/College of Arts and Sciences
Department of Linguistics

Graduate Courses Schedule (Spring 2026)

For Ph.D./M.A. in Linguistics, M.A. in Computational Linguistics

A detailed consideration of recent developments in syntactic theory, including treatments of constituency and word order, grammatical relations, typological variation and linguistic universals, and constraints on grammatical rules and representations.

A study of recent developments in phonological theory, with particular attention to nonlinear models of phonological representation and constraint-based models.

An in-depth survey of natural language syntax from a computational perspective. The primary focus is on combining state-of-the-art techniques from formal language theory with empirical insights from linguistic theory. Topics covered vary by year and may include tree transducers, logics for tree description, weak and strong generative capacity of natural language, lexicalized grammar formalisms, unification grammars, or the expressivity of probabilistic formalisms.

An introduction to the theoretical foundation of computational linguistics. The course emphasizes the importance of algorithms, algebra, logic, and formal language theory in the development of new tools and software applications. Empirical phenomena in phonology and syntax are sampled from a variety of languages to motivate and illustrate the use of concepts such as strictly local string languages, tree transducers, and semirings. Students will develop familiarity with the literature and tools of the field.

An introduction to scientific writing for linguists. Students will master essential paper and abstract writing techniques, develop familiarity with the submission and review process, reflect on the ethics of scientific writing and publishing, and attain core competency with the software used in the linguistic writing process.

This seminar will pursue two paths in parallel. On the one hand, we'll get an overview of the kinds of issues that arise at the point where syntactic and morphological phenomena interact with each other, including a survey of linguistic phenomena where the interactions are especially intense or interesting for one reason or another, e.g. case and the divide between (synthetic) morphology and (analytic) auxiliaries in verbal systems. On the other hand, we'll examine a series of theoretical approaches that have been developed to handle these interface issues and how they relate morphology to syntax, whether as a distinct module, as a more-or-less distinguishable component of the derivation between syntax and phonology, or wholly contained within and non-distinct from the syntax. Included in this discussion will be Morphology-by-Itself, Distributed Morphology, Nanosyntax and Morphology as Syntax. For both main paths in the course, the final list of topics we cover and papers we read will be decided collaboratively, based on the interests of all of the participants.

This graduate seminar will explore the phonological systems of early bilinguals with a particular focus on heritage speakers. We will investigate how multiple phonological grammars interact in acquisition, use, and representation. Drawing on research in phonetics, phonology, psycholinguistics, and even some morphosyntax, we will examine questions such as: do bilinguals have one integrated phonological system or two separate systems?; what kinds of variability are target-like versus non-target-like; and how do language structure and the speaker’s language dominance shape phonological outcomes in bilinguals? Readings will span foundational works in bilingualism and heritage language research, theoretical accounts of cross-linguistic influence, empirical studies on bilingual phonology, and additional emerging experimental and computational approaches. Throughout these topics, we will consider the phonology of early bilinguals and heritage speakers across diverse language pairings.

The Spring 2026 LIN 655 Computational Linguistics Seminar on Quantitative and Variationist Sociolinguistics will be taught in two parts. The first half of the course will serve as a general introduction to linguistic variation, English (especially North American) dialectology, variationist principles and methodologies, and their connections to theoretical and computational linguistics. Variationist sociolinguistics as a field has come to excel in statistical methods, especially over the last twenty years, but computational approaches within the field have been less explored. The second half of the course will survey such novel computational approaches within the study of linguistic variation with a special focus on social network modeling and simulation frameworks and methodologies. This course is suitable for all PhD and MA students regardless of prior computational background, but experience with processing corpora, basic statistics, and/or basic programming is encouraged.

For M.A. in TESOL

Content-based 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. Teacher candidates design standard-based and data-driven curricular modules for teaching language through mathematics, the sciences and the social studies, engage in reflective and collaborative practices, and evaluate web-based technologies. 3 credits, letter graded (A, A-, B+, etc)

Study of the acquisition of a second language by children and adults. The focus is on data; the systematicity of the learner' errors, the ease of acquisition in childhood, etc., the adequacy of theories (e.g. Interlanguage processes, the monitor model, the critical period) to explain data, and the reliability of methods of obtaining data. Students conduct an empirical study testing a current hypothesis.

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.

Study of the systematic errors made by foreign language learners and the potential of various linguistic theories to predict and account for these errors.

LIN 572 explores how to plan & implement an instructional course in all key phases. Although our focus is on design for K-12, the ideas, theory & implementation are relevant and applicable to instruction in all educational settings, including industrial, corporate and governmental training courses & seminars. LIN 572 will adopt a specific curriculum design framework and will explore the practical creation of course materials within it - specifically, Wiggins & McTighe’s “Understanding by Design” (UbD), which takes an unconventional, “backwards” approach.

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)