Upper-Division

Introduces the field of second-language acquisition. Topics include contexts of acquisition, the impact of individual differences, and basic methods of data collection and analysis.

An overview of bilingualism. Focuses on bilingualism as an individual phenomenon (i.e., how two languages develop and are represented in the minds of individual speakers), and as a social one (i.e., how do bilinguals interact in a community and how does this context of language contact shape their linguistic identity).

Examines themes related to the acquisition of L2 phonetics and phonology, including theories and models of L2 speech learning; phonetics and phonology in L2 acquisition; as well as the training effects on L2 pronunciation.

Examines the relationship between language and gender. Topics include: gender differences in speech; linguistic gender norms and stereotypes; gender and the construction of identity in discourse; sexuality and language; sexism in language; social, educational, and political implications. (Formerly Languages 112.)

Examines intercultural communication and miscommunication between individuals and speech communities, both within North American and global contexts. Through discourse and analytic approaches, students explore cultural stereotypes and interactional expectations, among other issues, that influence the outcome of intercultural communication. (Formerly Languages 113, Cross-Cultural Communication and Miscommunication.)

Examines the relationship between language and power. Explores the ways in which national languages, regional and social dialects, and specific phonological morpho-syntactic, or lexical features come to be associated with particular social meanings and contribute to creating social inequality.

Familiarizes students with the methods and theoretical assumptions behind discourse analytic approaches to the study of language. Examines language used in specific contexts. Topics include: genres, registers; discourse organization; discourse grammar; interaction; conversation; pragmatics; and social practice.

Explores the relationship between linguistic diversity and social justice: the celebration of multilingualism on the one hand and the negative experiences of people who speak "minority" languages in "dominant" cultural contexts on the other.

Addresses issues related to the second-language acquisition and use of variable structures and the development of sociolinguistic competence. Topics include: overview of linguistic variation and sociolinguistics; immersion contexts; individual differences and predictors of success; and ultimate attainment.

Introduces the theories of second-language acquisition and their connection to second-language teaching. Students develop cutting-edge teaching and testing materials, and engage with current scholarship on language instruction. Prerequisite(s): at least one year of college-level study of a foreign language, or its equivalent. Enrollment restricted to juniors and seniors, and by permission of instructor. Students cannot receive credit for this course and course 235.

Introduces the fundamentals of second-language testing by presenting theories, key concepts, and practical applications in language assessment. Throughout the course, students develop their own assessment portfolios, creating materials they can use in their post-BA career.

What is it that teachers of English as a second/foreign language should know about the English grammar system—and about pedagogical options for teaching grammar—in order to best facilitate students' language development? Course is designed to be an accessible overview of English grammatical structures and grammar-teaching methods for practical classroom application.

Prepares students to conduct research in applied linguistics. Students evaluate published studies that represent both quantitative and qualitative methods.

Students submit petition to sponsoring agency.

Students submit petition to sponsoring agency.