Below are courses that SLA majors and/or minors might – with their advisor’s consent – consider registering for in Spring 2023. Courses marked with an asterisk (*) are taught by core SLA faculty. Courses marked with an ampersand (&) can typically count towards the SLA minor. Courses are for 3 credits unless otherwise noted.
All students should consult with their advisor, i.e., the academic advisor/s for SLA majors and with Prof. Naomi Geyer (nfgeyer@wisc.edu) for minors, on course selections.
Please also consult Course Search & Enroll for additional information or courses not listed below. If you find a course that you think should be on this list, please let us know!
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Anthropology 545: Psychological Anthropology
Information from this class taken directly from Course Search and Enroll.
Instructor: Maria Lepowsky
Day(s) and Time: Wednesdays, 9:30 am -12:00 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.
Asian Languages and Cultures 632: Contrastive Pragmatics
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Instructor: Weihua Zhu
Day(s) and Time: Thursdays, 2:25 – 4:55 pm
Modality: In person
Prerequisite: Junior standing is the requisite. It has the undergraduate attribute, grad attribute, and humanities breadth. It can be considered for LAS credit.
Description: The purpose of this course is to explore how learners produce and interact in a second language, how we teach and assess the use of a second language in context, and whether learners are aware of how a second language should be used in specific contexts. There will be a weekly discussion of readings with the goal of engendering original research. Critical reflection of the readings is encouraged. Research accomplished during this course is intended for pilots to theses, dissertations, and/or publishable papers.
Asian Languages and Cultures 932: Seminar in Chinese Linguistics: Corpus Methods
Instructor: Ying Yang
Day(s) and time: Mondays, 3:30 pm – 6:00 pm
Modality: In person
Prerequisites: Graduate/professional standing
Description: This course introduces students to language corpora as a database for language analysis. It offers both theoretical knowledge and practical skills for students to build and explore their own minicorpora. We will learn the fundamental concepts and some of the most commonly used methods and techniques in working with large collections of computerized real life language use. Students will be given hands-on exercises in building, annotating, and searching corpora. By the end of
the course, students will 1) have a solid theoretical foundation in corpus-based and corpus-driven approaches to language research; 2) be familiar with some of the well-known freely-available corpora and common corpus analysis tools such as AntConc and WordSmith; 3) be able to build and analyze mini-corpora for their own projects.
[This course assumes no prior Chinese Linguistics/Corpus Linguistics knowledge]
Curriculum and Instruction 604: Seminar on Literacy
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Instructor: Dawnene Hassett
Day(s) and Time: Mondays, 4:30 – 7:00 pm
Modality: In person
Prerequisite: CURRIC 318 or graduate/professional standing
Description: Examines current research on reading, writing and varieties of oral language from perspective of sociocognitive and sociocultural literacy studies. Explore various theories of school, community, and workplace literacy, different approaches to literacy pedagogy and curricula, assessment practices, and interventions for learners with various needs.
& Curriculum and Instruction 675: Assessment in Education
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This is a topics course so please be sure to talk to your advisor about the appropriacy of this topic.
Instructor: Information not provided
Day(s) and Time: Mondays, 1:30-4:00 pm
Modality: In person
Prerequisite: Graduate/professional standing
Description: Subjects of current interest. Recent topics have included educational linguistics, language awareness, understanding language, foundations in teaching English or social studies.
*Curriculum and Instruction 676: Bilingualism and Biliteracy in Schools
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Instructor: Mariana Pacheco
Day(s) and Time: Tuesdays, 4:30-7:00 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.
Curriculum and Instruction 719: Introduction to Qualitative Research
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Instructors: Simone Schweber and Emily Machado
Day(s) and Time: Tuesdays and Thursdays, 1:30-2:45 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.
Curriculum And Instruction 803: Computational Research Methods
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Instructors: Matthew Berland
Day(s) and Time: Fridays, 11:00-1:30 pm
Modality: In person
Prerequisite: 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.
*Curriculum and Instruction 943: Language, Mobility and Education
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Instructor: Margaret Hawkins
Day(s) and Time: Tuesdays, 11:00 – 1:30 pm
Modality: In person
Prerequisite: Graduate/professional standing
Description: Engages in consideration of and deep dialog around cutting-edge theoretical approaches and framings to languages, literacies, mobility, communication, learning and teaching globally, and to show what different perspectives may offer to understandings of language-in-use across varied global educational and life contexts.
& Curriculum and Instruction 975: Abolitionist and Liberationist Language Pedagogies
Instructor: L.J. Randolph Jr.
Day(s) and Time: Wednesdays, 1:45-4:15 pm
Modality: In-person
Prerequisite: Graduate/professional standing
Description:
Abolitionist and liberationist pedagogies invite us to imagine schools as places where historically (and presently) marginalized students experience empowerment, liberation, and joy as integral components of their schooling. This course critically examines interdisciplinary connections among such pedagogies and associated movements and explores how they might inform abolitionist and liberationist approaches to the teaching of world languages in US contexts. In particular, we will examine how these pedagogies challenge linguistic oppression and disrupt dominant language ideologies, curricular frameworks, and instructional practices.
&*Curriculum and Instruction 975: Writing and Social Change
Instructor: Emily Machado and Kate Vieira
Day(s) and Time: Thursdays, 10:30 am-1:00 pm
Modality: In-person
Prerequisite: Graduate/professional standing
Description:
This graduate seminar, co-taught by two writing studies scholars working in schools and communities, will examine questions around writing and social change. Through the lens of methodologies and theories in education, literary arts, writing studies, and anthropology, we will ask not how writing in itself promotes social change, but rather under what conditions, how, why, and to what end people choose to use writing to accomplish collective goals. Students will also have the opportunity to explore their own experiences as writers, the way they’ve used writing in the service of their social commitments, and the creative and knowledge-making potential of their own writing.
Educational Policy Studies 760: Seminar in International Education Development
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Instructor: Diana Rodriguez Gomez
Day(s) and Time: Tuesdays and Thursdays, 11:00 – 12:15 pm
Modality: In person
Prerequisite: Graduate/professional standing
Description: Presents a comprehensive and critical understanding of the international educational development (IED) arena; the paradigms and theories that shape the field; the relationships among major actors and institutions; and themes and issues that have arisen in international educational development over the past decades.
Educational Psychology 761: Statistical Methods Applied to Education II
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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.
Educational Psychology 788: Qualitative Research Methods in Education: Field Methods I
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Instructor: Lesley Bartlett
Day(s) and Time: Fridays, 9:00 am – 12:00 pm
Modality: In person
Prerequisite: CURRIC/ED POL/RP & SE/COUN PSY/ELPA/ED PSYCH 719
Description: Introductory field methods experience in qualitative research. Learn to define good research questions, determine which methods of data collection and analysis are useful for addressing those questions, engage in these methods, reflect on their utility in education research.
Educational Psychology 822: Introduction to Quantitative Inquiry in Education
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Instructor: Mollie Mcquillan
Day(s) and Time: Saturdays, 8:00 am – 12:00 pm Jan 24 – Apr 30 (ANE); Fridays, 4:00 pm – 6:20 pm Jan 24 – Apr 30 (ANE)
Modality: In person
Prerequisite: Graduate/Professional standing
Description: Utilize the concepts and methods of quantitative social science research to conduct research on education issues. Topics include hypothesis testing, statistical inference, point estimates, graphic and numerical data displays, correlation and regression.
English 314: Structure of English
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Instructor: Juliet Huynh
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
English 319: Language, Race, and Identity
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Instructor: Tom Purnell
Day(s) and Time: Mondays, Wednesdays, and Fridays, 12:05-12:55 pm
Modality: In-person
Prerequisite: Sophomore standing
Description: 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.
*English 320: Linguistic Theory and Child Language
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Instructor: Jacee Cho
Day(s) and Time: Tuesdays and Thursdays, 2:30-3:45 pm
Modality: In person
Prerequisite: Sophomore standing
Description: 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. Learn the basic concepts of the generative theory and learn to apply them to the study of child language. Topics include universal linguistic principles that govern children’s acquisition of syntax and semantics and cross-linguistic influence in children acquiring more than one language from birth or early childhood. Discuss empirical research studies testing the Universal Grammar theory of language acquisition.
& English 414: Global Spread of English
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Instructor: Tom Purnell
Day(s) and Time: Jan 3 – Jan 22, 2023
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.
English 415: Introduction to TESOL Methods
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Instructor: Joseph Nosek
Day(s) and Time: Tuesdays and Thursdays, 1:00-2:15 pm
Modality: In person
Prerequisite: Sophomore standing
Description: 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.
&*English 420: Experimental Syntax
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This is a topics course so please be sure to talk to your advisor about the appropriacy of this topic.
Instructor: Jacee Cho
Day(s) and Time: Tuesdays and Thursdays, 11:00 am – 12:15 pm
Modality: In person
Prerequisite: Sophomore standing
Description: None provided
English 514: English Syntax
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Instructor: Juliet Huynh
Day(s) and Time: Mondays and Wednesdays, 2:30 pm – 3:45 pm
Modality: In person
Prerequisite: English 314 or graduate/professional standing
Description: Syntactic theory as applied to the analysis of English sentences.
English 515: Techniques and Materials for TESOL
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Instructor: Not listed
Day(s) and Time: Tuesdays and Thursdays, 9:30 -10:45 am
Modality: In person
Prerequisite: English 415
Description: 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.
& English 713: Data Science and Statistics for Linguistics
Instructor: Eric Raimy
Day(s) and Time: Mondays, Wednesdays, and Fridays, 11:00 – 11:50 am
Modality: In person
Prerequisite: Graduate/professional standing
Description: Not listed
&*French (French And Italian) 821: Instructional and Assessment Strategies for Advanced Second Language Teaching
Instructors: Heather Allen
Day(s) and time: Tuesdays, 3:00 – 5:00 pm
Modality: In person
Prerequisite: Graduate/professional standing
Description: This seminar provides participants a forum for developing expertise in teaching advanced undergraduate L2 (second language) courses. The primary pedagogical approach emphasized is literacy-based teaching (Kern, 2000; Cope & Kalantzis, 2015). Readings, in-class discussions, and assignments address how advanced L2 courses can be designed to simultaneously develop learners’ cultural and textual knowledge and linguistic capabilities. Instructional planning, including assessment practices that align with literacy-based instruction, is a focus throughout the seminar.
Specific topics addressed in the seminar include current collegiate language enrollment trends and challenges in the profession, reconceptualization of the notion of literacy and multiliteracies, the metaphor of meaning design, implementing multiliteracies pedagogy in advanced L2 courses, scaffolding advanced L2 reading, integrating focus on form in literary-cultural courses, teaching L2 writing with a design perspective, rethinking the teaching of culture, incorporating digital communication and resources in advanced literary-cultural courses, setting student learning outcomes and organizing course content, and assessing student learning in advanced collegiate L2 courses.
This course is NOT French-focused. Recent FRE 821 participants have included graduate students teaching Italian, Russian, Spanish, German, and Japanese as well as students from the School of Education. All course readings and class discussions are in English; instructional and assessment examples relate to a variety of L2s. Course assignments: weekly reading reaction blog, one small group in-class presentation, and a final project that includes creating a syllabus for an advanced undergraduate literature, cultural studies, or language course and sample materials for that course. Variable credit available (1 or 3 credits).
& German 727: Foreign Language Teacher Psychology
Instructor: Julia Goetze
Day(s) and Time: Mondays and Wednesdays, 4:00 – 5:15 pm
Modality: In person
Prerequisite: Graduate/Professional standing
Description: Researchers of world language classrooms and language educators alike constantly seek to understand and investigate variables that influence student development, performance, and achievement. One set of variables that have captured their attention for three decades is rooted in the domain of psychology; namely, emotions, affect, cognitions, beliefs, and motivation. Until recently, however, researchers have almost exclusively focused on students’ psychologies, investigating their anxiety, enjoyment, self-efficacy beliefs, grit, and their ideal self-image (among many others) and the role they play in students’ linguistic development within instructed language learning settings. This course introduces students to psychologically oriented research of the language teacher, a lacuna in SLA research that is only slowly beginning to be addressed. Drawing on Dörnyei’s (2018) claim that the language teacher might be the most important factor in influencing student learning, this course will introduce students to existing paradigms of psychologically oriented research in SLA, cover the current theoretical approaches and methodological tools in teacher-focused research of psychological variables, and engage students in hands-on empirical research of a variable of their choice.
Linguistics 510: Phonological Theories
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Instructor: Eric Raimy
Day(s) and Time: Mondays, Wednesdays, and Fridays, 1:20 – 2:10 pm
Modality: In person
Prerequisite: Linguis 310
Description: Theories of phonology, and advanced phonological description.
Linguistics 530: Syntactic Theories
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Instructor: Yafei Li
Day(s) and Time: Tuesdays and Thursdays, 11:00 am – 12:15 pm
Modality: In person
Prerequisite: Linguis 330
Description: Theories of syntax, and syntactic description. The relation of syntax to semantics, and other aspects of linguistic theory.
Philosophy 512: Methods of Logic
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Instructor: Peter Vranas
Day(s) and Time: Mondays, Wednesdays and Fridays, 11:00 – 11:50 am
Modality: In person
Prerequisite: PHILOS 211
Description: Selected topics in philosophical logic and in the various applications of logic to philosophical problems. Variable content.
Philosophy 516: Language and Meaning
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Instructor: John Mackay
Day(s) and Time: Mondays, Wednesdays, and Fridays, 1:20 – 2:10 pm
Modality: In person
Prerequisite: Junior standing or 3 Credits in PHILOS
Description: The nature and function of language, theories of meaning, semantic and syntactic paradoxes, proper names, private languages, rules, and linguistic relativity.
Philosophy 545: Philosophical Conceptions of Teaching and Learning
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Instructor: Harry Brighouse
Day(s) and Time: Tuesdays and Thursdays, 11:00 am – 12:15 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.
Sociology 360: Statistics for Sociologists I
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Instructor: Chaeyoon Lim
Day(s) and Time: Mondays and Wednesdays, 2:30 – 3:45 pm. There are two labs listed: Thursdays 9:55-11:50 am or 1:20-3:15 pm.
Modality: In person
Prerequisites: Satisfied Quantitative Reasoning (QR) A requirement (Course search and enroll)
Description: 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.
Sociology 362: Statistics for Sociologists III
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Instructor: Theodore Gerber
Day(s) and Time: Tuesdays and Thursdays, 2:30 – 3:45 pm. There are two labs listed: Mondays 1:20-3:15 pm or 3:30 – 5:25 pm.
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.
Sociology 730: Intermediate Social Psychology: The Individual and Society
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Instructor: Fabien Accominotti
Day(s) and Time: Mondays and Wednesdays, 9:30 – 10:45 am.
Modality: In person
Prerequisites: Graduate/professional standing
Description: Major social psychological theories and research that focus on the individual in social context. Topics include: perspectives on socialization, the self, social perception and attribution, attitudes, language and nonverbal communication, and attraction and relationships.
Sociology 754: Qualitative Research Methods in Sociology
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Instructor: Jessica Calarco
Day(s) and Time: Thursdays, 9:30 am – 12:30 pm.
Modality: In person
Prerequisites: Graduate/professional standing
Description: Teaches how qualitative research can be used to advance sociological theory. Topics include inductive and deductive research designs in qualitative research, conducting and analyzing interviews, content analysis, conducting observations, focus groups and data management in qualitative research.
Spanish (Spanish And Portug) 446: Spanish-speaking Bilingualism
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Instructor: Catherine Stafford
Day(s) and Time: Mondays, Wednesdays, and Fridays, 3:30 – 4:20 pm
Modality: In person
Prerequisites: SPANISH 225
Description: Advanced descriptive, historical, or applied topics in Spanish linguistics.
& Spanish 630: Desarrollo: variedad estandar
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Instructor: Fernando Tejedo-herrero
Day(s) and time: Mondays, Wednesdays, and Fridays, 11:00 – 11:50 am
Modality: In person
Prerequisites: Graduate/professional standing
Description: Advanced course focusing on particular theories, approaches, and/or methodologies concerned with Spanish linguistics.