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.

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 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.

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

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

An introductory level language course in the language of the American Deaf Culture. Content includes ASL vocabulary and conversational skills; linguistic features of ASL; and skills in narrative/storytelling. In‐class activities, comprehension and expressive examinations, narrative and storytelling assignments in addition to semester projects are venues for students to demonstrate their learning. In addition, Deaf Culture and Deaf Community issues are addressed.

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

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. Meets New Mexico General Education Curriculum Area 4: Social and Behavioral Sciences.

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. Meets University of New Mexico General Education Curriculum Area 6: Second Language.

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.

(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.

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 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.

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.

An overview of language universals based on the comparison of a broad range of languages, and explanations for language universals. Topics coverd include implicational universals, typological markedness, functional motivations, and diachronic typology. Prerequisite: 322.

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?

Laboratory course in psycholinguistics; review of classic issues and research. Provides an opportunity to learn basic research methods in experimental psycholinguistics and gain skills necessary to conduct independent research. Prerequisite: 367 or 567 or PSY **367.

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.

The nature of phonological representations in the lexicon and the interaction of morphology, syntax, and language use with phonology. Topics: underspecification, lexical phonology, cognitive phonology, rules, schemas, and productivity. Prerequisite: 304 or 504 or SPAN 545.

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.

An overview of language universals based on the comparison of a broad range of languages, and explanations for language universals. Topics covered include implicational universals, typological markedness, functional motivations, and diachronic typology. Prerequisite: 322 or 522.

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.

Laboratory course in psycholinguistics; review of classic issues and research. Provides an opportunity to learn basic research methods in experimental psycholinguistics and gain skills necessary to conduct independent research.

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.

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.

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

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.

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. Restriction: permission of program coordinator. Graduate students should enroll in the SIGN552 section.

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.

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. Restriction: permission of program coordinator. 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.

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.

This course provides an introduction to linguistic analyses of language used by and about women and men, exploring how language is used in constructing ourselves and others as men and women, gay, straight, or transgendered.

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.

This course provides an introduction to linguistic analyses of language used by and about women and men, exploring how language is used in constructing ourselves and others as men and women, gay, straight or transgendered.

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.