A course exploring a topic not covered by the standard curriculum but of interest to faculty and students in a particular semester.

This course presents an introduction to the study of language through the basic aspects of linguistic analysis: the sound system (phonetics and phonology), the structure of words and sentences (morphology and syntax), and the ways in which language is used to convey meaning (semantics and pragmatics). In addition, the course will investigate how language is acquired and stored in the brain, and how differences in speech styles and dialects reflect different social and cultural backgrounds of individual speakers.

This course focuses on the role that language and other symbolic systems play in advertising, branding, and marketing persuasion. Students analyze and evaluate the social meaning that is conveyed through marketing language choices and become more critical consumers as a result. Questions of who is targeted by particular linguistic practices and how those marketing choices contribute to definitions of social and cultural groups are addressed. Students will have the opportunity to conduct mini research projects to extend their knowledge of concepts and test hypotheses presented in class. No prior knowledge of linguistics or marketing research is assumed.

Basic concepts and technical vocabulary of language as a structured system: phonology, morphology, syntax, semantics. Emphasis on descriptive linguistics; some attention to language change and variation. Presumes no prior knowledge of linguistics.

A survey of the nature and variety of the sounds of the world’s languages, with an emphasis on the integrated understanding of speech articulation and speech acoustics. Students are introduced to acoustic phonetic analysis and selected issues in speech perception.

Principles of morphological and syntactic analysis and introduction to functional and formal theories of grammar. Descriptive analysis of grammatical structures and problems from a variety of languages.

Introduction to sociolinguistics. Topics: social dialects, societal multilingualism, language contact, language attitudes, language policy and planning, the role of language in binding and defining communities. Prerequisite: 2110 or 301 or 440 or ANTH 1155.

Introductory study of a Native American language, selected according to availability of instructor and student interest. May be repeated for credit as the topic varies.

Introductory study of a Native American language, selected according to availability of instructor and student interest. May be repeated for credit as the topic varies.

Analysis of the morphology and syntax of a broad range of constructions, examining crosslinguistic variation and universals, semantic and discourse functions, and historical origins. Prerequisite: 322.

Practice in transcribing from oral dictation, phonemic analysis, introduction to problems of morphology.

An introduction to the study of sentence and word level meaning in the languages of the world, emphasizing the role of speaker and hearer, linguistic and extralinguistic context, lexical semantics, and grammatical meaning. Prerequisite: 301 or SIGN *305 or SPAN 351.

This course examines various aspects of bilingual language acquisition, including phonology, morphology, syntax, and semantics. Several prominent theoretical questions are explored: Do linguistic systems develop similarly among monolingual and bilingual children? How do the linguistic systems interact, e.g., are linguistic forms transferred, do children code-switch like adults, etc.? What happens to children’s first language when they acquire a second language?

Special topics motivated by expertise of instructor and interest of students.

For original individual study project approved by instructor. Maximum of 6 hrs. creditable to linguistics major or minor. Restriction: permission of instructor....

A faculty-supervised course culminating in a comprehensive paper or research proposal that integrates knowledge attained through coursework, research, and experience. Restriction: permission of instructor.

Faculty-supervised investigative study that results in the development and writing of an undergraduate Senior-level thesis. Prerequisite: 498.

A survey of the nature and variety of the sounds of the world’s languages, with an emphasis on the integrated understanding of speech articulation and speech acoustics. Students are introduced to acoustic phonetic analysis and selected issues in speech perception.

Overview of elementary and selected advanced statistical methods for the quantitative, usage-based analysis of language. Particular emphasis is placed on issues in linear and logistic regression modeling.

Analysis of the morphology and syntax of a broad range of constructions, examining crosslinguistic variations and universals, and discourse functions, and historical origins. Prerequisite: 322 or 522.

Practice in transcribing from oral dictation, phonemic analysis, introduction to problems of morphology.

Principles of morphological and syntactic analysis and introduction to functional and formal theories of grammar. Descriptive analysis of grammatical structures and problems from a variety of languages.

An introduction to the study of sentence and word level meaning in the languages of the world, emphasizing the role of speaker and hearer, linguistic and extralinguistic context, lexical semantics, and grammatical meaning. Prerequisite: 301 or SIGN *305 or SPAN 351.

Introduction to sociolinguistics. Topics: social dialects, societal multilingualism, language contact, language attitudes, language policy and planning, the role of language in binding and defining communities. Prerequisite: 2110 or 301 or 540.

Special topics motivated by expertise of instructor and interest of students.

Original independent study project approved by instructor. Restriction: permission of instructor.

Faculty-supervised investigative study that results in the development and writing of a master’s thesis. Offered on a CR/NC basis only.

Original research leading to the qualifying paper. Offered on a CR/NC basis only. Restriction: admitted to Ph.D. Linguistics and permission of instructor.

Original research for doctoral dissertation in Linguistics. Available only to doctoral students who have been advanced to candidacy. Taken under supervision of dissertation director. Offered on a CR/NC basis only.

The purpose of this beginning class is to develop listening, speaking, reading and writing skills to communicate at an elementary level. The course will use a communicative approach for students to learn about the fundamentals of vocabulary, grammar, conversation, and Navajo cultures.

Intermediate Navajo for students who have completed 1120 or equivalent. Introduction to Navajo phonology, morphology, syntax as well as the use of Young and Morgan's "The Navajo Language". Emphasis on comprehension and conversation.

Individual research into an area proposed by the student and conducted under the direction of a faculty member. Restriction: permission of instructor.

This course focuses on Navajo phonology, verb morphology and multifaceted nature of Navajo verb complex. Will also cover intoduction to prefix template of Navajo verb, verb paradigms in imperfective mode, and its four sub-modes. Prerequisite: NAVA 2120.

An examination of Navajo syntax, including voice alternations (passive, causative), relative and subordinate clause constructions and discourse structure. Prerequisite: 206 or NAVA 2120.

Individual research into an area proposed by the student and conducted under the direction of a faculty member. Restriction: permission of instructor.

This course focuses on Navajo phonology, verb morphology and multifaceted nature of Navajo verb complex. Will also cover intoduction to prefix template of Navajo verb, verb paradigms in imperfective mode, and its four sub-modes. Prerequisite: NAVA 2120.

An examination of Navajo syntax, including voice alternations (passive, causative), relative and subordinate clause constructions and discourse structure. Prerequisite: 202 or 206 or 2120.

Signed languages and signing systems frequently used by deaf people are discussed. Cross-linguistic and cross-cultural information on ASL will be discussed. Focus is on ASL, signed English and fingerspelling, and the most common manually coded signed systems. In addition to the acquisition of basic vocabulary and grammar, this course emphasizes the knowledge of the characteristics, values and cultural and linguistic diversity of the Deaf Culture.

This course will assist the student in acquiring fluent fingerspelling through the use of intense receptive and expressive drills. Lexical borrowing and the semantic and morphological categories involved in restructuring English finger spelled citation forms will be studied. Recordings of a variety of fingerspelling styles will be presented to ensure that the students acquire a comprehensive background. Students will also be recorded to allow for self-analysis of their fingerspelling skills.

This course in American Sign Language is designed to develop the students’ receptive, expressive and conversational skills. Students will also develop narrative skills in application of these receptive and expressive skills. ASL vocabulary and linguistic features are introduced, as well as fundamental concepts about the Deaf community and culture.

A continuation course that builds on concepts and skills developed in 2210. Students gain further exposure to ASL structure and grammar, and Deaf culture and the Deaf community. Emphasis is on increasing students’ ability to comprehend other signers and express themselves with more elaboration when conversing or presenting in ASL.

Examines linguistic research on signed languages, primarily ASL: phonetics, phonology, morphology, syntax and semantics. Also covers signed language sociolinguistics, psycholinguistics, language acquisition (first and second) and neurolinguistics. Restriction: permission of instructor. Graduate students should enroll in the SIGN 505 section.

Designed to help students improve their expressive skills and general conversational competence in ASL relative to phonology, lexical items, syntax and discourse. Focuses on semantic appropriateness and accuracy of particular lexical items, appropriate use of non-manual behaviors and the use of context to determine meaning. This a starred (*) level course and may be taken for graduate credit by students enrolled in a graduate program. A graduate student enrolled in a starred course numbered below 500 may be required to complete extra work.

Intensive practice involving receptive/expressive skills in complex grammatical structures, dialogue and storytelling. Intensive study of transcription techniques and their applications to ASL research and documentation.

Addresses the mental processes essential to interpretation and transliteration. In addition to exercises used to develop interpreting strategies such as memory retention, message analysis, decalage, etc., the student is introduced to the interpreter's Code of Professional Conduct and business practices of the professional interpreter. Prerequisite: 2130 and 2150 and *310 and *352 and LING 2110. Restriction: permission of program coordinator.

Theory and practice of simultaneous interpretation. Topics: control of source-language input, team interpreting, self-monitoring and repair, preparation, providing feedback and special situations such as interpreting in medical settings. Prerequisite: 411. Restriction: admitted to B.S. Signed Language Interpreting degree program, permission of program coordinator.

Supervised practicum interpreting and transliterating in a variety of community and academic settings, including elementary through post-secondary classrooms, medical situations, vocational rehabilitation, platform and television interpreting and so forth. Supervised preparation for future private practice employment. Prerequisite: *360. Restriction: admitted to B.S. Signed Language Interpreting degree program, permission of program coordinator.

Individual research into an area proposed by the student and conducted under the direction of a faculty member. Restriction: permission of instructor.

Examines linguistic research on signed languages, primarily ASL: phonetics, phonology, morphology, syntax and semantics. Also covers signed language sociolinguistics, psycholinguistics, language acquisition (first and second) and neurolinguistics. Restriction: permission of instructor. Graduate students should enroll in the SIGN 505 section.

This course presents an introduction to the study of language through the basic aspects of linguistic analysis: the sound system (phonetics and phonology), the structure of words and sentences (morphology and syntax), and the ways in which language is used to convey meaning (semantics and pragmatics). In addition, the course will investigate how language is acquired and stored in the brain, and how differences in speech styles and dialects reflect different social and cultural backgrounds of individual speakers.

This course surveys the history of major research at the intersection of language and gender, starting with early sociolinguistic studies through research grounded in interactional and discourse analytic approaches.

(Also offered as ANTH 310; CJ 319) Examination of the interrelations of language and speech with other selected aspects of culture and cognition. Prerequisite: 2110 or 301 or ANTH 1140 or 1155.

Creation, annotation, preservation, and dissemination of records of languages and language practices. The course draws on concepts and techniques from linguistics, ethnography, computer science, recording arts and more.

Creation, annotation, preservation, and dissemination of records of languages and language practices. The course draws on concepts and techniques from linguistics, ethnography, computer science, recording arts and more.

This course surveys the history of major research at the intersection of language and gender, starting with early sociolinguistic studies through research grounded in interactional and discourse analytic approaches.

The purpose of this beginning class is to develop listening, speaking, reading and writing skills to communicate at an elementary level. The course will use a communicative approach for students to learn about the fundamentals of vocabulary, grammar, conversation, and Navajo cultures.