Spring 2027 Courses

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Instructor: Falina Enriquez

Day(s) and Time: Tuesdays and Thursdays, 1:00 – 2:15 pm

Modality: In-person

Prerequisite: ANTHRO 100, 104, 300 or graduate/professional standing

Description: Content varies. Some representative topics: peoples and cultures of the European part of the USSR, peoples and cultures of Soviet Asia, anthropology of space and time, anthropology and history, pastoralists and pastoral Nomads, American Indian folklore, etc.

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Instructor: TBD

Day(s) and Time: Tuesdays and Thursdays, 1:00 – 2:15 pm

Modality: In-person

Prerequisite: Sophomore standing

Description: The relationship of language as a communication system to the culture transmitted by it. Principle problems in the interrelations of language and nonlinguistic human behavior.

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Instructor: Maria Lepowsky

Day(s) and Time: Tuesdays and Thursdays, 11:00 am – 12:15 pm

Modality: In-person

Prerequisite: Junior standing

Description: Survey of psychologically oriented approaches in cultural anthropology: ethnopsychiatry, the ethnography of emotion, conceptions of the self, cognitive development, and culturally defined deviance and mental illness.

Instructor: Junko Mori

Day(s) and Time: Thursdays, 4:00 – 6:30 pm

Modality: In-person

Prerequisite: Junior standing

Description: Coming.

Instructor: Weihua Zhu

Day(s) and Time: Tuesdays, 4:00 – 6:30 pm

Modality: In-person lectures

Prerequisite: Junior standing

Description: For this semester, we will study general pragmatics theories and explore theoretical constructs including presupposition, implicature, politeness (lĭmào or kèqì), face (miànzi and liăn), and relationship (guānxì) and communicative acts in Chinese. We will discuss different contextual effects on the practice and perception of the communicative act. We will also learn how to analyze empirical data using discourse analysis. The exploration, discussion and analysis can help us uncover the interplay of context, practice, and perception. 

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Instructors: 3 sections – Adeline De Angelis, Lisa Velarde; Daria Borokhim

Day(s) and Time: Wednesdays, 4:40 – 7:15 pm

Modality: In-person

Prerequisite: Graduate/professional standing

Description: Designed to help identify/develop and implement methodological approaches and techniques for supporting the language and literacy development of English learners that coordinate with current theories on language and learning.

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Instructor: Leah Duran

Day(s) and Time: Thursdays, 5:00 – 7:30 pm

Modality: In-person

Prerequisite: Declared in Elementary Education BSE, Capstone Certificate in Spanish-English Bilingual-Bicultural Education or graduate/professional standing

Description: Study of pedagogies, frameworks, and methodologies appropriate for bilingual-bicultural education; review of contemporary scholarship about rigorous, responsive, and effective practices with K-12 bilingual learners; review of Spanish and English language standards and bilingual standards-based teaching and learning; taught in Spanish.

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Instructors: Thomas Popkewitz

Day(s) and Time: Mondays, 8:15 – 10:45 pm

Modality: In-person

Prerequisite: Graduate/professional standing

Description: An analysis of differing orientations to evaluation and research. Emphasis on assumptions, attitudes, and expectations of what constitutes scientific knowledge and explanation; relationship of research orientation, methods of inquiry, theory, and practice.

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Instructors: Thomas Popkewitz, Mariana Pacheco, Dilnara Diasova

Day(s) and Time: Mondays, 1:45 – 4:15 pm

Modality: In-person

Prerequisite: Graduate/professional standing

Description: Provides an overview of qualitative inquiry, examining assumptions, standards, and methods for generating and communicating interpretations. Methodological and theoretical works illustrate case study, ethnography, narrative, and action research. Does not include a field method component.

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Instructors: Carl Grant

Day(s) and Time: Tuesdays, 4:30 – 7:00 pm

Modality: In-person

Prerequisite: Graduate/professional standing

Description: A critical examination of the conceptual and theoretical traditions that contribute to the educational reform and ideology known as multicultural education. Includes readings from ethnic studies, black studies, feminist theory, antiracist pedagogy, bilingual education, and critical race theory.

Instructor: Elena Aydarova

Day(s) and Time: Wednesdays, 2:25 – 5:25 pm

Modality: In-person

Prerequisites: CURRIC/ED POL/RP & SE/COUN PSY/ELPA/ED PSYCH 719

Description: Qualitative inquiry is an art, a craft, and a bit of science. It is also a journey of becoming – not only of a research project but yourself as a scholar and intellectual. This semester, we will journey together and explore different approaches to qualitative inquiry, consider paradigms and traditions, and examine how they inform methodological decisions scholars make about their work. We will try out the techniques and strategies of data collection. We will also work on building skills to develop and conduct a quality project, keeping ethical and political tensions of qualitative research in mind. Apart from honing our skills and understandings, we will also explore how we can widen our methodological imagination for inquiry in a post/pandemic world. We’ll think, we’ll play, and we’ll contemplate possibilities of re/imagining the field and fieldwork in this historical moment. Together, we will read both seminal pieces that have informed the work of generations of scholars and explore new directions of how the notions of field, fieldwork, and data collection/construction have evolved during the last decade. What new ideas, perspectives, and opportunities might we create through our collective wonderings and pursuits? 

Learning Outcomes

In this 3-credit course, students will:
– exercise academic skills in oral presentations and writing. 
– develop research questions appropriate to qualitative research;
– develop an abbreviated literature review and conceptual framework;
– design and initiate a qualitative research project;
– conduct research, including observations and interviews;
– learn how to give informed feedback on qualitative research projects;
– analyze qualitative data;
– write a research proposal; and
– exercise academic skills in oral presentations and writing. 

Instructor: L. J. Randolph Jr.

Day(s) and Time: Wednesdays, 11:00 am – 1:30 pm

Modality: In-person

Prerequisites: Graduate/professional standing

Description: From a linguistic perspective, discourse analysis studies how language is organized beyond the sentence level by examining cross-sentence discourse factors (e.g., ellipsis, coreference) and models that identify the relationships between sentences (e.g., discourse markers, coherence, conversation turns). From a social perspective, discourse analysis seeks to describe how people use language (oral, written, multimodal) in various cultural, historical, and social contexts, and in relation to social institutions and norms (such as school) and how these features and norms are learned through social interaction. In this course, we will study theoretical and methodological approaches to examine how speakers use linguistic resources to construe meaning and how their meaning is influenced by the domains in which language is used. In our analyses, we will identify linguistic structures as well as the pragmatics (social principles) that impact the ways in which language is produced and interpreted. The course involves data collection, transcription, and representation to offer scholars the opportunity to gain experience in analyzing discourse.

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Instructor: Jennifer Scianna

Day(s) and Time: Fridays, 11:00 am – 1:30 pm

Modality: In-person

Prerequisites: Graduate/professional standing

Description: Provides a broad overview of ways of formulating and investigating novel questions with tools from educational data mining and learning analytics including social network analysis, natural language processing, Markov modeling, Bayesian inference, and agent-based modeling.

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Instructor: Katie Kirchgasler

Day(s) and Time: Thursdays, 8:15 – 10:45 am

Modality: In-person

Prerequisites: Graduate/professional standing

Description: Explores interdisciplinary theories on coloniality used in education research, with a focus on historicizing and interrogating hierarchies of language, race, and scientific reason. Examines distinct analytics of power offered by raciolinguistic perspectives, postcolonial science studies, and postfoundational curriculum studies.

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Instructor: Mariana Pacheco

Day(s) and Time: Wednesdays, 1:45 – 4:15 pm

Modality: In-person

Prerequisites: Graduate/professional standing

Description: Forthcoming.

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Instructor: Matthew Wolfgram

Day(s) and Time: Mondays and Wednesdays, 4:00 – 5:15 pm

Modality: In-person

Prerequisites: Junior standing

Description: Overview of language politics, policies, and practices in global perspective; draws on the work of anthropologists, sociolinguists, and language policy scholars to examine how language choices in and regarding schooling interact with ethnic and linguistic diversity. Consider the following questions: How and under what conditions do language policies, practices, and pedagogies redress or exacerbate inequalities? How people at the local level, including educators, negotiate language and literacy policies and politics. Uses a global lens to expand local understandings and practices.

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Instructor: Check Course Search and Enroll

Day(s) and Time:  Multiple sections, offered, all with labs. Please check Course Search and Enroll.

Modality: In-person

Prerequisite: ED PSYCH 760

Description: Analysis of variance and covariance, multiple linear regression; chi-square and various nonparametric techniques.

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Instructor: TBD

Day(s) and Time: Mondays, Wednesdays, and Fridays, 9:55 – 10:45 am

Modality: In-person

Prerequisite: Sophomore standing

Description: Linguistic methods of analysis and description of English syntax and morphology.

Instructor: Juliet Huynh

Day(s) and Time: Mondays, Wednesdays, and Fridays, 9:55 – 10:45 am

Modality: In-person

Prerequisite: Sophomore standing

Description: Systematic study of how people learn ESL and other second languages. An interdisciplinary survey emphasizing research in linguistics, psychology, education, and sociology into the phenomenon of second language acquisition.

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Instructor: Iman Sheydaei

Day(s) and Time: Mondays, Wednesdays, and Fridays, 11:00 – 11:50 am

Modality: In-person

Prerequisite: Sophomore standing

Description: Counts as LAS credit (L&S). Does not count toward 50% graduate coursework requirement.

Relation of culture and genetics to formal properties of human language; consideration of American English dialects and language disorders. Topics include: biological basis of language disorders; racial affiliation and social identity; maintenance of social boundaries; politics of education, speech therapy.

Instructor: Jacee Cho

Day(s) and Time: Tuesdays and Thursdays, 11:00 am – 12:15 pm

Modality: In-person

Prerequisite: Sophomore standing. *Students who have taken English 420 Universal Grammar and Child Language Acquisition prior to Spring 2020 may not enroll in this course.

Description: Counts as LAS credit (L&S). Does not count toward 50% graduate coursework requirement.

This course provides an introduction to the linguistic study of child language within the generative theory. According to this theory, humans are born with genetically determined linguistic knowledge called Universal Grammar, which guides children in learning language. Students will learn basic concepts of the generative theory and learn to apply them to the study of child language.

*There is no required textbook. All reading materials will be available electronically on the course website.

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Instructor: Tom Purnell

Day(s) and Time: Dec. 28 – Jan. 17 (XCC)

Modality: In-person

Prerequisite: Sophomore standing

Description: Examination of the linguistic, social, and political impact of the spread of English around the world. Analysis of geographical, social, and stylistic variation in English in diverse world contexts.

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Instructor: TBD

Day(s) and Time: Tuesdays and Thursdays, 1:00 – 2:15 pm

Modality: In-person

Prerequisite: Sophomore standing

Description: Counts as LAS credit (L&S). Does not count toward 50% graduate coursework requirement.

Teaching of English to speakers of other languages. Exploration of the contexts in which English is taught, and methods and materials used to teach it.

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Instructor: Eric Raimy

Day(s) and Time: Mondays, Wednesdays, and Fridays. 1:20 – 2:10 pm

Modality: In-person

Prerequisite: Sophomore standing

Description: Study of a topic in English language and linguistics.

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Instructor: Juliet Huynh

Day(s) and Time: Mondays and Wednesdays: 2:30 – 3:45 pm

Modality: In-person

Description: Study of a topic in English language and linguistics.

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Instructor: TBD

Day(s) and Time: Tuesdays and Thursdays, 9:30 – 10:45 am

Modality: In-person

Prerequisite: English 415

Description: Counts as LAS credit (L&S). Does not count toward 50% graduate coursework requirement.

Supervised practice in the use of current techniques and materials in the teaching of English to speakers of other languages, including peer and community teaching with videotaped sessions.

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Instructor: Eric Raimy

Day(s) and Time: Mondays, Wednesdays, and Fridays, 11:00 – 11:50 am

Modality: In-person

Prerequisite: Eng 315

Description: Problems of English segmental and suprasegmental phonology, including morphophonemic alterations and stress assignment.

Instructor: Jacee Cho

Day(s) and Time: Tuesdays and Thursdays, 2:30 – 3:45 pm

Modality: In-person

Prerequisite: Engl 318 Second Language Acquisition or equivalent

Description: This course continues the introduction to Second Language Acquisition (Engl 318) by focusing on crosslinguistic influence or language transfer in second, third (or more) language acquisition from (psycho)linguistic perspectives. We will discuss major contemporary theories and research methodologies We will survey formal linguistic (generative) and cognitive linguistic research on the interaction between the existing (L1) and new linguistic systems (L2, L3, Ln) which is often referred to as language transfer or crosslingusitic influence.

Instructor: Julia Goetze

Day(s) and Time: Tuesdays 4:00 – 6:30 pm

Modality: In-person

Prerequisite: Please Note – Enrollment in this course is conditional on instructor approval. To be considered for the course, please send an email to julia.goetze@wisc.edu with a 2 page attachment covering: a 1 paragraph description of your project; year in the program and courses previously taken; your research questions; work completed to date (be specific); current project stage (conceptualization, design, data collection, analysis, write-up); specific semester goal(s)/final deliverable; 3–5 anticipated concrete milestones needed to accomplish your semester goal; and what kinds of feedback/support you expect to need from the group.

Description: SLA Research Practicum is an advanced, project-based seminar designed to support graduate students in moving an existing empirical second language acquisition (SLA) research project from proposal toward implementation, analysis, and/or dissemination. Unlike a traditional graduate seminar organized around a common set of readings, the course is structured around students’ individual research projects and the concrete work required to advance them. Students enter the course with a substantially developed empirical project—for example, a research proposal developed in a previous seminar or another project for which significant conceptual and methodological groundwork has already been completed—and identify a specific, feasible research goal to accomplish during the semester.

The primary purpose of the practicum is to help students bridge the gap between designing an empirical SLA study and carrying it out. Depending on the stage of the project, semester milestones and goals might include developing and piloting research instruments; preparing an IRB application; recruiting participants and collecting (pilot) data; refining an analytic framework based on pilot findings; coding or analyzing data; interpreting findings; or producing a substantive written research report. Projects at more advanced stages may also be considered on an individual basis, including the preparation of a manuscript, dissertation chapter, or conference presentation when the proposed work would benefit from sustained collaborative feedback and is appropriate to the goals of the practicum.

The seminar operates as a collaborative research workshop. Students will be divided into two groups, with each group presenting approximately every other week. Before their scheduled session, presenting students will regularly and independently circulate substantive work in progress, such as draft instruments, protocols, analytic materials, data excerpts, coding frameworks, manuscript sections, or presentation materials, to their peers. Class meetings will be devoted to discussing this work, identifying methodological or conceptual challenges, providing substantive feedback, and determining concrete next steps. At the conclusion of each workshop, students will establish specific goals to accomplish before their next presentation approximately two weeks later. Students are therefore expected not only to advance their own research independently between meetings, but also to engage seriously and constructively with their peers’ projects throughout the semester.

Because the course depends on sustained engagement with ongoing research, enrollment is limited and requires instructor permission. Prospective students will submit a project proposal before enrollment that describes the project’s current status, work already completed, and a specific goal for the semester (including milestones to reach this semester goal) (see ‘pre-requisites). Admission is at the instructor’s discretion and will be based on the project’s readiness for sustained work, the feasibility of the proposed semester goal, and the student’s ability to contribute to and benefit from the collaborative workshop format. Enrollment will be capped at six students, with the possibility of admitting up to eight students depending on project stage and fit.

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Instructor: Eric Raimy

Day(s) and Time: Mondays, Wednesdays, and Fridays, 11:00 – 11:50 am

Modality: In-person

Prerequisite: Linguistics 310

Description: Theories of phonology, and advanced phonological description.

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Instructor:  Wesley Nascimento Dos Santos

Day(s) and Time: Mondays and Wednesdays, 4:00 – 5:15 pm

Modality: In-person

Prerequisite: Linguistics 330

Description: Theories of syntax, and syntactic description. The relation of syntax to semantics, and other aspects of linguistic theory.

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Instructor: Monica Macaulay

Day(s) and Time: Mondays, Wednesdays, and Fridays, 11:00 – 11:50 am

Modality: In-person

Prerequisite: Linguistics 310, 322, and 330

Description: In-depth study of all components of the grammar of a language.

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Instructor: Peter Vranas

Day(s) and Time: Mondays, Wednesdays, and Fridays, 9:55 – 10:45 am

Modality: In-person

Prerequisite: PHILOS 211

Description: Counts as LAS credit (L&S). Does not count toward 50% graduate coursework requirement.

Selected topics in philosophical logic and in the various applications of logic to philosophical problems. Variable content.

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Instructor: Martha Gibson

Day(s) and Time: Tuesdays and Thursdays, 1:00 – 2:15 pm

Modality: In-person

Prerequisite: Junior standing or 3 Credits in Philosophy

Description: Counts as LAS credit (L&S). Does not count toward 50% graduate coursework requirement.

The nature and function of language, theories of meaning, semantic and syntactic paradoxes, proper names, private languages, rules, and linguistic relativity.

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Instructor: David O’brien

Day(s) and Time: Tuesdays and Thursdays, 2:30 – 3:45 pm

Modality: In-person

Prerequisite: Junior standing

Description: Examination and analysis of conceptions of teaching and learning in classical philosophical works and in contemporary literature in the philosophy of education.

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Instructor: Rosa Lafer-sousa

Day(s) and Time: Mondays and Wednesdays, 4:00 – 5:15 pm (lecture); Thursdays, 11:00 am – 12:00 pm (discussion)

Modality: In-person

Prerequisite: PSYCH 202, (BIOLOGY/ZOOLOGY 101 and 102), BIOLOGY/BOTANY/ZOOLOGY 151, or (BIOCORE 381 and 382)

Description: Counts as LAS credit (L&S). Does not count toward 50% graduate coursework requirement.

Survey the current knowledge about how the brain creates our conscious experience of a surrounding world and of our own bodies. Consider contributions from various approaches, including neurophysiology, psychophysics, computer simulations, perceptual illusions, and patient studies.

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Instructor: TBD

Modality: In-person

Day(s) and Time: Tuesdays and Thursdays, 9:30 – 10:45 am

Prerequisite: PSYCH 202, (BIOLOGY/ZOOLOGY 101 and 102), BIOLOGY/BOTANY/ZOOLOGY 151, or (BIOCORE 381 and 382)

Description: Counts as LAS credit (L&S). Does not count toward 50% graduate coursework requirement.

How people perceive, learn, remember, plan, solve problems, make decisions, and communicate. The main approach is psychological but will also consider contributions from computer science, linguistics, and neurobiology.

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Instructor: Peter Rich

Day(s) and Time: Multiple class times. Please check Course Search and Enroll.

Modality: In-person

Prerequisites: Satisfied Quantitative Reasoning (QR) A requirement (Course search and enroll)

Description: Counts as LAS credit (L&S). Does not count toward 50% graduate coursework requirement.

Presentation of sociological data; descriptive statistics; probability theory and statistical inference; estimation and tests of hypotheses; regression and correlation and the analysis of contingency tables.

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Instructor: Felix Elwert

Day(s) and Time: Tuesdays and Thursdays, 2:30 – 3:45 pm. There are several labs listed. Please check Course Search and Enroll.

Modality: In-person

Prerequisites: SOC/C&E SOC 361, STAT 302, ECON 400, 410, STAT/MATH 309, or graduate/professional standing

Description: Generalized linear models with selected applications to social science data. Topics: Review of multiple regression; properties of estimators; general linear restrictions; instrumental variables; two-stage least squares; panel data; fixed and random effects; logit, probit, and related models.