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.

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.

(Also offered as SHS 303) An introduction to the physiological mechanisms underlying speech production, linguistic classification and transcription of speech sounds, acoustic properties of speech sounds, relationship between phonetics and phonology, and applications to speech pathology.

Introduction to patterns in sound structure, with an emphasis on problem-solving. Topics include distinctive features, common phonological processes, autosegmental theory and syllable structure. Prerequisite: 301 and (302 or 303 or SHS *303).

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.

(Also offered as PSY **367) Theoretical and methodological issues in psycholinguistics, including comprehension, speech perception and production, language acquisition, bilingualism, brain and language, reading. Prerequisite: 2110 or 301 or ANTH 1155 or PSYC 2110 or PSYC 2120 or PSYC 2220 or PSYC 2250 or PSYC 2270.

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.

Introduction to the relationship of morphosyntax to the structure of discourse in the languages of the world. Topics: method and theory in the analysis of spoken and written discourse; basic notions such as topic, focus and cohesion. Prerequisite: 322.

Linguistic variability in relation to social status and situational context, attitudinal correlates of language stratification and sociolinguistic change in progress. Prerequisite: (301 or SPAN 351) and (302 or 303 or SHS *303 or SPAN **350) and 331.

In this elective course, students will apply knowledge about language structure (phonetics, phonotactics, morphology, syntax, semantics, discourse) to investigate the role that language, along with other symbolic systems, plays in a particular domain (e.g., language in advertising ). In addition to reviewing linguistic structural concepts, students will also consider social and cognitive aspects of the topic. Throughout the course students develop skills related to conducting linguistic research and communicating that information to expert and non-expert audiences.

Theories and methods of comparative and historical linguistics, emphasizing change in English, Indo-European and Native American languages. Prerequisite: 304 or ANTH 317.

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.

Introduction to patterns in sound structure, with an emphasis on problem-solving. Topics include distinctive features, common phonological processes, autosegmental theory and syllable structure. Prerequisite: 302 or 303 or SHS *303.

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 the relationship of morphosyntax to the structure of discourse in the languages of the world. Topics: method and theory in the analysis of spoken and written discourse; basic notions such as topic, focus and cohesion. Prerequisite: 322 or 522 or SPAN 351.

Linguistic variability in relation to social status and situational context, attitudinal correlates of language stratification and sociolinguistic change in progress.

Theories and methods of comparative and historical linguistics, emphasizing change in English, Indo-European, and Native American languages. Prerequisite: 304 or 504 or SPAN 545.

(Also offered as PSY **367) Theoretical and methodological issues in psycholinguistics, including comprehension, speech perception and production, language acquisition, bilingualism, brain and language, reading. Prerequisite: 301 or PSYC 2220 or SIGN *305.

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.

The purpose of this course is to enhance speaking, reading and writing of Navajo. The course will use a communicative approach for students to learn and utilize more complex vocabulary and grammar for reading, writing, and conversing in the language.

Intermediate Navajo for students who have completed 2110 or equivalent. Continued exploration of Navajo sentence and word structure. Coursework will involve extensive reading, writing as well as situational speaking and listening skills.

NAVA 312/512 is primarily concerned with the inflectional information found within the Navajo verb focusing on the verbal morphology of the Progressive, Future, and Optative verb forms.

Introduction to Navajo linguistics including examination of the nature and structure of the language. Linguistics areas including phonetics and phonology, syntax, semantics, pragmatics and sociolinguistics will be covered.

Introduction to Navajo linguistics including examination of the nature and structure of the language. Linguistics areas including phonetics and phonology, syntax, semantics, pragmatics and sociolinguistics will be covered.

NAVA 312/512 is primarily concerned with the inflectional information found within the Navajo verb focusing on the verbal morphology of the Progressive, Future, and Optative verb forms.

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.

Articles, videotapes, and supplemental materials will be used to demonstrate Various codes for English; these codes may be contrasted with the natural language of ASL. Periodically, students will be videotaped to aid in the analysis of their transliteration production.

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.

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.

An introduction to Deaf culture. Examines the language, education, social and political aspects and art forms of Deaf people from an anthropological point of view. Graduate students should enroll in the SIGN552 section.

Theory and practice of consecutive interpretation. Topics: message analysis, attention, cultural mediation, reducing interference from the source language. Equal time is spent with ASL and English texts. Prerequisite: *360. Restriction: admitted to B.S. Signed Language Interpreting and permission of program coordinator.

A detailed study of current trends and practices in signed language interpreting and evaluation, along with similarities and differences between signed language and spoken language interpreting. Introduction to interpreting process models and assessment models and discussion of current research in the field of interpreting. Students will conduct a small-scale research project and participate in a debate of issues surrounding the interpreting profession. 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.

An introduction to Deaf culture. Examines the language, education, social and political aspects and art forms of Deaf people from an anthropological point of view. Graduate students should enroll in the SIGN552 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.

(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.

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.