Course Descriptions

Survey of the nature of the interrelationships between language and other cultural phenomena. Graduate-level requirements include a research paper and a journal-style review of a major monograph.

Contributions of the ethnography of communication, language variation studies, and conversation/discourse analysis to the interdisciplinary development of sociolinguistics.

The main goal of this seminar is to discuss a range of theories and approaches in relation to what is generally called "social meaning" in language use/practice, in contrast to "referential/denotational meaning" or "content meaning". Particular attention will be given to research and literature in the overlapping fields of linguistic anthropology and sociolinguistics. In terms of theoretical issues that are important in understanding how linguistic forms and practices take on meaning and become meaning-making resources, we will deal with indexicality, indexical order, indexical field, enregisterment, style, stance, interdiscursivity and dialogism, metadiscourse, and language ideology (as it plays a crucial role in all of the foregoing areas). In addition, by drawing on the insights from these theoretical and conceptual tools, we will discuss how to link linguistic analysis at the so-called "micro" level to socio-cultural processes and structures at the "macro" level. With regard to analytical approaches to social meaning, we will discuss research in sociolinguistic variation (quantitative analysis of meaning), discourse analysis, and experimental studies on perception and interpretation of meaning. In addition to familiarizing with the theories and analytical approaches, we'll also analyze data from the participants' ongoing projects or linguistic materials that are potentially interesting to students. The course provides both an opportunity to survey the latest developments in the investigation of meaning-making through language as well as an opportunity to (re)examine our own data by applying some of the theories and methods learned from the course. By the end of the course, participants will be equipped with a conceptual and methodological tool kit for investigating the social meaning of language in use. This course would be of interest to students at various stages of their graduate career: pre-dissertation and Master's students, students writing research grants, and those in post-fieldwork and write-up stage.

This course introduces students to the basic techniques for documentation, analysis and description of a language in the field. Topics will include (but are not limited to): ethical issues in language documentation, basic recording and transcription techniques, phonetic, phonological, morphological, syntactic and semantic elicitation, narrative and (if possible) discourse documentation. Students will work with a native speaker consultant of an unfamiliar language, both in a group setting and one-on-one.

Practice in asking linguistically informed and ethnographically sensitive questions in face-to-face interaction with a linguistic consultant; techniques of language data analysis and description.

This is a methods based class in linguistic anthropology designed: 1) to give students hand-on experience in linguistic analysis at the level of discourse and 2) to interrogate the micro/macro relationship between discourse patterns, ethnography, and sociopolitical context.

An introductory survey of the major linguistic-anthropological theories and modes on analysis as these have developed over the last century, with a textual focus on original articles. Topics include: language; culture and thought; semiotics; social interaction; verbal art.

The development and exchange of scholarly information, usually in a small group setting. The scope of work shall consist of research by course registrants, with the exchange of the results of such research through discussion, reports, and/or papers.

History and structure of the Arabic language in its various forms. Graduate-level requirements include a research paper on any phonological, morphological, or syntactic structure of any variety of Arabic.

The exchange of scholarly information on various topics related to the linguistic situation in the Arab World in particular and the Middle East in general. Scope of work shall consist of critical evaluation- both oral and written- of scholarly books and articles. Graduate-level requirements include teaching demonstration involving one hour of teaching with a prepared lesson plan and a follow-up review and critique of your performance.

Linguistic study of the phonological, morphological, and syntactic systems of modern Chinese, with particular attention to linguistic analysis. Graduate-level requirements include two presentations and one term paper.

Linguistic study of the phonological, morphological, and syntactic systems of modern Chinese, with particular attention to linguistic analysis. Graduate-level requirements include two presentations and one term paper.

The overarching goals of this course are two-fold. First, it aims to introduce students to the continuity as well as heterogeneity of the Chinese language(s) in the Sinophone world, including not only Mainland China but Taiwan and Hong Kong as well. Through highlighting issues related to language variation and change, and their relationship to social identity, the course is intended to guide students to understand the complex interaction between linguistic practices and social stratification as well as cultural changes. It focuses on sociolinguistic aspects that are particularly salient to Chinese, such as language and dialect, place, gender, pragmatics, cross-cultural communication, as well as language policy and planning. Secondly, this course strives to provide students with a comparative approach by incorporating studies on Chinese sociolinguistic and those based on other languages such as English. In so doing, it hopes to encourage the students to reflect upon their everyday linguistic experience here in Tucson and compare that with what is happening in the Sinophone world. Graduate-level requirements include reviewing a book and presenting it to the class as well as extra reading in Chinese.

This course introduces its students to the theories, principles and techniques underlying qualitative research and its application in applied linguistic research. Students apply the data collection and analysis tools and conduct their own qualitative projects during the semester . We begin by exploring the epistemology of qualitative research. The focus is on principles in designing a qualitative research project, such as constructing the research relationship, choosing among different approaches, and situating events in context . We then move to discuss how these theoretical positions are realized in practice through examining common data collection and analysis methods. In the final part, the students present their own projects and reflect on how qualitative methods can contribute to their understanding of specific issues in applied linguistics. Throughout the semester, we also engage in reading and critique of representative qualitative research in applied linguistics- within and beyond the East Asian context.

The three major East Asian languages, Chinese, Japanese, and Korean, are becoming increasingly popular in American K-16 schools. EAS 480/580 is for advanced undergraduate students and graduate students who wish to become language educators and/or specialists in one of these languages. The first half of the semester focuses on linguistic issues and pedagogical challenges specific to teaching the three East Asian languages (e.g., tones and syllabic features, writing systems,), and we then continue with sociocultural and sociopolitical dimensions of East Asian language teaching.

This class is an introduction to the foundations of educational administration and leadership. An open social-systems model of schools provides the theoretical framework that organizes and relates this theory and research to educational administration practice.

Models, purposes served, contextual influences and procedures employed in evaluating educational programs and personnel.

The purpose of this course is to deepen the breadth of the students' skillset and knowledge necessary for the design, implementation, analysis, completion, and presentation of a qualitative dissertation study. Foci for this course may include (but are not limited to): (auto)ethnography, content (theme) analysis, deconstruction, (counter) narrative, discourse analysis, narrative analysis, dialogic analysis, video and photo analysis, arts-based qualitative methods, phenomenological study, case study, participant and nonparticipant observation, and focus groups. Special attention will be paid to the process of analyzing data and discerning themes as they are revealed in the data. This course will further acclimate students to the language and practice of qualitative research and help them develop a critical posture capable of differentiating various ways of developing and executing qualitative research for the culmination of a written, visual, and oral presentation of a research proposal. By course's end, students should be confident in their ability to explain and justify the methodological decisions of their study.

The development and exchange of scholarly information, usually in a small group setting. The scope of work shall consist of research by course registrants, with the exchange of the results of such research through discussion, reports, and/or papers.

Descriptive, correlational, and inferential procedures for presenting and analyzing school and research data. For students in all fields.

Theoretical and practical application of psychometric techniques to test construction, analysis, and interpretation of test results.

Program evaluation history, principles and techniques; political context, illustrative cases, technical skills for determining merit or making decisions about educational and social programs.

The evolution of English sounds, inflections, and vocabulary from earliest times to the present, with attention to historical conditions. Graduate-level requirements include an in-depth research paper.

Theory and practice of teaching writing in secondary schools and colleges. Graduate-level requirements include a special topics paper.

The course will provide a general overview of the TESL profession covering prominent theories, methodologies, and issues in the field. Coursework will cover the major methods, including Grammar-Translation, the Direct Method, Audiolingualism, and Communicative Language Teaching. In addition, issues of learner variables, motivation, and contexts of teaching and learning will also be addressed. Students will participate in mock lessons, tutoring sessions, and observations. Graduate level requirements include a 12-15 page research paper with bibliography of at least eight sources.

This course provides an introduction to the teaching of second, foreign, or additional language (L2) speech, listening, and pronunciation in diverse contexts. Through readings, discussions, and activities, you will develop your understanding of the theory, research, and practice of L2 speech, listening, and pronunciation. We will explore a range of issues, including L2 oral/aural development, identity, pedagogical approaches, course design, feedback on student oral performance, and assessment. While we will work to develop familiarity with L2 speaking, listening, and pronunciation research and theory, the course will be grounded in practical and hands-on work with the goal of building your pedagogical knowledge as well as tools and strategies for working with second language speakers across settings.

This course provides an introduction to the teaching of second, foreign, or additional language (L2) writing in diverse contexts. Through readings, discussions, and activities, you will develop your understanding of the theory, research, and practice of L2 writing. We will explore a range of issues, including L2 writing development, culture and identity, pedagogical approaches, course design, feedback on student writing, and writing assessment. While we will work to develop familiarity with L2 writing research and theory and its inter-relations with L1 composition, the course will be grounded in practical and hands-on work with the goal of building your pedagogical knowledge as well as tools and strategies for working with second language writers across settings.

This course explores the theory, practice, and pedagogical application of the latest Internet and communication technologies in second/foreign language education, situated in view of the latest CALL (computer-assisted language learning), CMC (computer-mediated communication), SLA (second language acquisition and development), and applied/educational linguistics research. These technologies include, but are not limited to, synchronous and asynchronous chat, blogs, wikis and collaborative documents, audio (podcasting), video, virtual world/digital gaming, mobile/handheld computing, and social networking tools and sites.

The development and exchange of scholarly information, usually in a small group setting. The scope of work shall consist of research by course registrants, with the exchange of the results of such research through discussion, reports, and/or papers.

The development and exchange of scholarly information, usually in a small group setting. The scope of work shall consist of research by course registrants, with the exchange of the results of such research through discussion, reports, and/or papers.

This course surveys quantitative and qualitative methods in composition and rhetoric in order to introduce students to different communities of inquiry and basic questions about the nature of research.

English 598 connects composition theory to praxis. Through a number of activities, we will think carefully about our inclinations, actions and reactions as teachers in the writing classroom. Required of all graduate teaching assistants (GTAs) in their first year of teaching in the Writing Program, preceptorship provides a brief introduction to theory in writing studies and pedagogy as well as embedded support for classroom management. During the course, you will be asked to reflect on the teaching of first-year writing, and we encourage collaboration as we develop our teaching philosophies and approaches to first-year writing. A major objective of 598 is to embed support within your first year of teaching. You will meet twice weekly with your Mentor, who will provide practical support for your teaching of English 101 and 102. These mentor sessions should be a safe space to reflect on and discuss your experiences with teaching.. It is in these sessions that you will respond to any immediate questions or concerns teaching English 101 and 102. One of the major tasks of mentor groups is arranging a mentor class visit.

Advanced English grammatical analysis in relation to the acquisition of English as a second language.

Foundations, theory, and methodology in English as a second language.

Survey of major perspectives on second language acquisition processes, including interlanguage theory, the Monitor Model, acculturation/pidginization theory, cognitive/connectionist theory, and linguistic universals. Analysis of research from the different perspectives includes consideration of grammatical, pragmatic, and sociolinguistic dimensions of language learning.

Relationships between language and culture.

Specialized work on an individual basis, consisting of training and practice in actual service in a technical, business, or governmental establishment.

This course will introduce the study of French from a linguistic point of view. The area to be covered will be chosen from: phonetics, phonology, morphology, syntax, semantics, dialect and social variation, pragmatics, discourse analysis.

This is an introductory course to simultaneous interpretation (i.e., the translation of speech or discourse from one language to another while listening to the speaker) and consecutive interpretation (i.e., the translation of speech or discourse after the speaker has finished saying it) in various communication situations. Graduate-level requirements include the length and difficulty of assignments, homework and testing.

Examines in detail current topics in the linguistic analysis of French. May be repeated when topics vary. Taught in French with readings in French and English. Graduate-level requirements include higher level of oral and written work.

Introduction to semiotics, survey of major figures and trends. Saussure and structuralism, Jakobson and functionalism/poetics, Pierce and pragmaticism. Focus on what these trends tell us about language. Students' written work will represent students' specific interests.

In this course, issues in L2 literacy extend beyond pedagogy by examining a wide range of theoretical and research issues. Students discuss how to bridge research and practice, create reading and writing activities grounded in theory and empirical investigations.

This course focuses on the use of technology in foreign language learning. It has three parts: 1) theory, how computers fit within concepts of L2 acquisition; 2) pedagogy, how computers have been used in the classroom & 3) application, the design & implementation a segment of instruction.

In this course, students explore relationship between SA (Study Abroad) and L2 development; interaction between individual differences and proficiency gains; impact of cultural and programmatic factors on interaction with host community; need to align SA/AH (At Home) curricula.

This course focuses on how to design and implement modern foreign/second language instruction materials. We look at language acquisition issues as well as pedagogical issues. Participants are also asked to design and implement a segment of instruction.

Intercultural Communication (ICC) and Second Language Acquisition (SLA) is a graduate course on theory, research and practice of communication between people from different cultures and how it relates to language learning. The course is designed for future language professionals (e.g., teachers, translators, and researchers). It will (a) help them prepare themselves for intercultural encounters and develop the skills needed to communicate effectively and appropriately when interacting and collaborating with people that are culturally different from themselves and (2) it will help them prepare to teach, and/or conduct research about ICC and SLA.

Examination of the semantic, socio-historical and structural development of German from the age of migrations to the present.

Exploration of the concept of literacy in the field of second language acquisition and the role that literature can play in the acquisition and teaching of literacy in a foreign or second language. Includes a critical review of theoretical readings from the fields of applied linguistics, second language acquisition theory, education, pedagogy and stylistics and the development of teaching practices, reflecting these theories.

This course will combine insights from Translation Studies, applied linguistics, and German cultural / literary studies to help students develop skills, knowledge, and experience in translating a number of literary and non-literary genres, including song texts, short essays, advertising texts, everyday speech, and historical artifacts. We will learn about how to negotiate literal and connotative meaning across codes, idioms, cultures, communities, and symbolic systems. We will explore the idea of "being a translator" as an everyday social and cultural practice. Graduate-level requirements include a final paper.

This class is intended to prepare students to teach a second/foreign language. It will provide students with the essential foundations in language teaching methodology and theory, pedagogical grammar, curriculum and materials development, classroom management, and formal and informal assessment techniques. In addition, students will gain practical knowledge through video practicum components, which allow them to watch and reflect on actual classroom teaching. Students will complete this program with the pedagogical knowledge and practical understanding necessary to be confident and effective language teachers.

Issues in and methods of applied linguistics with emphasis on Germanic languages. Student taking GER 480 for German Studies credit must have advanced proficiency in German. Graduate-level requirements include an in-depth research paper on an aspect of applied linguistic research. Students taking GER 580 for German Studies credit must have advanced proficiency in German.

The primary objective of this course is the development of language teachers' assessment literacy, which includes knowledge of key assessment principles and skill in creating or adopting assessment tools and procedures for the language classroom. Participants in this course will develop their knowledge and skills related to assessing all skill areas in the language classroom, including productive skills (writing, speaking), receptive skills (reading, listening), and assessing grammar and vocabulary. Grading and student evaluation will also be important topics of consideration and exploration in this course. Designed specifically for in-service (and pre-service) language teachers, the course combines theory with practice by covering essential principles of effective classroom assessment and the development of effective assessment tools for classroom use. Participants completing this course will become more assessment literate and better able to evaluate student performance in their classrooms fairly and effectively.

The practical application, on an individual basis, of previously studied theory and the collection of data for future theoretical interpretation.

The development and exchange of scholarly information, usually in a small group setting. The scope of work shall consist of research by course registrants, with the exchange of the results of such research through discussion, reports, and/or papers.

The development and exchange of scholarly information, usually in a small group setting. The scope of work shall consist of research by course registrants, with the exchange of the results of such research through discussion, reports, and/or papers.

Organizational theory, structures, systems, and administrative procedures in varied higher education institutions; patterns of governance and policy development.

This course will introduce you to the burgeoning methodological subfield called computational social science: An evolving bundle of computationally sophisticated techniques that are increasingly used to answer research questions in the social sciences. The goal of the course is for you to learn how to produce your own computational social science research project aimed at a scholarly outlet. The course will survey the latest published research and train you in research design, methods, and techniques in computational social science. This might include topics such as Big Data, data visualization, social network analysis, agent-based modeling, and natural language processing, as well as identifying and developing variables, mechanisms, and research questions motivated by social science research. The course will also delve into the growing ethical challenges and considerations associated with computational social science research. The course is set up to welcome people from many different backgrounds, in particular those with or without prior exposure to programming, statistics, or the social sciences.

The field of Human-Computer Interaction (HCI) encompasses the design, implementation, and evaluation of interactive computing systems. This course will provide a survey of HCI theory and practice. The course will address the presentation of information and the design of interaction from a human-centered perspective, looking at relevant perceptive, cognitive, and social factors influencing in the design process. It will motivate practical design guidelines for information presentation through Gestalt theory and studies of consistency, memory, and interpretation. Technological concerns will be examined that include interaction styles, devices, constraints, affordances, and metaphors. Theories, principles and design guidelines will be surveyed for both classical and emerging interaction paradigms, with case studies from practical application scenarios. As a central theme, the course will promote the processes of usability engineering, introducing the concepts of participatory design, requirements analysis, rapid prototyping, iterative development, and user evaluation. Both quantitative and qualitative evaluation strategies will be discussed. This course is co-convened: Upper-level undergraduates and graduate students are encouraged to enroll. Graduate students will be expected to complete more substantial projects and will be given more in-depth reading assignments.

Machine learning describes the development of algorithms which can modify their internal parameters (i.e., "learn") to recognize patterns and make decisions based on example data. These examples can be provided by a human, or they can be gathered automatically as part of the learning algorithm itself. This course will introduce the fundamentals of machine learning, will describe how to implement several practical methods for pattern recognition, feature selection, clustering, and decision making for reward maximization, and will provide a foundation for the development of new machine learning algorithms.

Virtual reality is an emerging technology that has been widely used in recent years in various areas, such as education, training, well-being, and entertainment. Virtual reality offers a highly immersive experience as the head mounted displays replace the vision of the users with digital imagery. It encompasses many disciplines, such as computer science, human computer interaction, game design and development, information science, and psychology. This course merges a theoretical and practical approach to give students the necessary knowledge to design, develop, and critique virtual reality games and applications.

This course provides a comprehensive survey of video game production practices. Students work on game development assignments for presentation in a professional portfolio. The course topics include: collaborative technologies, software design patterns for games, spatial transformations, and technical considerations surrounding game art, such as authoring sprites, 3D models, animations, texture mapping, and writing shaders. Students will be given periodic assignments that reinforce lessons from class.

Most of the data available on the web or managed by institutions and businesses consists of unstructured text. Natural language processing tools help to organize such texts, extract relevant information from them, and automatize time-consuming processes. This course will teach the fundamental knowledge necessary to design and develop end-to-end natural language understanding applications, drawn from examples such as question answering, sentiment analysis, information extraction, automated inference, machine translation, chatbots, etc. We will use several natural language processing toolkits and libraries.

Introduction to general issues of gender and language use, specific gender-related differences in the Japanese language, and gender roles in Japan. Graduate-level requirements include a substantial term paper and may include extra readings and an additional weekly meeting.

Phonology, morphology, syntax, pragmatics, and sociolinguistics of the Japanese language. Graduate-level requirements include a substantial term paper and a class presentation based on that paper.

Advanced readings in Japanese and English on specific topics in Japanese linguistics. Graduate-level requirements include a substantial term paper and a class presentation based on that paper.

This course provides a rigorous introduction to the phonetics and phonology of Japanese. Some related topics in morphology are also covered. Students develop a sophisticated understanding of some of the problems encountered in teaching Japanese to non-native speakers. Graduate-level requirements include a substantial term paper and a class presentation based on that paper.

Introduction to Japanese sociolinguistics: questionnaire studies, variation analysis, ethnography of communication, conversation analysis, interactional sociolinguistics, and language and social interaction. Graduate-level requirements include a substantial term paper and may include extra readings and an additional weekly meeting when the class is convened with JPN 436.

This course involves the development and exchange of scholarly information on specific topics in the field of linguistics. Course rotates between various topics and may be taken up to four times. The scope of work shall consist of research by course registrants, with the exchange of the results of such research through discussion, reports, and/or papers.

Its conceptual foundations, methodology, and current theoretical frameworks. Students will carry out actual linguistic analysis. For students in the M.A. program and in fields other than linguistics.

A survey of the aims of linguistic research and introduction to the basic mathematics of formal linguistics; logic, sets, algebra, graphs, feature structures, formal language theory.

An introduction to syntactic theory with an emphasis on data analysis, critical thinking, and theory development. Taught within the generative Principles and Parameters approach to syntax. Graduate-level requirements include a greater number of problems.

A continuation of LING 503, Foundations of Syntactic Theory I, taught within the Minimalist approach to syntactic theory, with a focus on principles of theory construction and empirical issues in binding, control, movement, structure, and the interfaces with semantics and morphology.

A continuation of 503, this class compares alternative non-Chomskyan theoretical approaches to syntactic theory. Including Relational Grammar, Head Driven Phrase Structure Grammar, Categorical Grammar and Lexical Functional Grammar.

Students will learn to use the statistical methods common in linguistics and related fields in order to apply them in the design and analysis of their own research. Methods covered will include ANOVA, ANCOVA, correlation, regression, and non-parametric tests, as well as some specialized analyses such as Multidimensional Scaling Analysis. The course will focus primarily on methods and problems of psycholinguistic, phonetic, and sociolinguistic research. Discussion of the statistical analyses in published articles in these areas will form a substantial part of the course, and application of the methods covered in the course to the students' own research will also be discussed. The course will include instruction in use of statistical software packages.

Students are introduced to computer programming as it pertains to collecting and analyzing linguistic data. The particular programming language is chosen at the discretion of the instructor. Graduate-level requirements include more challenging exams; 50% greater contribution to their respective group projects; 9 instead of 6 assignment; additional readings from the primary literature.

This course presents information on how vision, language comprehension and motor behaviors have constrained and shaped the evolution of writing systems. The course includes three segments: (1) a review of writing in pre-history, the early evolution of symbol systems, the Greco-Roman alphabet, script writing; (2) a review of the visual and auditory processes that influence writing systems, particularly the alphabet, the shape of letters and spelling conventions; (3) printing since Gutenberg, the evolution of fonts, punctuation, formatting conventions, and modern techniques for presenting text. A thread throughout the course is the impact of different stages of writing technology on society and individuals. Graduate-level requirements include additional readings and an extra 25 page research paper.

Investigation of the principles that underlie current phonological theory, concentrating on the representation of sounds and the regular patterns of sound in natural language. Topics include distinctive feature theory, syllable theory, the core skeleton, rule formulation and rule interactions. Graduate-level requirements include a greater number of problems.

Investigation of the evidence and arguments for non-linear representations (autosegmental and metrical) and of the organization of the phonological component of grammar, including evidence for its interaction with morphological structures and rules.

Study of the acoustic and articulatory properties of sounds and patterns of sounds that occur in human language. Focus on the significance of the properties of sounds for phonological theory, in particular, distinctive feature theory. Role of psycho-acoustic studies as a source of evidence for phonological theory. Graduate-level requirements include an additional project or research paper.

This course examines potential ways to avert the massive language endangerment and death the world is experiencing. A variety of approaches and methods are considered, including linguistic documentation, teaching language courses, immersion (pre)schools, and the master-apprentice program. The course also covers ethical issues, goals of communities, and the balance between linguists and communities. Graduate-level requirements include 2 additional writing assignments, additional readings, and a longer (25 page) research paper.

This class serves as an introduction to human language technology (HLT), an emerging interdisciplinary field that encompasses most subdisciplines of linguistics, as well as computational linguistics, natural language processing, computer science, artificial intelligence, psychology, philosophy, mathematics, and statistics. Content includes a combination of theoretical and applied topics such as (but not limited to) tokenization across languages, n-grams, word representations, basic probability theory, introductory programming, and version control.

Human Language Technology II Course Description (no char. limit): This intermediate-level course is a continuation of LING 529 and covers a combination of theoretical and applied topics such as (but not limited to) unsupervised learning (clustering), decision trees, and the basics of information retrieval.

Introduction to language processing. The psychological processes involved in the comprehension and production of sounds, words, and sentences. Other topics may include language breakdown and acquisition, brain and language, and bilingual processing. Graduate-level requirements include more extensive readings and writing.

This course focuses on the major theories of language development, including nativism and various forms of learning. Students read and discuss primary source material written by linguists, psychologists, and other cognitive scientists who work in the field of language acquisition.

Morphology is the internal structure of words and the relationship between words and the syntactic, phonological, and semantic properties of the units that include them. Course work includes the development of morphological theory.

Fundamentals of formal language theory; syntactic and semantic processing; the place of world knowledge in natural language processing. Graduate-level requirements include a greater number of assignments and a higher level of performance.

This course introduces the key concepts underlying statistical natural language processing. Students will learn a variety of techniques for the computational modeling of natural language, including: n-gram models, smoothing, Hidden Markov models, Bayesian Inference, Expectation Maximization, Viterbi, Inside-Outside Algorithm for Probabilistic Context-Free Grammars, and higher-order language models. Graduate-level requirements include assignments of greater scope than undergraduate assignments. In addition to being more in-depth, graduate assignments are typically longer and additional readings are required.

This course surveys bilingualism from a variety of perspectives: linguistic, cognitive, social, and instructional, and addresses such questions as: Do bilingual speakers "turn off" one language while they speak the other? Does acquiring two languages affect children's academic performance? Are the two languages completely separate or mixed together in the bilingual mind (and brain)? What is the best way to learn a second language? Graduate-level requirements include completing all assignments, writing up a 10-page proposal for an experiment and presenting it (in a 10-15 minute presentation) to the class.

An examination of the syntactic diversity presented by natural human languages and an exploration of the issues that such diversity presents for syntactic analysis. Topics include AUX, word order, constituency, and subjects.

In-depth linguistic analysis of selected phonological, syntactic, and semantic problems in a non-Western language, concentrating on native languages of the Southwest area. Graduate-level requirements include a higher level of performance.

This course focuses on lexical processing, and will review the principal models and mechanisms from psycholinguistic theory aimed at explaining how word recognition works in both the auditory and the visual modalities.

Introduction to model-theoretic investigations of natural language interpretation, including coordination, quantification, referential relations, tense, aspect and modality.

Study of language use, its relationship to language structure and context; topics such as speech acts, presupposition, implication, performatives, conversations. Courses for which students receive the grade of P (Pass) do not satisfy requirements for the M.A. or Ph.D. or minor in philosophy. Graduate-level requirements include a greater number of assignments and a higher level of performance.

Topics include speech synthesis, speech recognition, and other speech technologies. This course gives students background for a career in the speech technology industry. Graduate students will do extra readings, extra assignments, and have an extra presentation. Their final project must constitute original work in a speech technology.

Types and mechanisms of linguistic change; language and dialect formation; determination of prehistoric connections; reconstruction of proto-languages and cultures, and their origins in time and space. Graduate-level requirements include a research paper.

This course provides a hands-on project-based approach to particular problems and issues in computational linguistics.

The exchange of scholarly information and/or secondary research about Linguistics, Instruction often includes lectures by several different persons. Short research projects are required of participants.

Workshop includes methods and techniques on how to describe a language in the four basis sub-areas of linguistics: phonology, morphology, syntax, semantics; terminology and general processes associated with the four sub-areas.

The development and exchange of scholarly information, usually in a small group setting examining in depth topics in syntactic and semantic theory. The scope of work shall consist of research by course registrants, with the exchange of the results of such research through discussion, reports, and/or papers.

The development and exchange of scholarly information, usually in a small group setting examining in depth topics in phonological and phonetic theory and experimentation. The scope of work shall consist of research by course registrants, with the exchange of the results of such research through discussion, reports, and/or papers.

The development and exchange of scholarly information, usually in a small group setting examining in depth topics in Language Acquisition, psycholinguistic theory and experimentation. The scope of work shall consist of research by course registrants, with the exchange of the results of such research through discussion, reports, and/or papers.

The development and exchange of scholarly information, usually in a small group setting with in depth investigation of topics in Psycholinguistics and Language Processing. The scope of work shall consist of research by course registrants, with the exchange of the results of such research through discussion, reports, and/or papers.

Explores the social and linguistic aspects of the languages and cultures of Middle Eastern countries with the central goal of introducing students to the correlation between social and linguistic variables from a contemporary sociolinguistic perspective. Graduate-level requirements include additional readings and meeting with the instructor biweekly to discuss the readings of which written critiques will be submitted.

This course offers a foundation in the approaches, theories and methods of teaching Middle Eastern (ME) languages as second/foreign languages. With focus on Arabic, Persian and Turkish, the course introduces students to second language acquisition research, task-based, standards-based, and proficiency-oriented language pedagogies from linguistic, psychological, and sociocultural perspectives. Through focused readings, in-class discussions, presentations, group collaborations, students develop foundational and critical knowledge about theoretical basis of teaching methods in their respective languages. Also, they will be introduced to critical pedagogies and social justice issues in the context of ME languages. Recent trends about translanguaging pedagogies, multilingualism, study abroad, and the integration of dialects in the curriculum will be also addressed. They gain tangible experiences by completing activities and teaching projects including classroom observation, action research, lesson planning, and material and curriculum design and review, and language assessment. Also, students will be mentored to develop a teaching portfolio with a teaching philosophy grounded in recent practices of language pedagogy. The course is envisioned to be open to teaching and research assistants of Arabic, Persian, and Turkish. Other graduate students in less-commonly taught languages can take the course with the approval of their own departments.

Survey of basic issues in the philosophy of language such as: speech acts, reference, meaning, logical form. Graduate-level requirements include an in-depth research paper on a central theme or topic of the course. Courses for which students receive the grade of P (Pass) do not satisfy requirements for the M.A. or Ph.D. or minor in philosophy.

Examines the processing systems that underlie human learning, memory and cognition; emphasizing cognitive, neuroscientific and computational approaches to research and theory. Graduate-level requirements include an in-depth research paper on human memory and cognition.

Recent advances in analysis of the neural bases of cognitive functions, such as learning, memory, and thinking.

The neural basis of language comprehension and production, with reference to its relationship to other perceptual, cognitive and motor skills.

Recent advances in the area of psycholinguistics, with an emphasis on sentence processing and the contribution of linguistic theory to an understanding of psychological mechanisms.

Current theory and data on first language acquisition with special focus on research that relates linguistic theory and learnability theory to empirical studies of children's linguistic abilities. Requirements include a written paper on a subject pertinent to topic area.

Investigation of research and ideas on a specialized topic within cognitive psychology, including the psychology of language, visual perception and cognitive memory, decision, and learning. The discussion and exchange of scholarly information in a small group setting, papers and student presentations.

Synchronic study of the phonology and morphology of modern Russian.

Introduction to theories and issues of syntax, semantics and pragmatics in Russian. Problems in text analysis will also be covered.

Diachronic study of the Russian language from Indo-European up to the modern period.

This course explores, through a range of topics and theoretical lenses, the relationship between language, identity, and larger social and cultural contexts in Russia, the Post-Soviet geopolitical arena and beyond. We will first examine the ways in which language is used to create personal and group identities and how different cultural, social, and national identities are set off against one another, and against the criteria for inclusion or exclusion within and across national boundaries and various human communities of practice. We will then examine how particular forms of speech, language varieties, and accents are tied to specific traits of speakers and the ways in which the perception of particular people and the way they communicate impacts the projection of social and cultural characteristics. Finally, we will explore the critical dimensions of the language-identity relationship, looking at the function of language to build and divide nations, define peoples, create inequalities, and shape ideologies and local literacy practices in communities, digital spaces, and educational settings. Students will examine various approaches to theorizing identity in sociolinguistics and second language acquisition studies, and will learn to disentangle such constructs as multilingual identity, national\local\ethnic identity, subjectivity, self-concept, mobile identity, digital identity, the self-system, etc.

This course examines, through a range of topics and research frameworks, a relationship between language and digital media and the many ways language communication dynamics operates across changing mediascapes. The course provides a solid foundation in relevant theoretical concepts balanced with practical exercises and creative projects. The course adopts a broad interpretation of the term "media" focusing on existing online media platforms as well as on the issues that arise from various uses of digital media for social, political, and cultural purposes, including virtual community building, digital semiotics, memes, viral spreads, surveillance, political opposition and oppression, and propaganda, marginalization and liberation, participatory cultures, production dimensions, etc. The course is designed for graduate and undergraduate students in Russian sociolinguistics, and (second) language studies interested in learning how to research digital media discourse. The course is taught in English; no knowledge of Russian language is required.

The course provides an overview of leadership principles and practices along with institutional perspectives on language, literature, and culture program administration in post-secondary education contexts. Participants read and discuss scholarship and analyses of interdisciplinary approaches to principles and practices of leadership, change, institutional contexts, and several specific contexts relating to language, literature, and culture program administration. In addition, this course encourages applied observation of active leaders' work in order to support the development of each participant's own understanding of and preferences for leadership styles, and a choice of possible approaches for further exploration.

Just as the foreign/second language teaching profession has developed expectations for excellence in language teaching and professional training, language program administrators are refining the tools and skills needed to become successful leaders in their field. Often this transition from teacher to administrator is viewed as a "promotion" yet little or no additional training is provided to the new administrator. This course will provide an overview of the major issues language program administrators face, including personnel issues, marketing, immigration, advocacy, curricular development and evaluation, and incorporate applied research tasks in these areas.

This course is designed to introduce students to the key theories, approaches, and concepts governing academic program evaluation and accreditation processes as they apply to language programs broadly and to language institutions as applicable. Topics will include the importance of the mission statement, processes and standards for curricular development, the role of good assessment in language program evaluation, faculty qualifications, professional development and management standards, and language program review processes, as well as the documentation and implementation of program review processes. The course will revolve around weekly readings, interpretation of relevant standards within varied environments of accreditation for each topic, and dialogical discussions regarding each topic in class. An online forum (D2L) will further the discussions in class and support classroom learning. The course is designed for students anticipating leadership roles in educational administration and will lay the groundwork for a future practice that is comprehensive, systematic, and practical.

The course provides an overview of the major issues facing Language Program Directors (LPDs) in language and literature departments today, from their roles and responsibilities to their position within their units, the professional challenges they face, and the tasks they have to complete. This will be achieved by providing background and research, by engaging future language program directors in reflecting about attitudes and beliefs about leadership and management styles, offering opportunities for dialogue with Language Program Directors working in a variety of language programs, and participating in applied tasks related to a number of issues examined in the course.

The purpose of the Proseminar is to provide incoming SLAT major and minor students with a forum in which they can acquire knowledge about current major issues in the field of Applied Linguistics and methods applied to investigate them, critically engage with research and scholarship, and develop a stance in relation to these major issues. Please register through the SLAT Program Coordinator.

Specialized work on an individual basis, consisting of training and practice in Second Language Acquisition and Teaching, at UA or at an academic or government institution.

The practical application, on an individual basis, of previously studied theory and the collection of data for future theoretical interpretation.

The practical application, on an individual basis, of previously studied theory and the collection of data for future theoretical interpretation.

Qualified students working on an individual basis with professors who have agreed to supervise such work. Graduate students doing independent work which cannot be classified as actual research will register for credit under course number 699 or 799.

Qualified students working on an individual basis with professors who have agreed to supervise such work. Graduate students doing independent work which cannot be classified as actual research will register for credit under course number 699 or 799.

Individual research, not related to thesis or dissertation preparation, by graduate students.

Research for the doctoral dissertation (whether library research, laboratory or field observation or research, artistic creation, or dissertation writing).

Principles and processes of first language acquisition described in relation to children's social and cognitive development; first language acquisition processes compared and contrasted to child and adult second language acquisition and language disorders. Graduate-level requirements include a scholarly paper/project on a selected topic relevant to the course.

This graduate-level course in psychoacoustics covers the scientific foundation of various aspects of auditory perception of simple and complex sounds, including the established methods for experimental investigations, the key empirical facts, and the contemporary neural and computational models for explaining the auditory perception by human listeners. The emphasis of this course is on the scientific thinking and principles that have propelled the study of auditory perceptual phenomena.

This course will introduce scientific evidence for the perception of vowel and consonant sounds, classical and modern theories of speech perception, development (emergence) of speech, and the effect of disorders on the ability to perceive speech. Graduate-level requirements include more extensive reading.

This introductory course focuses on the role of language in the development of Mexican-American experiences in the Southwest. In particular, it focuses on the Mexican American language experience in the borderlands of California, Arizona, New Mexico and Texas. Some of the topics included in this course are: bilingualism, language attitudes, prestige, pride, and identity as well as other linguistic issues related to Spanish in the Southwest.

This course provides graduate students with an opportunity to explore main issues and theories in the field of heritage languages from different perspectives and prepare them to conduct research in this field. Some of the topics included in the course include: heritage language populations and communities, language policies and ideologies, heritage language competence and development, and heritage language pedagogues. Emphasis will be placed on Spanish as a heritage language in the United States but other heritage languages will also be covered.

This course is an overview of the phonological system of Spanish and some of the analyses proposed by generative phonology. It covers alternative accounts of the same phenomenon with the goal of introducing the student to phonological analysis and to advances made by various theories in trying to account for the facts in various dialects of Spanish. Given the need for a strong foundation and mastery of concepts and tools of phonological theory, a significant part of the course will be devoted to introducing students to them. The second part of the course focuses on the application of those tools and concepts to the phonological system of Spanish on the basis of extant analyses. A sound knowledge of the descriptive facts about the phonology of Spanish is assumed.

This course continues the study of the generative analysis of the phonological system of Spanish started in Spanish phonology I. SPAN 580 (Spanish Phonology II) reviews recent analyses of important phonological processes of Spanish, highlighting advances, difficulties and unresolved theoretical and empirical issues. The course aims to provide students with: (a) the knowledge and resources necessary to read and critique/analyze generative analyses of the phonological system of Spanish; (b) a general understanding of major theoretical models of phonology through their application to Spanish; (c) a general understanding of the challenges presented by Spanish to modern linguistic analysis, as well as the ability to formulate research questions. Students who wish to enroll in the course are required to have a sound knowledge of the descriptive facts of the phonology of Spanish and of major concepts/tools of generative phonology.

Advanced study of Spanish phonology from a generative perspective.

The goal of this course is to systematically examine methods, approaches, techniques and activities for the teaching of foreign languages and its use in the classroom. It will include an overview of learner strategies and cooperative learning, the use and adaptation of textbooks, and some of the journals available in the field. Participants will be introduced to second language acquisition theories, course design, lesson planning and testing, and have experience creating a cohesive instructional unit.

This course serves as an introduction to the main theories and practices in the field of Spanish as a Heritage Language (SHL) education. The course will begin by defining the field and SHL learners and will address issues related to the goals of SHL instruction and methods available for its teaching, sociolinguistics processes common in SHL students' Spanish and the sociopolitical position of Spanish in the US. This course incorporates a practical component of classroom observation and lesson and activity planning to prepare future teachers for effective SHL teaching practices.

Online Course Design for Advanced Language Courses is a course that provides language instructors with a foundation in Computer Assisted Language Learning (CALL) theory and best practices for online language course design. Through this course, students will become familiar with publications on digital pedagogy theory, be introduced to Quality Matters (QM) online design standards, and create online shells for advanced language courses, including the fields of linguistics and literature. The course will provide students with the opportunity to experience the digital classroom and, based on that experience, evaluate crucial content/design components of online FL courses. The capstone project requires each student to create and present their own online Spanish language course that complies with the QM rubric.

This course involves an examination of the methods and argumentation used in syntactic analysis, both from a general point of view and from the perspective of generative grammar. Emphasis is placed on analyzing language data, on constructing and evaluating syntactic argumentation, and on understanding the Principles & Parameters approach to the study of sentence structure. Secondarily, this course is also an introduction to scientific theorizing: what it means to construct a scientific theory, how to test a scientific theory, how to choose among competing theories. Linguistic data will be drawn from Spanish.

This course introduces students to innovations in syntactic theory that have been proposed within the last decade. Students will move beyond the introductory-text level and extend their knowledge of Principles & Parameters approaches to syntax through discussion of the goals of Minimalist Syntax and its hypotheses about design aspects of the human faculty of language. The course explores in detail how postulated minimalist primitives and operations interact to generate the (complex) structures that are characteristic of natural language sentences.

The purpose of this course is to offer a overview of the research related to the interaction between syntax, informational content, and prosodic phonology that accounts for the differences in Spanish word order.

This course serves as an introduction to the instrumental and experimental study of the sounds of Spanish, and it focuses on articulatory, acoustic, and perceptual phonetics. At the end of this course, students will be able to read and understand the primary literature on Spanish experimental phonetics as well as to conduct basic, descriptive research in this field.

This course introduces the fundamental tools to conduct research in Spanish experimental phonetics and phonology. It introduces topics such as hypothesis testing and experimental design, data collection and analysis, and reproducibility and statistics. Students will be working on an original research project in Spanish phonetics while developing their command of quantitative research methods as used in this field. At the end of this course, students will be able to carry out quantitative research in phonetics independently.

This course presents an overview of sociolinguistic issues pertaining to the contact between languages in general and the contact between Spanish with other languages in particular. We will discuss basic concepts that emerge in this field of inquiry, such as diglossia, language maintenance, attrition, shift, convergence, code-switching, and borrowing, and apply these concepts to our discussion of contexts that involve Spanish. We will read about speech communities where Spanish is the majority language (in the Iberian Peninsula and Latin America) and the minority language (in the United States). We will compare these situations and discuss how linguistic and extra-linguistic factors influence the output of contact, from both qualitative and quantitative viewpoints.

This course is an introduction to the study of Hispanic sociolinguistics from a variationist perspective. Main theoretical and methodological issues will be discussed based on examples drawn from studies of variation in Spanish. Our main focus will be on the role of Spanish in its social context as the basis for understanding issues central to observation, description, and explanation of linguistic variation and change across time. This approach allows for a close examination of the straight correlations between linguistic variation (phonological, morphological, syntactic, lexical) and external constraints (pragmatic, social, and stylistic). Readings, exercises, and discussions will center on methods of data collection (e.g. sociolinguistic interview), variable rule analysis, and interpretation of quantitative and qualitative data.

This course provides practical instruction in the methods used in sociolinguistic research and the theoretical background associated with specific approaches. Some of the topics include methods of sampling populations, participant-observation techniques, questionnaire design, sociolinguistics interviews, data transcription, quantification, and record-keeping strategies.

The main goal of Introduction to Translation Studies is to introduce students to the interdisciplinary field of translation studies, the scholarly discipline that focuses on translation and interpreting research. A secondary goal is to guide participants in the design of their own research projects in an area of translation studies. The course consists of a survey component that reviews the main areas of translation studies and various issues in translation and applied linguistics, and of a more practical section that applies the concepts reviewed to the design of research projects and/or curriculum. Although there is a clear focus on those areas of translation studies relevant to applied linguistics and language acquisition, topics in literary and cultural studies will be reviewed (e.g. cultural studies, polysystems theories, etc.). Introduction to Translation Studies is aimed at students of linguistics, SLAT, literature, cultural studies, and related fields.

The topic of the seminar is pragmatics. Pragmatics is the study of language use in different social contexts, and it raises many important questions about language use in different cultures, such as "How can I speak appropriately in a new language?", "How can I be polite (or impolite) when interacting with other speakers?", among many others. Speakers have a variety of ways of communicating their ideas in social interaction. Among many expressions and structures at their disposal, speakers choose particular ones based on the identity they want to project, the identity of their interlocutor(s), and the situation in which the interaction is taking place. Quite often, speakers also convey meaning in indirect ways. In this seminar, we will examine five broad domains: (1) pragmatic constructs and foundational theories, (2) common research methodologies and methods, (3) cross-cultural pragmatics, (4) pragmatics and technology, and (5) pragmatics in specific discourse domains (e.g., legal and medical discourse). Through critical examination of the literature in these three areas, we will refine your understanding of the role of pragmatics in (applied) linguistics research, and some of the common methods of data collection and analysis in this field.

This course is designed to explore theoretical and applied issues involving language and linguistics. Throughout the course we will examine an array of perspectives. In the light of the readings students will develop original research projects.

A critical exploration of the ways in which language and culture shape, and are shaped by, education in and out of school, particularly related to power dynamics at multiple levels of society.

The theoretical and research foundations of literacies are explored related to their significance for activist and critical pedagogies. Based on a broad definition of literacies as ways of thinking and practices used to make sense of the world and to communicate that go across sign systems and disciplines.

Socio-cultural factors, second language learning; analysis of theories, practices, and models (dual language, Structured English Immersion, etc.) affecting second language learners; historical, social and cultural influences; relationship of theory to the characteristics and needs of bilingual and second language learners. Graduate-level requirements include an in-depth research paper or other project.

Issues in early childhood education associated with the cultural and linguistic pluralism in the United States; analysis of the interaction of school, community, class, cultural, parent involvement, and family factors in the education of diverse populations. Graduate-level requirements include an in-depth research or theoretical paper or other project.

Analysis of reading and writing situations encountered by bilingual and second language learners; phonological, semantic, and syntactic aspects of instruction; materials, and methods of teaching reading and writing in the native language. Graduate-level requirements include an in-depth research paper or other project.

This course will explore innovative ways to teach and learn with new media within and beyond classrooms. Using a socio-cultural lens and media and literacy frameworks, learners will examine the new media that surround us in the digital age and explore ways media are made and shared. Course content will address instructional design, connected learning, and participatory culture. Course projects will provide opportunities for learners to create and collaborate across disciplines using new media and a range of digital tools. Diverse forms of media analysis and production will be addressed along with implications for instruction, assessment and research.

Theory and practice in sheltered content instruction for English learners, national and state education policies affecting ELLs, and the relationship between these policies and second language acquisition theory.

An examination of curriculum and instruction for elementary readers and writers. Includes a focus on materials, instructional strategies, organizational structures, and evaluation. Provides linguistic, psychological and cultural bases of decoding and comprehension; theories that influence practice that facilitate learning to read.

Graduate-level requirements include an in-depth research proposal or other project. Introduction to new literacies and computer-mediated tools for language arts and other educators; examination of current hardware and software; survey of research and new media trends impacting education; examination of social, psychological and educational consequences of technology in education.

Specific strategies, methodologies, assessment practices, and design approaches to teaching world language classes in diverse secondary classrooms are examined, discussed, and applied. Extends professional knowledge and develops skills and dispositions necessary to meet some of the national standards for teachers: - The Interstate Teacher Assessment and Support Consortium (InTASC Standards) - The International Society for Technology in Education Standards for Teachers (ISTE NETS-T Standards)

A survey of theoretical frameworks in curriculum; the processes of content representation and enactment; planning evaluation, and change; analysis of curriculum policy.

In this course, learners will acquire skills in visual design, mathematical reasoning and computational thinking to gain an understanding of data literacy. Learners are introduced to theories of cognition and visual perception as they relate to data visualization. Together, the class will create data visualizations and engage in meaning making around representations of data to explore profiling, prediction, judgement, and decision making. Learners will explore the concepts of proprietary data versus open data resources, critically examining their uses to recognize the role data play in their lives and societal outcomes. Learning outcomes: - Demonstrate ability to use presentation software to produce a multi-modal communication that incorporates data in order to inform. (Final Part 1) - Demonstrate use of reasoning to draw conclusions. (Final Part 1, 2, 3) - Construct an alternative infographic given the same data set highlighting different interpretations. (Part 1, 2, 3) - Demonstrate critical thinking to critique how data are used to make and support arguments. (Part 2, 3)

This course introduces the fundamental principles of Universal Design for Learning (UDL) by preparing students for further study in accessibility and inclusive design for virtual learning environments through the lens of the user experience (UX). Students will learn about the UDL framework of optimizing teaching and learning for all coupled with UX principles of making interactions usable, enjoyable, and accessible. Through UDL and UX, students will analyze how people learn in technology-enhanced environments, outline how the design of technology-enhanced systems support or undermine learning, and considers critical issues for instructors, designers, and learners in the digital age. Students will explore digital pedagogy through the role of the instructor, the designer, the learner and in the structure of a virtual learning environment. The effective practices to increase inclusion and avoid some of the common accessibility issues that can arise in virtual environments will be addressed. This course provides the opportunity to explore issues that are impacting 21st century education and pedagogy due to the disruptive force of technology. Students work on creative activities to represent key course ideas, as well as author a final Case Study paper documenting their field work experience.

Study of miscue analysis to explore the reading process, reading research, and readability, as well as to evaluate readers; applications to reading strategies and curriculum; focus on comprehension.

This graduate course will explore theory and research related to multimodal literacies, with particular attention to multilingual learners and settings. Students will read seminal and current research that focuses on bi/multilingual youth's digital and multimodal meaning-making. We will examine the pedagogical implications for scaffolding youth's multimodal practices in online and face-to-face settings, as well as gain experience with innovative methods for capturing, analyzing, and representing rich digital multimedia data. This course offers hands-on experience with analyzing data and flexibility for pursuing specific research interests related to digital literacies.

Educational researchers frequently use the constructs of discourse and identity to make sense of classroom contexts and student learning. Both constructs have been operationalized to various degrees and in a variety of ways. As a result, making sense of these constructs and their use in research requires familiarity with the variety of heritages and definitions already in use. This course will look across several different understandings of each construct in order to map out and compare the variety of uses and their implications.

This course focuses on the action research strategies used by educators to engage in systematic and intentional inquiry around critical issues and questions within their classroom and community contexts. Includes an action research project.

Examine field research in communities and schools with a special emphasis on the uses of language and literacy; course readings and assignments will help participants identify research questions in natural settings and acquire a range of methods to investigate them; various data collection techniques and approaches to analysis will be explored

Analyzes the use of diverse youth literature that fosters a sense of cultural identity and criticality to develop literacy. Includes readings from culturally diverse communities as well as specific cultural groups and identities. Focuses on reading from a critical perspective.

Readers cultivate a critical lens when they engage in dialogic pedagogies with children's and young adult literature. This lens develops through interactions within a community of readers who are exploring socially transformative perspectives and critical literacy practices. This course focuses on critical pedagogy for classrooms, drawing from research and theory related to dialogue, reader response, and collaborative thinking.

This course offers students an opportunity to explore and critique literature written for young adult readers, the sociocultural issues that surround this literature and its readers, and related approaches to research and practice.

This course focuses on global children's and adolescent literature, the sociopolitical and sociocultural issues around this literature, and the role of story in building intercultural understandings about the world.

The exchange of scholarly information and/or research about topics of current concern in language, reading and culture, such as language socialization, international children's and adolescent literature, and media and semiotics. Research projects may or may not be required of course registrants.

The development and exchange of scholarly information, usually in a small group setting. The scope of work shall consist of research by course registrants, with the exchange of the results of such research through discussion, reports, and/or papers.

Introduction to theory and methods of conducting research through extended participant observation in school or community settings; field work, ethnography, case study, qualitative methods.

Critical issues in multicultural education, focusing on culture, language, power, and identity, with application to the creation of more just and equitable educational systems.

This graduate course explores research methods for examining learning experiences mediated with technology and occurring in collaborative digital environments. Capturing and analyzing the digital world requires new ways of using mixed method research approaches, as well as innovative digital tools for archiving, collaboratively coding, and visualizing data. This course will provide tangible experiences with designing, planning, and executing studies that intersect with digital texts, tools, and online environments. Together, we will examine ways to conduct research in the digital age across a range of research methodologies. Implications for designing research studies centered on technology, including research ethics, will be addressed.

Examines the process of reading through socio-linguistic, psycholinguistic, socio-historical and psychogenetic perspectives. Emphasis upon the nature of written language acquisition, development and comprehension; theories of how literacy is acquired; and the impact of becoming literate upon consciousness, language use, and the way people think and behave.

This course will explore an expanded and critical view of language acquisition drawing on theories, models and research in a range of disciplines including psycholinguistics, sociolinguistics, folklore, anthropology, psychology communication, and education. The process of acquiring language is deeply affected by the process of becoming a competent member of society. An expanded view of the ways which individuals become socialized into particular patterns of language use and the on-going development of oral and written language from early childhood to adult life will be considered.

Study of current research in the writing and reading development of preschool and school-aged children; relationships between reading and writing development explored through student research; applications to instruction.

This course explores the applications of linguistics in a range of professional contexts and real world situations, but with a particular focus on language and literacy education. The social and political nature of language use will be explored through topics such as dialect and language variation, bilingual programs and policies, language revitalization, and language literacy.

Educational philosophies, policies, and practices of native people, European missions, and federal schools. Historic overview of Indian education to early 1900s.

This course focuses on theories of reader response, both in relation to the reading process and to literary criticism, with a major emphasis on Louise Rosenblatt's transactional theories of literature. Exploration of reading as a social act that involves multiple, diverse interpretations within a democratic context will be explored through a close examination of Rosenblatt's theories and a broad survey of other theoretical perspectives on reader response. Implications of these theories for practice will also be considered.

The development and exchange of scholarly information, usually in a small group setting, about topics including language and youth cultures, semiotocs, global perspectives on gender, and writing for publication. The scope of work shall consist of research by course registrants, with the exchange of the results of such research through discussion, reports, and/or papers.

The development and exchange of scholarly information about bilingual and dual language education, usually in a small group setting. The scope of work shall consist of research by course registrants, with the exchange of the results of such research through discussion, reports, and/or papers.

Investigation of procedures for a specific type of research design appropriate for language, research in education; critical analysis of evidence supporting literary practices

The development and exchange of scholarly information, usually in a small group setting. The scope of work shall consist of research by course registrants, with the exchange of the results of such research through discussion, reports, and/or papers.

Specialized work on an individual basis, consisting of training and practice in actual service in a technical, business, or governmental establishment.

Specialized work on an individual basis, consisting of training and practice in actual service in a technical, business, or governmental establishment.

The exchange of scholarly information and/or secondary research, usually in a small group setting. Instruction often includes lectures by several different persons. Research projects may or may not be required of course registrants.

A colloquium on the conceptual, theoretical, and case study literature on language planning, with special attention to language policy development in educational contexts.