A study of formal grammar as one aspect of our knowledge of language. Concepts and elements of modern syntactic analysis are introduced and motivated using a variety of grammatical phenomena and processes, across a wide range of languages. Prerequisite: Enrollment in LIN program or permission of instructor.

A study of articulatory phonetics and the international phonetic alphabet, with intensive practice in phonetic transcription from a wide variety of languages. Acoustic phonetics, speech perception, and the applications of phonetics to foreign language teaching.

An introduction to the formal study of sound patterns. Problems from various languages serve as the basis for developing a theory of the representation of sound structure. Prerequisite: Enrollment in LIN program or permission of instructor.

A hands-on introduction to practical aspects of computational linguistics. Students learn how to perform common tasks such as tagging and tokenization with a state-of-the-art programming language. Topics include basic data structures and algorithms, n-gram models, regular expressions, and corpus linguistics.

An overview of the mathematical foundations of theoretical and computational linguistics. Topics covered include set theory, morphisms, logic and model theory, algebra, lattices, lambda calculus, probability theory, information theory, and basics of formal language theory. A strong emphasis is put on the linguistic application of the mathematical concepts in the student and analysis of natural language data.

An introduction to research in linguistics, with presentations by faculty and visiting scientists. Topics include current research questions and ethics of research and publishing. The course will also cover responsible conduct in research and scholarship.

 

In this seminar. we will examine the syntax of various "inversion" constructions, found in many languiages, those in which some VP-internal (or small clause-internal) phrase appears in pre-verbal position, followed by the verb and then the subject. The constructions include Locative Inversion, Predicate Inversion, Quotative Inversion, certain cleft and expletive constructions, OVS constructions in SVO languages, and others. We will examine the core properties of these constructions – and look at various analyses throughout the history of generative grammar of how Inversion constructions are derived.

Phonological representations play key roles in our understanding of phonological generalizations in languages. We will study a variety of representations in phonology and its interfaces, particularly with phonetics and morphology. We will aim to understand how the choice of representation impacts phonological analyses in a variety of frameworks. This class will be research-oriented and guided by students' particular interests.

An overview of the acquisition of morphology as a computational problem. Topics covered will include a characterization of the primary linguistic data, stages that child learners go through as they acquire their morphologies, and learning algorithms that have been proposed for various aspects the acquisition process, including segmentation, inflection, and paradigm discovery.

A study of articulatory phonetics and the international phonetic alphabet, with intensive practice in phonetic transcription from a wide variety of languages. Acoustic phonetics, speech perception, and the applications of phonetics to foreign language teaching.

Theory and practical methodology of language and literacy instruction and assessment to children and adolescents for whom English is not their first language, in alignment with current state, national, and professional standards. Inquiry into instructional approaches, standard-based and data-driven lesson planning, and reflective practices in the teaching and assessment of speaking, listening, reading, and writing. Review and evaluation of resources and technologies. 3 credits, letter graded (A, A-, B+, etc)

A description of the major sentence elements, subsystems, and productive grammatical processes of English. The justification of grammatical categories, interaction between systems and processes, and notions of standard and correctness are discussed with a view to their application in the ESL classroom.

An introduction to modern theoretical and applied linguistics, including phonology, morphology, syntax, language acquisition, historical linguistics, and sociolinguistics.

Study of the social, linguistic, educational, and psychological aspects of bilingualism.

In-depth exploration of the theories of literacy and language development of native English speakers and students who are English language learners pre-school through grade 12. The development and assessment of literacy skills among children at various stages of learning development and across disciplines will be examined. Attention will also be given to children with special needs and the integration of technology in the development of literacy skills.

Observation, inquiry, and practice of instruction in the area of English as a Foreign Language through various methods and in various settings. Students interested in this field experience are required to meet with the instructor of LIN 524 and/or LIN 529 to prepare a specific semester plan. Fifty hours fieldwork or research. Co-requisite: LIN 524 or LIN 529, offered fall and spring. This course does not satisfy requirements for NYS Teacher Certification. 1 credit, S/U grading, May be repeated 1 time for credit.

Observation and practice of data-driven language and literacy instruction and assessment across disciplines for children and adolescents for whom English is not their first language. Teacher candidates are placed in diverse educational settings in pre-elementary through secondary levels for 50 hours of field experience. 1 credit, S/U grading May be repeated for credit.

TESOL teacher candidates receive supervised practice teaching by arrangements with selected schools across the region. The student teacher reports to the school to which he or she is assigned each full school day for the entire semester. Applications must be filed in the academic year preceding that in which the teacher candidate plans to take the course. 3 credits, S/U grading.

TESOL teacher candidates receive supervised practice teaching by arrangement with selected schools across the region. The student teacher reports to the school to which he or she is assigned each full school day for the entire semester. Applications must be filed in the academic year preceding that in which the teacher candidate plans to take the course. 3 credits, S/U grading.