argumentation, using mainly English but also data from other languages. The theory is known as the Principles and Parameters approach, or the Government-Binding Theory. It has been developed by Chomsky and many others in the past fifteen years. The course will prepare students to work in the theory and enable them to understand some of the issues currently under debate.
Homework problems will be assigned for almost every class day. The problems will give essential practice in actually doing syntax. Further, they introduce well-known examples and techniques which are part of basic knowledge of the field. The homework is an integral part of the course. We will usually discuss homework problems in class and students will be called upon to present their solutions, questions, and comments. There will be a text which will provide basic information. Toward the end of the semester we may read one or two current articles in syntax.
Graduate standing
There will be frequent homework problems and two or three take-home examinations.
TBA
The course offers a first introduction to semantics, the study of meaning in natural language. It introduces the basic tools that semanticists use to analyze meaning (set theory, relations, functions, phrase-structure rules and compositional semantic interpretation, statement logic and predicate logic, type theory and lambda abstraction). We will try out these tools on a number of semantic phenomena, including natural language quantifiers, plurals and mass terms. We will also discuss ways to relate syntactic structure to semantic interpretation which allow us to deal with the phenomenon of scope ambiguities. In general, we will concentrate on the "extensional" part of semantics; intentional phenomena like tense and aspect, modality, context-sensitivity and the interpretation of discourse will be treated in a follow-up course (LIN 381S).
Graduate standing.
Grading will be based on the homework exercises, a midterm exam, and a final exam (both will be take-home exams).
None required. Lecture notes will be made available.
Two books worth reading in addition to the course:
Gennaro Chierchia & Sally McConnell-Ginet, Meaning and Grammar, MIT Press
1990.
Irene Heim & Angelika Kratzer, Semantics in Generative Grammar,
Blackwell
Publishers, 1998.
Sociolinguistics is that branch of linguistics that tries to understand and investigate in a systematic way what it means to take seriously one of the most obvious of facts about language, that it is a social phenomenon. Those committed to thinking about language in this way range from researchers who believe that sociolinguistics should account for only those aspects of linguistic patterning that cannot be accounted for within formal theories of phonology, syntax, etc., to those who argue for a socially constituted linguistics, which would never lose sight of the social nature of language. These researchers may not share a method, theory, or epistemology, but they share the conviction that certain important aspects of language can only be understood by considering both the extralinguistic and the linguistic contexts in which it is created, used, and interpreted.
This course will seek to offer a broad introduction to the field, considering the many topics people who call themselves sociolinguists have studied as well as the contributions researchers in other fields--pragmatics, anthropology, sociology, psychology, rhetoric, education, communications--have made to our understanding of the social nature of language. We will consider in particular the ways in which sociolinguistic data and findings bear on issues of long-standing interest to linguists, including the mechanisms of language contact and change, the structure and uses of discourse, and the nature of pragmatics. We will also examine the functions and uses of languages, spoken and written, across speech communities of different kinds. Finally, we will discuss phenomena like pidginization/creolization, standardization, and language death, considering them from both a structural and social perspective. Despite the wide variety of topics considered, our primary concern will be the sorts of questions of greatest interest to those whose primary training is in linguistics. Please note that this course is a prerequisite for LIN 396: Research Methods in Sociolinguistics.
Prerequisites for this course are a graduate or undergraduate course of some sort in syntax and one in phonology; possibilities among UT course offerings include LIN 380L (Syntax I), LIN 380K (Phonology), LIN 391 (English Grammar), or LIN 391 (English Phonology), or their equivalent in some other department or at some other institution. These courses are listed as prerequisites because much of the reading for the course assumes (a) a general knowledge of linguistics, its goals, and methods and (b) familiarity with the approach to syntax and phonology popular in this country since the 1960's, often termed generative grammar. If you have any questions about your preparation for this course, please talk to instructor (kwalters@mail.utexas.edu) before signing up.
Attendance, intellectual engagement with the reading material, class participation, occasional flashes of insight and/or brilliance, and two short papers (10 pp. or less). The first paper will more or less review the literature on some subject, and the second will be an analysis of data that you collect.
Course packet to be available from local copy shop.
This course is a continuation of LIN 480K (Phonology I), completing an introduction to contemporary phonological theory. The following topics will be covered from the perspective of Optimality Theory:
Graduate standing and Phonology I (LIN 480K or 380K)
The grade will be based on three short papers.
Readings drawn from the literature will be made available in a course packet.
The general theme of this course is: "What is phonetics?" A broad survey of major topics in modern phonetics will be presented. Theoretical issues as well as applications (e.g. speech technology).
In the first part we will familiarize ourselves with the traditional descriptive methods of phonetics: auditory analysis and transcription. This will include a presentation of phonetic alphabets and distinctive feature theory as well as exercises based on both known and unknown languages. The goal is to establish a general framework for specifying speech in terms of its linguistic and phonetic (mostly articulatory) properties sufficient for later phonology classes. (The book by Ladefoged is the text for this part. It will be supplemented by hand-outs).
Given this background, we will continue with acoustic phonetics. Basic theory and applications in the form of laboratory assignments and spectrogram readings (book by Johnson plus hand-outs). Our objective is to make every student familiar with the source-filter theory of speech production which is central to the acoustic specification of phonetic phenomena. Correlates of segmental and prosodic phenomena will be defined from a cross-linguistic perspective. The representation of speech signals in the auditory system will also be discussed. The rule of thumb in selecting the material for this part is as follows: Nothing will be introduced that does not have an explanatory bearing on the issues of linguistic phonetics: 'Formants without tears'!
The third and final part will be more problem-oriented and will present, in a preliminary manner, some current 'hot topics'. This means a review of work on speech production, speech perception, speech development and the phonetic bases of phonology which aims at giving a brief, but coherent and unified view of 'how speech works'.
Graduate standing
TBA
Ladefoged. A Course in Phonetics
Johnson, Keith. 1997 Acoustic & Auditory Phonetics
General Outline of Course:
Graduate standing
TBA
Bloomfield, Language, (1984).
The course aims to acquaint the student with the Romance family of languages, both as a set of closely related linguistic systems and as a major historical and cultural phenomenon. The major topics are: historical background, linguistic evolution of Latin to early Romance; medieval Romance languages and literatures; the renaissance and expansion of early modern RL; comparison of contemporary subgroupings, particularly the Ibero-Romance family.
While the emphasis is predominantly linguistic (with considerable attention to the study of sample texts), we will not neglect such historical/cultural factors as humanistic influences and cultural exchanges among the Romance-speaking peoples, the rise of the academics, and changes in channels of communication. There will be several reading lists for group or individual research.
Graduate standing.
TBA
TBA
The course will deal mainly with the following topics:
Three years of Arabic (i.e. the sequence ARA 506-ARA 320L/380C.2),
or the equivalent.
Graduate standing and the consent of the instructor.
ALL INSTRUCTION AND DISCUSSIONS WILL BE IN ARABIC.
Class participation, homework assignments, two oral reports, two term papers, an annotated bibliography of one of the topics of the course.
A selected bibliography will be provided.
What are you really saying, when you're speaking German? Why do you say it that way? This class provides participants with an up-to-date review of the linguistic, cultural and social evolution of the German language, within the framework of the Germanic language-family. The course is conducted as a participatory seminar.
We will trace the development of German from Indo-European and Germanic times to the present, from a variety of linguistic, dialectal and sociocultural perspectives, and introducing a broad range of methodological approaches. Sample texts from Old High and Middle High German, as well as linguistic counterparts such as Old English and Norse, are used as a launching-point for discussions of central characteristics of emerging German/Germanic culture and poetics. This offers a basis for comparative readings from individual regional German dialects (including Swiss, Bavarian, and Plattdeutsch), and related or derived languages such as Yiddish, Dutch and Frisian. The formation of the German standard language is considered in the context of Luther, and the dynamics of the ensuing sociolinguistic tension between centrifugal dialect-loyalty and centripetal forces of standardization, from 1600 to the present.
Discussions are complemented by studies of misinterpretation and bias in female-male discourse, the social roles of dialect as a divider/unifier, Gastarbeiterdeutsch, effects of TV and the media on language, artificial intelligence, language acquisition, lexical borrowings and the impact of powerful neighbor-languages such as English, and experiments in phonetic recording and acoustics. We will also consider features of literary language versus folk language, nativist beside "purificationist" trends, and individualizing social dialects such as evolving slang, current Jugendsprachen, and Nazisprache and postwar norms. German-based pidgins and creoles and Sign Languages are investigated in relation to the characteristics, origins and development of communication systems. Labov's pathbreaking work in sociolinguistics, alongside recent research on convergence, help rethink the nature and motivation of language change (semantic, morphological, phonological, syntactic) and language contact ó dialectal convergence, loans, creolization.
This class undertakes a wide-ranging overview of language evolution and sociolinguistics, in the context of the emergence of German and Germanic. All investigations are conducted in a challenging atmosphere of open debate, designed to encourage participants to scrutinize the basis of something fundamental we take for granted: the way we talk, and the reasons why. The goal is to enlarge participants' appreciation and understanding not only of the language, its historical and dialectal development, and the rich ways Germanic-speakers express meaning, but also of the tacit social preconceptions and prejudices implicit in each of the communicative choices and responses Germanic-speakers make daily as individuals.
Graduate standing.
seminar participation: 50 %
research project, final paper: 50 %
Evaluation is mainly based on oral participation in activities, discussions, as well
as an individual / group research project and a final paper. Identical levels of
linguistic expertise among the whole group are not expected. This means participation
in discussions counts as much towards a grade as written projects and papers.
Stevenson, Patrick (ed.). 1995. The German Language and the Real
World.
Sociolinguistic, Cultural, and Pragmatic Perspectives on Contemporary German.
Robinson, Orrin W. 1992. Old English and Its Closest Relatives: A Survey of the
Earliest Germanic Languages.
Wells, C. J. German: A Linguistic History to 1945.
COURSE-PACKET:ó AVAILABLE AT ABELíS, 715-D W 23rd St.
This course is designed to provide students with a thorough grounding in the basic syntactic structures of modern spoken German within the context of primarily generstive syntactic theory, though we will consider analyses from non-generative frameworks and linguistic typology, as well. The course will involve readings and exercises based on two primary texts, Deutsche Satzstruktur: Grundlagen der Syntaktischen Analyse and A Comparative Typology of English and German: Unifying the Contrasts, as well as a packet of readings from other sources. We will generally follow the comparative approach laid out by Hawkins and follow excursi into Wollstein-Leisten and other readings. Thought our focus will be on the spoken colloquial standard variety of German, there will be frequent references to data from other non-standard varieties and earlier stages of German, as well as other Germanic languages. The primary topic areas include the following:
No previous background in formal linguistics is presumed, though that is certainly helpful. Reading knowledge of German is required. Final grades will be determined on the basis of homework exercises and two take-home examinations. Class will be conducted in English in lecture-discussion style designed to allow us to follow up on relevant questions which may come up in class.
Graduate standing
See above.
Hawkins, John A. 1986. A Comparative Typology of English and German:
Unifying the contrasts.
A. Wollstein-Leisten et al. 1997. Deutsche Satzstruktur: Grundlagen der Syntaktischen
Analyse
A Course Packet with additional articles will also be required.
This course provides an introduction to phonology, the study of sound patterns in languages. We will begin with an introduction to how linguistic sounds are produced and perceived, covering articulatory and acoustic phonetics. After a survey of the sounds of the world's languages, we will begin to develop methods of describing and analyzing sound patterns, using problem sets drawn from a wide range of languages. Throughout the course we will focus on phonetic explanations for phonological patterns.
Graduate standing
TBA
Kenstowicz, Michael. 1994. Phonology in Generative Grammar.
Archangeli, D. & D.T. Langendoen. 1997. Optimality Theory.
This seminar aims to provide a comparative introduction to the language of Vedic India, within the linguistic and cultural setting of the Indo-Iranian and Indo-European language-family. Through selected textual readings from the rich literary traditions of the four Vedic Sam)hitas, principally the Rºg Veda (the oldest surviving record in any Indic language, orally transmitted for most of its history, and still the most fundamental sacred book of Hinduism), we will concentrate on tracing the linguistic, socio-cultural and literary evolution of the Indic language-area from its beginnings. We will be using the panorama of the Indo-European languages as a springboard for addressing wider issues of language change. The comparative poetic, cultural, ethnohistorical, social and religious traditions that underlie and connect the various branches of Indic and Indo-Iranian will be explored in depth. Connections with later South Asian successor-languages (through Classical Sanskrit and Pa_li into Middle Indic and the modern Indo-Aryan languages) and with Iranian, especially the religious language of the Zoroastrian Avesta, will be particularly emphasized, on the cultural, poetic, mythological, and linguistic levels. No mastery of particular Indic languages is presumed or required.
The emergence of dialects, standard languages and koinés will be examined comparatively and in the light of broader cultural, religious, mythopoeic and social implications. Semantic, morphological and syntactic changes will be analyzed in detail, as well as sound change, analogical effects, and the results of language contact ñ lexical borrowing, convergence, creolization. Taking the literary and poetic texts as documentary starting-points, internal reconstruction will serve to illuminate the comparative method and case-studies in comparative reconstruction. Considerations of language acquisition and development will be set against the broader questions of language diversity, change, social function, gender roles, and cultural and linguistic divides.
Graduate standing, or permission of the instructor.
Also: an interest in language; willingness to surprise yourself.
Seminar participation: 50 %
Projects, essays, final paper: 50 %
The evaluation of your performance is mainly based on your oral participation in
activities, discussions, as well as individual and group projects and a final paper.
Identical levels of linguistic expertise among the whole group are not expected.
This means participation in discussions counts as much towards a grade as written
projects and papers.
Macdonell, Arthur. A Vedic Grammar for Students. Delhi: Oxford
UP, 1971.
Macdonell, Arthur. A Vedic Reader. Madras: Oxford UP, 1965.
OíFlaherty, Wendy. The Rig Veda: An anthology. Penguin, 1981.
OíFlaherty, Wendy. Hindu Myths. Penguin, 1986.
COURSE-PACKET: AVAILABLE AT ABELíS, 715-D W 23rd St.
An informal introduction to the rules of English sentence construction. After developing rules for simple sentences, we will examine several types of sentential complements and then go on to discuss various types of modifying structures. We will also look at a number of special constructions in English, including existential sentences, cleft sentences, and direct questions. Finally, we will discuss three topics -- negation, ellipsis, and tense -- which have to do with the way in which English sentences are interpreted.
Graduate standing
TBA
Baker, English Syntax 2nd ed.
A key finding of the last 25 years of linguistic and psycholinguistic research is that the sign languages of the Deaf are natural languages with their own grammars, which are independent of whatever spoken language is used in the same community. By comparing the structure of signed and spoken languages, we can gain insights into how languages are shaped by the particular transmission modality in which they are used. To what extent are spoken languages structured the way they are because they are spoken and heard? To what extent are signed languages the way they are because they are signed and seen? And, lastly, to what extent are all languagesósigned or spokenóstructured similarly because they all draw on the same linguistic and cognitive capacities?
This course will be introduction to the issues that have arisen in the linguistic analysis of sign languages in research on the acquisition of ASL as a first language, and in sociolinguistic discussions of sign language use in Deaf and hearing communities. Among the questions that we will discuss are: 1) How have sign languages developed? Interestingly, the development of sign languages may show some similarities to that of creole languages. 2) Non-signers are often impressed by the pictorial quality (i.e., the iconicity) of many signs in American Sign Language (ASL). Does iconicity have an important impact on the grammatical structure of sign languages? To discuss this issue, we will consider Peirceís treatments of iconicity, as well as Saussureís discussions of arbitrarines. 4) How are the grammars of ASL and other sign languages structured? Do the structures of signed and spoken languages differ in interesting ways? 5) How are signed languages acquired?
Graduate standing
Four 2- to 3-page "discussion notes" on the class readings, as well as a 10-15 page research paper.
Klima & Bellugi. 1979. The Signs of Language.
A selection of important research papers in this field.
This course will be a survey of themes in cognitive science. Since cognitive science spans the disciplines of philosophy, linguistics, computer science, and psychology, the course will be interdisciplinary. After a philosophical overview concerning theories of mind, we'll look at neuroscience's view of cognitive processes with particular emphasis on vision. We'll then turn to linguistic abilities from the view of psychology and linguistics. The next part of the course will give an overview of the symbolic approaches to reasoning and planning in artificial intelligence. The last part of the course will be devoted to connectionism. Some of U.T.'s many active and interesting researchers in cognitive science will be invited to give talks on their fields of specialization.
Graduate standing.
TBA
TBA
This seminar is designed to introduce the students to "Biblical Aramaic": the texts, the language, the message, and the cultural background. The primary source will, naturally, consist of the Aramaic texts included in the books of Daniel and Ezra. The study will involve an introduction to these books, analytical reading, along with philological and linguistic examinations of the texts and their language, phonology, morphology, syntax, and lexicon, as well as an evaluation of the related literary and cultural aspects thereof. The same applies to the historical background and the comparative aspects. The latter will include comparisons with other Semitic languages and literatures, especially Hebrew and Arabic. Attention will also be given to Aramaic documents within the Dead Sea Scrolls, documents and inscriptions from the second Temple period, the Targumim (i.e. the Aramaic translations of the Bible), and the like. Also, guidance to bibliographic sources and their use will be provided.
Interested students without background in Hebrew are urged to contact the instructor (bar-adon@mail.utexas.edu), who will be glad to help them overcome this hurdle in order to fully benefit from the course. He may be contacted in CAL 417, or call him at 471-3594 (or leave message at 471-1701). PLEASE DO.
Graduate standing. {Qualified advanced undergraduate students may obtain special permission to attend this class. Please consult instructor!} No prior knowledge of Aramaic is required.
Regular assignments, class readings and discussions, term paper. Grades will be based on class participation, regular assignments and term paper
A list of texts will be provided in class.
In this seminar we will undertake a detailed examination of the syllable in phonological theory. The first two or three weeks will be reserved for a review of the syllable's evolution in the literature, from SPE (Chomsky & Halle 1968) and natural phonology to autosegmental approaches. The primary focus of the course after this introduction will be on the treatment of the syllable in Optimality Theory. Among the specific topics to be developed are (i) the syllable as a domain for segmental interactions; (ii) structural constraints on the syllable and its various components (e.f. onsets, coda conditions, sonority sequencing); (iii) the syllable and the positional prominence debate; (iv) markedness and syllable typology.
This course is open to graduate students who have already taken LIN 390 (General Phonology), or equivalent.
TBA
A coursepack consisting of readings from the phonological literature will be prepared by the instructor.
The different viewpoints of sociolinguistics and core linguistics have led to different types of developments in the two fields. Sociolinguistic research has yielded accounts of linguistic variation and language change, and core linguistics has generated theories that are argued to account for language as a property of the mind. This course raises questions about the relationship between the two fields of study. In doing so, it explores the ways in which the two areas, one with a focus on real time data and speech communities and the other with a focus on internal grammars, may be brought together in accounts of the coexistence of different grammars in a speech community. We will approach the question about the way in which sociolinguistics and syntactic theory relate to each other by considering issues such as parametric variation, the limits of dialect variation and syntactic characteristics of language as a social phenomenon.
Readings during the first part of the course will survey the historical development of the two fields and provide the basis for discussion about their goals. The study of variation and its relation to geographical region, social class, age and sex has always been a major focus in sociolinguistics. Variation is also becoming more important in core linguistics, especially in Principles and Parameters Theory and its descendants, in which one goal is to account for the ways in which languages differ. As the course progresses, we will consider linguistic analysis that takes into consideration variation as it relates to social constraints and internal grammatical processes.
Graduate standing.
1) Two short papers
2) Research paper and presentation
A list of selected readings will be provided.
Graduate standing and consent of the instructor.
TBA
TBA
In this course we will investigate the phenomenon of scope taking and scopal ambiguities, for example the different readings of sentences like Some linguist speaks every language, All that glitters isnít gold, or Bags must be carried. We will discuss the linguistic evidence for scope ambiguities, including research in psycholinguistics and language acquisition. We will consider various theories that have been developed to represent scope ambiguities, including LF movement and type flexibility. We will observe the interaction of a number of syntactic constructions with scope ambiguity, e.g. verb ellipsis, passivization, and focusation. We also will discuss the semantic nature of scope-bearing expressions, such as quantifiers, modals, and question operators, and the influence of semantic properties on certain scopal readings or overt syntactic movements, such as weak island constraints. One important issue will concern the differences between scope taking in different languages, e.g. rigid word order languages like English and Chinese, languages with a more liberal word order like German and Japanese, and languages like Hungarian that arguably mark scope on surface structure.
Introduction into the semantics of natural language (LIN 380M), Syntax I (LIN 380L).
Grading is based on occasional homework exercises, on biweekly discussion notes, and an in-class presentation at the end of the seminar with an elaborate handbook.
There is no textbook. Handouts will be provided in class.
One useful selection of articles is Anna Szabolcsi (ed.), Ways of Scope Taking.
Dordrecht: Kluwer, 1997. (Student edition, about $50).
The goal of this course is to let the students do their own small research projects. Experimental work in the lab will be encouraged.
With respect to organization, the course will continue where the 381M lectures ended. That means that, initially, there will be classes in which we will further pursue what we began in the final part of 381M, namely the review of current work on speaking, listening and learning to speak. Topics for projects usually suggest themselves during this part. Once students have their own projects, we will abandon the lecturing and switch to a one-on-one format.
LIN 381M or consent of instructor.
Written term paper and a presentation of project in class towards the end of the semester.
No text.
Individual instruction. Prerequisites: Graduate standing. Consent of instructor must be obtained. Requirements: You must have the prior written consent of the instructor before you register for or add this course. Graduate Conference Course Agreement forms are available in Calhoun 508. Please see Kathy Ross, Graduate Coordinator, for information.
This is the anthropology graduate core course in linguistic anthropology. It consists of lectures and class discussions introducing the major subareas of linguistic anthropology (the study of language in relation to culture and society). Topics to be dealt with include: types of linguistic structure, the description and analysis of unwritten languages, the analysis of discourse, semantics, social organization and language use, the acquisition of communicative competence, speech play and verbal art, the ethnography of speaking, language change and language history, language and speech in contemporary society.
Graduate standing required. Contact the instructor (jsherzer@mail.utexas.edu) for permission to register for this course.
TBA
TBA
This course will focus on important, though sometimes overlooked, aspects of language and society: language and politics and language planning, which may not be sufficiently accounted for otherwise. It has to be recognized that nations and other political entities do have a significant impact on language behavior and language planning. Whereas, it is especially prominent in societally patterned language behavior and language planning of emerging and developing nations, it may be present, though less overtly, in developed and established nations and societies, as well (including the US).
The study of the reflection of various aspects of language and politics in literature (both prose and poetry) is likely to add another interesting dimension to this seminar. The same applies to aspects of language of politics... Needless to say, in addition to the study of general trends and practices, special attention will be given to representative case studies, across nations. Among the topics to be discussed in this seminar are the following:
I. Introductory:
II. Language and Politics:
III. Language Planning in Theory and in Practice:
IV. Societal Biligualism/Multilingualism and Socio-Political Implications:
V. Language Politics and Education:
VI. Belles-Lettres and Language Politics: The Reflection of Language and Society and of Language-Politics in Literature (in Prose and Poetry):
VII. Cross Cultural Communication:
VIII. On Language of Politics
Graduate standing.
Class participation, oral report, discussion of articles, and a term paper.
A list of texts will be provided in class.
The purpose of this course is to help graduate students develop certain skills that will be useful to them in their careers as linguists. These include:
To meet the first goal listed above, students will give several oral presentations of their work on one of their Ph.D. qualifying papers, which they are expected to finish during the course of the semester.
Graduate standing. Consent of instructor must be obtained.
Oral presentations of your own research, class participation, short written assignments, and progress on your qualifying paper. This course is only offered on a credit/no credit basis.
None.
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