Spring 2024 Courses

Instructor: Katrina Daly Thompson

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

Modality: In person

Prerequisite: Sophomore standing and AFRICAN 204, or graduate/professional standing

Description: How are gender and sexuality constrained, constructed, performed, and resisted in and through language? We will address these issues through readings and discussion of theories of language and gender, queer linguistics, and feminist discourse analysis, alongside case studies in sociocultural linguistics and linguistic anthropology from Africa. Students interested in these issues in other world areas are also welcome.

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Instructor: Maria Lepowsky

Day(s) and Time: Tuesdays, 2:30 – 5:00 pm

Modality: Online

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.

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Instructor: Ying Yang

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

Modality: In person

Prerequisite: Sophomore standing

Description: Provides an introductory overview of the Chinese language from a contemporary perspective. Covers various topics including phonetics, phonology, dialects, morphology, syntax, orthography, semantics, and pragmatics. Not open to students with credit for E ASIAN 432 prior to Fall 2019.

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Instructor: Ying Yang

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

Modality: In person

Prerequisite: ASIALANG 102 or 356 (E ASIAN 102 or 312 prior to Fall 2019) or placement into ASIALANG 201

Description: Introduction to Chinese historical linguistics, including the sound systems of the Shih-ching, T’ang poems, and Yuan songs, and their historical relations to the sounds of modern Mandarin, and syntactic interaction between classical and vernacular Chinese. Not open to students with credit for E ASIAN 631 prior to Fall 2019.

Instructor: Naomi Geyer

Day(s) and Time: Wednesdays, 3:30 – 6:00 pm

Modality: In person

Prerequisite: Graduate/professional standing

Description: This course provides opportunities to discuss key concepts of pragmatics and prominent issues in L1/L2 pragmatics. Topics addressed in the course include speech acts, pragmatic markers, im/politeness and facework, appropriateness and pragmatic norm(s), indexicality, speech styles and registers, and metapragmatic discourse. Throughout the course, special consideration is paid to the relationship between pragmatics and linguistic ideologies, learner identity, and multilingualism, and participants are directed to reflect on their own teaching experiences and devise concrete strategies to incorporate what we discussed in the course into their teaching.

Course assignments include weekly reading reactions, discussion leader of the reading assignments, one group in-class presentation, and a final project (either a pilot research paper or developing a teaching material/unit). Empirical studies introduced in this course are in English and are NOT limited to works dealing with L1/L2 Japanese. The principles, issues, and practical applications emphasized in this course relate to a wide range of languages and language-teaching contexts.

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Instructor: Yaya Diatta

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: Diego Román

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.

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Instructors: Nicole Louie and Ramata Diallo

Day(s) and Time: Thursdays, 11 am – 1:45 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.

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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.

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Instructors: Elena Aydarova

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

Instructors: L.J. Randolph Jr. and Diego Román

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

Modality: In person

Prerequisite: Graduate/professional standing

Description: Theories and methods for analyzing “discourse” or language in use. Covers formal and informal written text, formal and informal oral speech, and face-to-face and online social interaction, with particular focus on cultural and social institutions and norms (such as school) and learning through social interaction.

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Instructor: Peter Mcdonald

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

Modality: In person

Prerequisite: Graduate/professional standing

Description: For the exploration of new frontiers.

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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: Christopher Saldana

Day(s) and Time:  Thursdays, 4:40 – 7:10 pm

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.

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Instructor: Anja Wanner

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

Modality: In person

Prerequisite: Sophomore standing

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

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Instructor: Eric Raimy

Day(s) and Time: Mondays and Wednesdays, 4:30 – 5:45 pm

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.

Instructor: Tom Purnell

Day(s) and Time: Mondays, Wednesdays, and Fridays, 12:05 – 12:55 pm

Modality: In person

Prerequisite: Sophomore standing

Description: 

English 319 Counts toward Biological Science or Social Science; counts toward Liberal Arts and Science credit in L&S; counts toward Ethnic Studies requirement; Intermediate. Does not count toward 50% graduate coursework requirement.

In-person classroom lecture; all the readings are on Canvas as are assignments. Writing in this class ranges from short, two sentence responses to readings, to three two-page evaluations of media dealing with course topics, to a semester-end paper (10 to 15 pages, depending on need such as grad or med school or if a student is advanced or a graduate student). Group projects as well as individual work.

English 319—Language, Race, and Identity—examines the role of language in the social construction of racial identity in the US. Combining research and theory from anthropology, biology, psychology, sociology, and linguistics, this course emphasizes the essential relations between language, culture, and our genetic endowment specific to humans. We begin with a brief study of current theories on the language faculty and the social construction of race. We then address the different language issues facing the identity of speakers within speech communities with vital non-standard components (African Americans, Latinos/as, Native Americans, Asian Americans). This course positions basic linguistic concepts (on language structure, for example) within the interface between language and culture/biology.

This course studies how language influences racial identity in the United States. The subject draws on various fields, such as anthropology, biology, psychology, sociology, and linguistics, to show the significant connection between language, culture, and our genetic makeup. The course explores the nature versus nurture debate and how languages work as a system and a product of group behavior. The course is divided into three sections: genetics of race and language, theories about language and its relation to the social construction of race, and language-related challenges in speech communities where non-standard components are dominant. The course emphasizes the need to comprehend the underlying mechanisms of phenotype and language to combat errors from the past. The variations in phenotype and language arise differently, with phenotypes by mutations and languages by contact, migration, and other ways.

Instructor: Tom Purnell

Day(s) and Time: Jan 2- Jan 21, 2024

Modality: Asynchronous Online – Winter session

Prerequisite: Sophomore standing

Description:

English 414 is an Intermediate level course and counts towards Breadth requirements for Humanities, as Liberal Arts & Science credit in L&S. For graduate students, English 414 counts toward 50% graduate coursework requirement. The instructional mode is online. The one credit hour designation assumes approximately fifty minutes of remote/synchronous interaction with the instructor and a minimum of two hours out of class student work, daily for approximately 4 weeks. Some engagement for the one credit will include student-to-student interaction and project-based activities in and out of class in lieu of direct instruction.

English 414–Global Spread of English–examines the linguistic, social, and political impact of the spread of English around the world. Through readings, lectures, and discussions, we will critically consider questions such as: why and how is English spreading? Does English spread tend to perpetuate elites, or does it increase opportunity for the non-elites? What are some characteristics of new varieties of English? What are the issues surrounding standardization? Who “owns”  English? What happens to local languages in circumstances of English spread? What is happening regarding English and other languages in such geographical contexts as Singapore? Japan? Tanzania? Peru? And transcending geography, we’ll also consider how English is an agent in the spread of American popular culture, the Internet, etc. We’ll see that the topics in this course will be very relevant to the national discussion on decolonizing the United States.

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Instructor: Not listed

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: Anja Wanner

Day(s) and Time: Tuesdays and Thursdays, 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.

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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: 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: Graduate/professional standing

Description: Not listed

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Instructor: Jacee Cho

Day(s) and Time: Tuesdays and Thursdays, 11:00 am – 2:15 pm

Modality: In person

Prerequisite: English 318

Description: An examination of linguistic, psychological, and sociological theories of second language acquisition and their application to research in syntax, phonology, lexicon, or pragmatics of a second language.

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 students’ FL/L2 development, performance, and achievement. One set of variables that has captured their attention for decades are learners’ individual differences. Individual differences (IDs) are a unique, yet stable, set of characteristics in individuals that is related to their ability to succeed in learning a FL/L2 and they include (among others) aptitude, learning styles, learning strategies, personality, attitudes, beliefs, motivation, and identity. Notably, a vast body of empirical work has found that IDs are some of the most consistent predictors of FL/L2 learning success.

This course introduces students to the domain of ID research in SLA by adopting the following course structure. First, students trace the historical development of the domain and learn to understand and describe how this development occurred in tandem with the emergence of influential paradigms in SLA. Second, students receive an overview of the various existing taxonomies of IDs before exploring the most frequently investigated variables in the domain in depth, including their respective theoretical frameworks and commonly used methodologies. Third, student engage in critical discussions around the most pertinent challenges in the domain today, which include ‘fuzzy’ variable definitions and operationalizations, the imbalance between investigations of linear relationships and complex interactions between IDs and learning outcomes, the lack of diversity in research contexts and target populations, and the lack of focus on FL/L2 teachers’ IDs. Fourth, students design an empirical research project centered around an ID of their choice.

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Instructor: Eric Raimy

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

Modality: In person

Prerequisite: LINGUIS 101 or 301

Description: Not listed

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Instructor: Eric Raimy

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

Modality: In person

Prerequisite: Linguistics 310

Description: Theories of phonology, and advanced phonological description.

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Instructor:  Yafei Li

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

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

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: Chaeyoon Lim

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: 4 credits. 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: 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. 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: 4 credits. 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

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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.

Instructor: Cathy Stafford

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

Modality: In person

Prerequisites: Graduate/professional standing

Description: It seems a fairly simple (even simplistic) question to ask, “What is language?” However, linguists, applied linguists and scholars in allied fields answer this question in multiplex and at times incompatible ways. The diversity of ways in which scholars theorize language explains in part the dizzying array of methods by which language is measured for research purposes. In this course, we will examine some of the ways that language and related constructs (e.g., processing, proficiency, identity) are theorized for linguistic and applied linguistic research, and how theory informs the design of instruments that are used to measure language for empirical research. Additionally, we will become familiar with open access resources for measuring language and students will have the opportunity to gather language data related to their own interests by either designing and piloting their own measures or using publicly available measures such as questionnaires, surveys and various types of language tasks and tests.