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 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.

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.

Advanced study of Spanish phonology from a generative perspective.

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.

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 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 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 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 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.