LING 300 Introduction to Language Sciences [= ANTH 373/PSYC 470]
Sec 001 MWF 10:10 - 11:00 (Instructor: Hancock)
Sec 002 TTh 11:00 - 12:15 (Instructor: Hancock)
Introduction to the linguistic component of human cognition. Properties of speech, the organization of language in the mind/brain, cross-linguistic universals, child language acquisition, and aspects of adult language processing.

LING 301 The English Language [= ENGL 389]
Sec 001 MWF 11:15-12:05 (Instructor: Moonan)
Sec 002 TTh 2:00-3:15 (Instructor: Disterheft)
An introduction to the linguistic component of human cognition, that explores the structure and substance of language, and situates linguistic structure in its physiological and psychological context. We will compare human language and animal communication systems, and examine both the substance of human speech (acoustic and articulatory phonetics) and the organization of language in the mind (phonology, morphology, syntax, and semantics). The course will focus on cross-linguistic and universal properties of language structure, and assigned problems will come from a wide range of typologically diverse languages. We will also examine relevant brain physiology and the organization of language in the brain, the process of child language acquisition, and aspects of adult sentence processing. Finally, we will consider social and regional language variation, and the process of language change.

LING 405J Japanese Language and Culture [= JAPA 398B]
MWF 10:10-11:00 (Instructor: Baba)
The course aims at facilitating better insight into Japanese culture and language by learning (1) the general introduction of Japanese cultural values and norms including key words that are specific to Japanese culture (2) the linguistic encoding of cultural values that inform lexical, grammatical and pragmatic aspects of the Japanese language.

LING 405L Language and Law [= ENGL 439T]
Sec 501 TTh 3:30 - 4:45 (Instructor: McCartney)
The law is an overwhelmingly linguistic institution. This course surveys the various ways in which this is true. The obvious is covered legal language and legal persuasion but so too is the less obvious: the status of plain language in the law, accent discrimination, the disparity between word meaning and usage, the right to understand, and an array of forensic linguistics: voice identification, authorship authentication, and interrogation techniques qua linguistic trickery.

LING 421 English Grammar [= ENGL 450]
TTh 9:30 - 10:45  (Instructor: Disterheft )
An intensive survey of English grammar: sentence structure, the verbal system, discourse, and transformations. Also discussed are semantics, social restrictions on grammar and usage, histories of various constructions, etc. Please read Chapter 1 of the textbook before the first class meeting.

TESTS: one midterm, one final.

TEXT: Dorothy Disterheft, Advanced Grammar: a manual for students. Prentice-Hall.

LING 512 French Phonology [=FREN 516]
TTh 12:30-1:45 (Instructor: Duménil )
The course is addressed to advanced undergraduates and graduate students. No prior background in linguistics is needed. Classes will be conducted in French and will consist of informal lectures and discussions. The goals for this course are twofold: first, to help students acquire a solid understanding of the sound system of French and compare it with the sound system of English; second, to provide students with the opportunity to learn, discuss, and analyze the major geographical and sociolinguistic variations which exist in standard French. Among the topics to be covered in the course, the study of the French sound system will concentrate on the status of mute e, the distribution of mid vowels, the phenomenon of liaison, and the status of nasal vowels. Texts: (subject to change)
Léon, Pierre. 2000. Phonétisme et prononciations du français. Paris: Nathan.
Valdman, Albert. 1993. Bien entendu. Englewood Cliffs, N.J.: Prentice-Hall.

Grading system: Participation: 25%; Exams:60% (15% for each of the two exams during the semester, 30% for the final exam)*; Paper: 15%
*For Undergraduate students, no paper will be required, but the first two exams will count for 20%, and the final exam will count for 35%.

LING 541 Language and Gender [= ANTH 555/WOST 555/ENGL 439R]
MW 12:20-1:35 (Instructor: Weldon)
This course provides an introduction to the use of language by men and women, with a focus on how socialized ideas about gender affect language use and perception. Drawing from empirical and theoretical studies in sociolinguistics, anthropological linguistics, discourse analysis, and women’s studies, this course addresses a range of issues, including the acquisition of gender-differentiated language, gender and conversational interaction, sexism in language, gender images in society, and the relationship between language, gender, and other social constructs such as class, culture, power, and politeness.

LING 567 Psychology of Language [=PSYC 506]
TTh 9:30-10:45 (Instructor: Almor)
Psycholinguistics is the scientific study of the processes and mental representations that underlie people's language ability. This class will look at various aspects of language processing including comprehension, production, acquisition, and underlying brain mechanisms. We will also look at language impairments, reviewing how particular patterns of breakdown can reveal how the normal system works. In each area, we will review current theories of the underlying processes and review the main experimental evidence cited in support of different theories.

In addition to learning about human language processing, this course will also provide students with tools to understand and critically evaluate theories of mental processes as well as the relation between theoretical ideas and experimental evidence. More specifically, students will get considerable practice in forming specific hypotheses on the basis of general theoretical ideas, identifying appropriate methods to test these hypotheses, and critically evaluate the results obtained from applying these methods for the hypotheses and theoretical ideas.

LING 610 Introduction to Phonology
T 5:30-8:00 (Instructor: McCartney)
This course introduces the fundamentals of the systematic study of speech sound patterns. We begin with the phonetic basis of phonology (articulatory, acoustic) and from there, explore the various theoretical issues that arise. This includes how features are bundled, how they are represented in the lexicon and at phonetic output, and what kinds of processes/states we can expect to see/predict, and are actually attested. There is considerable emphasis on data analysis.

LING 721 Syntactic Theory
Th 5:30-8:00 (Instructor: Dubinsky )
While most syntax courses provide a broad introduction to the components of a particular theory, this course will use a particular class of grammatical constructions as a means of examining the evolution of syntactic theory over the last 30+ years. Focusing principally on raising to object (i.e. ECM) structures, and to a lesser extent on control constructions, we will begin with Rosenbaum’s (1967) classic Standard Theory analysis and end with current proposals within the Minimalist Program. Analyses within other theoretical frameworks will be considered, as will data from a wide variety of languages. The overall goal is to provide students with an understanding of the various perspectives represented in generative syntax, and to help them develop keen insights into the strengths and weakness of syntactic arguments. The main focus of this course is, of course, syntactic theory, and the readings, discussion, and research that will be pursued in this class are aimed at helping its participants to become knowledgeable consumers of syntactic research. This is important, whether or not your ultimate research goals include syntax as a major component. Since all linguistics expression involves sentences and/or phrases, and since these have structure, it is important to know both what syntactic theory can tell us about linguistic knowledge as well as what it cannot. If your specialization is language acquisition, then you must necessarily be concerned with the acquisition of grammar. If it is historical linguistics, then you must understand how grammar works in order to understand how it changes. If your focus is discourse, pragmatics, or conversation, then it is important for you to know which aspects of communication are determined by grammatical structure and which are not.

LING 734 History of the Spanish Langauge [=SPAN 715]
TTh 4:00-5:15 (Instructor: Holt )
This course will trace the evolution of the Spanish language from its beginnings as a regional dialect of Latin spoken in the Iberian Peninsula, through the fall of the Roman Empire, the invasions of the Goths and later of the Moslems, the subsequent “Reconquest” and the expansion of the Castilian into the Americas, and the continued development of Spanish to modern day. We will consider internal/structural changes in the language (its sounds and sound system, word and sentence structure, vocabulary) and discuss external factors that have shaped its development over time (e.g. invasions, migrations, and contact with other languages and cultures). The second half of the course is dedicated to discussion of geographic variation, including Peninsular dialects, Latin American Spanish, Judeo Spanish (Ladino), Spanish in the US and Spanglish, and Spanish-based creoles (e.g. Papiamento, Chabacano, Media Lengua). Objectives: By the end of the semester, to have a clear conception of how Modern Spanish developed from Latin and of the major historico-political influences that shaped it, as well as familiarity with the results of its contact with languages and cultures outside of Iberia, including the Americas, Africa and Asia.

LING 795 Teaching English as a Foreign Language
W 5:30-8:00 (Instructor: Rowe )
This course will survey the teaching of English to speakers of other languages, including the theoretical bases and practical applications for approaches, methods, techniques, and materials. LING 600 is a prerequisite for this course. EXAM: Please see below. WRITING ASSIGNMENTS: language learning autobiography, SLA paper, analysis of and reflections on teaching observations, teaching report, teaching/tutoring/practical experiences journal, materials review/reflective analysis; ORAL PRESENTATION: approach/method/technique demonstration and presentation, written handouts to accompany presentation. TUTORING/TEACHING/ PRACTICAL EXPERIENCES: experiences to be arranged. TEXTS: Brown, Teaching by Principles: An Interactive Approach to Language Pedagogy, 2nd ed. (Longman, 2002), required; Richards and Rodgers, Approaches and Methods in Language Teaching, 2nd ed. (Cambridge University Press, 2001), required; Richard-Amato, Making It Happen: Interaction in the Second Language Classroom, 3rd ed. (Longman, 2003), strongly recommended for K-12 teachers; Handouts.

LING 840 Seminar in Language Variation
MW 3:30-4:45 (Instructor: Weldon )
This is a seminar-level course examining current theories of language variation. The course will focus primarily on the frameworks and methods of analysis associated with quantitative sociolinguistics. Students will examine some of the major findings that sociolinguistic research has yielded about the nature of linguistic variation and its relation to language structure. Field-initiated research will be conducted to provide an empirical foundation for examining such issues. Prerequisites: LING 600; LING 740.

ANTH 719 Field Problems in Ethnology
W 9:00-12:00 (Instructor: Reynolds)
The goal of this course is to help graduate students design and carry out qualitative field research as well as develop a critical consciousness of potential problems and solutions they may face when engaging in this type of research. While the course is primarily for an anthropological audience, it should also be directly relevant to students in a wide range of other fields that also engage in qualitative research [Education, Geography, History, Linguistics, Public Health, & Sociology]. Students will survey methods (interviewing, participant-observation, focus groups, etc.) and technologies (field note writing, still and video photography, tape recording, and transcription, etc.) their own research study as well as reading and discussing relevant writing on the subject.

PSYC 820 Seminar in Developmental Psychology
Th 2:30-5:00 (Instructor: Almor)
In this graduate seminar we will review theories and empirical evidence pertaining to changes in memory and language function in aging and in Dementia. In particular we will look at different memory systems such as working memory, semantic memory, and declarative vs. procedural memory. We will examine the role of different memory systems in normal language processing as well as how aging and dementia related changes to various memory systems affect language function. In addition to learning about the subject matter of these areas of research, we will also cover the application of connectionist models to the study of memory and language.