For Ph.D./M.A. in Linguistics, M.A. in Computational Linguistics
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.
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 study of linguistic change. Topics vary by year and may include the genetic classification
of languages; language families, language, and prehistory; reconstruction; types of
sound change; types of semantic change; and borrowing.
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 study 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
An investigation of the role of semantics (the theory of meaning) in the overall theory
of grammar, structured around such topics as formal semantics, the interaction of
syntax and semantics, and lexical semantics. Prerequisite: LIN 521
An introduction to learnability theory and its implications for language typology
and language acquisition. The selection of topics varies and may include identification
in the limit from positive text, PAC learning, lattice-based learners, Boolean function
learning, neural networks, and learning algorithms for linguistic formalisms. Students
will develop familiarity with the primary literature and learn important proof techniques
of the field.
This course provides a conceptually oriented approach to learning statistics. We cover
topics related to data manipulation, data visualization, and analysis through the
R programming language. It is not appropriate for students seeking to learn the mathematical
theory underlying these statistical techniques. Students will learn to design and
carry out a final project in which they will analyze and report original data or publically
available data (e.g., OSF).
Location:SBS N 101
In the recent years there have been a number of attempts to formalize core elements
of the Minimalist Program, with the aim of clarifying some of its most basic notions
and their relations: Merge, Workspace, Head, Copy, Repetition, etc. Most recently,
a model deploying concepts from Modern Algebra has been developed, chiefly by Prof.
Matilde Marcolli, a mathematical-physicist at Caltech.
In this seminar we will, as a group, work through the major statement of the algebraic
model to date, trying to understand it in detail:
Marcolli, Chomsky and Berwick. 2025. Mathematical Structure of Syntactic Merge. An
Algebraic Model for Generative Linguistics. Cambridge, MA: MIT Press.
This task is a challenging one given that linguistics training does not routinely
include modern algebraic methods. It therefore represents a good example of something
recurrent in a research career: the need to master a new, technical domain of expertise
in order to develop deeper understanding of one’s primary area of investigation.
One of the best methods of developing understanding of X, is to try to explain X to
others. Therefore, a concrete companion effort of the seminar will be to develop,
as a group, a set of notes detailing our “reading” of the book, including:
- our understanding of what the authors are trying to do in each section and why. - questions that arose at various points and the answers we were able to suggest - possible alternative explications of ideas, proofs, etc. - possible connections to other areas of linguistics - Etc.
This will be maintained on a shared website. Some background readings will be posted
in relevant areas. We may also have guest appearances by MM by Zoom.
This class will discuss the relationship between phonetics and phonology. Often visualized
as an interface, core questions remain about where the “boundary” between the two
may be, or more conceptually, what the key distinctive properties are of things that
might be called phonological versus phonetic. The class will take a hands on practical approach, with two general goals. One is to to give students a working understanding of the issues that will inform
their work and their understanding of the work of others. The other is to give students
concrete experience with phenomena that illustrate both clearer cases and less clear
cases of what may be considered phonetic or phonological.
For M.A. in TESOL
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.
An introduction to major topics in sociolinguistics, including variation theory, language
attitudes, language planning, language change, and pidgins and creoles.
Investigation and evaluation of instructional planning and assessment aligned with
current state, national, and professional standards. Teacher candidates practice content-based
curriculum development, and use of technologies for language and literacy development
among English language learners and reflect on their teaching in multi-level classrooms.
Partnerships with colleagues, parents and the respective communities are explored.
3 credits, letter graded (A, A-, B+, etc)
