Linguistics

The program offers instruction in the nature of human language, the structural variety of individual languages, and the methodology of conducting a linguistic investigation. The primary aim of linguistics as a science is to study the use and organization of human language in coding and communicating knowledge. Although linguists may study specific facts of many languages, they do so to gain insight into the properties and processes common to all languages. Such common features may in turn reflect universals of human cognitive, cultural, and social organization.

Language occupies a central position in the human universe, so much so that it is often cited as a major criterion for defining humanity. Its use in the coding and processing of knowledge makes it relevant to psychology. As a tool of reasoning, it verges on logic and philosophy. As a computational system, it relates to computer science and language-data processing. As a repository of one’s cultural worldview, it is a part of anthropology. As an instrument of social intercourse and a mark of social identity, it interacts with sociology. As a biological subsystem lodged in the brain, it is highly relevant to neurology. As the primary vehicle of learning and maturation, it is important for education. As an expressive medium, it is the crux of literature and rhetoric.

Careers. To gain understanding into the complexities of human language is thus to gain entrance into numerous fields of academic investigation and practical use. Indeed, computer programmers, conflict mediators, cryptologists, elementary school teachers, language teachers, lawyers, psychiatrists, speech therapists, and translators all depend heavily on understanding the nature and use of language.

The BA degree in linguistics provides a solid foundation for graduate studies in anthropology, communication, communication disorders and sciences, computer-science education, journalism, law, linguistics, literature and languages, philosophy, psychology, or sociology. It offers a strong entry into the applied fields listed above.

Advising. Undergraduate majors should consult one of the departmental undergraduate advisors each term about their study program.

Major Requirements

1. Two years of one second language and one year of another

2. The following courses:

3. At least 12 additional credits selected from linguistics courses (excluding 100-level courses and LING 440) or from courses in other departments listed as relevant to linguistics. At least 6 of these must be upper-division credits, including at least one undergraduate Seminar (LING 407) or a comparable course approved by a departmental advisor

4. Courses applied to the major in linguistics must be taken for letter grades. A course in which a grade of D+ or lower is earned cannot count toward the major

5. The study program of undergraduate linguistics majors must be approved by a departmental undergraduate advisor

Honors in Linguistics

By fulfilling the following requirements, any linguistics major may graduate with honors.

Grade Point Average. On entry to the honors program at the end of the junior year, have a grade point average (GPA) of 3.75 or better in linguistics courses and at least 3.50 overall. At the end of the senior year, have a GPA of 3.75 or better in linguistics courses.

Senior Thesis. Write an original honors thesis under the guidance of a thesis advisor from the linguistics faculty, chosen in consultation with the undergraduate advisor. The thesis must be a substantial piece of work; it may be a revised and expanded term paper. The thesis advisor determines whether the thesis is acceptable; the student is required to register for at least 6 credits in Thesis (LING 403), taken pass/no pass, over the course of at least two terms.

Upon fulfilling these requirements, the candidate is approved to receive a BA degree with honors in linguistics.

Minor in Linguistics

The minor grounds the student in the basics of linguistic analysis and offers the opportunity to pursue areas of special interest. The minor requires at least 28 credits in linguistics course work. Under special circumstances substitutions to courses listed below are possible. Students need permission from an undergraduate advisor to pursue an alternative program of study.

Certificate in Second-Language Acquisition and Teaching

In collaboration with several UO departments, the Department of Linguistics offers an undergraduate certificate that focuses on the theory of second-language acquisition and teaching and its application in pedagogical settings. The certificate complements any other major.

To earn a certificate, the student must complete an approved set of courses (with a grade of C– or better) in consultation with the certificate advisor, including 12 approved credits in second-language acquisition theory and language-teaching methodology; 12 approved credits in linguistic description of a target language; 2 to 4 credits in practicum, internship, or supervised tutoring; and college-level second-language study (two years of a second language if the certificate target language is English; three years if the target language is Chinese, French, German, Japanese, Russian, or Spanish).

Solid preparation in linguistics is indispensable to any specialization at the graduate level. Although the courses deal with a variety of linguistic topics, three facets of linguistics are strongly emphasized in the graduate program:

1. A functional approach to the study of language structure, acquisition, and use
2. An empirical, live-data, fieldwork, experimental, and cross-linguistic approach to the methodology of linguistic research
3. Interdisciplinary emphasis on the place of human language in its wider natural context

Advising and Review Practices

Graduate students meet regularly with the departmental graduate advisor. In addition, students are assigned a faculty member to advise them in the areas of their academic interest. The faculty reviews the performance of each graduate student at the end of each academic term. In case a student falls below what the faculty considers minimal standards of performance, a representative of the faculty notifies the student and suggests appropriate remedial steps.

Master of Arts

Prerequisites. Students may be required to pass with grades of B– or better certain prerequisite courses, typically an introductory course in linguistics.

Degree Requirements

The master’s degree requirements include 27–28 credits in core courses. No course with a grade lower than B– may be used to satisfy degree requirements.

Electives. An additional 20 credits in graduate-level courses chosen from linguistics or other relevant, related disciplines are required for the MA. Students should select electives in consultation with the department’s graduate advisor and members of the linguistics department faculty.

Second-Language Requirement. Candidates for the MA must have completed two years of college-level study of a second language during the previous seven years.

MA Thesis or Substitute. Students in good standing may form an MA committee consisting of two faculty members who indicate their agreement to serve by signing a standard form and who share equal responsibility for directing the thesis. For the MA to be granted, both members of the committee must approve the thesis and the main content of the thesis must be presented as a departmental colloquium.

Students who elect not to write a thesis or who are unsuccessful in forming the two-member thesis committee may complete the degree by taking an additional 8 credits of course work approved by the graduate advisor.

Specialization in Language Teaching

The specialization in language teaching requires a background in basic linguistics and courses specifically designed for second-language teaching preparation.

Prerequisites. Students should have a BS or BA degree in linguistics or a related field.

Degree Requirements. This specialization requires 53 credits of course work and 7 credits for the final project. Only graded courses may be used to satisfy degree requirements. Exceptions must be approved by the department. No course with a grade lower than B– may be used to satisfy degree requirements.

Electives. Students working toward an MA degree must take an additional 5 credits of elective course work. Students who have already taken any of the required courses or their equivalents should replace them with elective course work in consultation with their advisor.

Terminal Project. Students working toward an MA degree with the language teaching specialization must complete a terminal project over two consecutive terms. The project topic must be approved by the faculty advisor, and be presented in an LT 611 class session during the final term.

Doctor of Philosophy

The doctor of philosophy (PhD) program in linguistics is individually tailored to meet the needs and professional goals of the student, drawing strong interdisciplinary support from related fields at the university. These fields may include—but are not limited to—anthropological linguistics, cognitive science, communication disorders and sciences, discourse and text analysis, English linguistics, first- and second-language acquisition, language-data processing, neurolinguistics, and sociolinguistics.

Residency Requirement. The Graduate School requires at least three years of full-time work beyond the bachelor’s degree for the doctorate, with at least one year spent in continuous residence on the Eugene campus. The Department of Linguistics interprets the latter requirement to mean that at least six courses, including seminars, must be taken in the program while the student is in continuous residence for three academic terms.

Doctoral Advisor. The department head appoints a doctoral advisor for each student upon admission to the PhD program.

Second-Year Review. By the end of a doctoral student’s second year, he or she shall be given a review by members of the linguistics faculty. Materials submitted for this review must include the following:

• A research plan for the next years of course work, qualifying papers, and any other details worked out in consultation with the student’s advisor
• Written evidence of scholarly potential. For example, a student may provide a substantive term paper or revision of a term paper that demonstrates excellence of original research. A student’s linguistics master’s thesis can fulfill this requirement

Following review of these materials, the reviewing faculty decides either to accept or deny the student for continued study in the PhD program. In some cases, a probation year may be granted for a student’s third year of study; the review process is repeated at the end of the third year with an accept outcome the only possibilty for continued study.

Doctoral Examination and Advancement to Candidacy. The examination is designed to prove the student’s competence as a professional linguist, and consists of two original publishable papers of substantial length and quality in different subfields of linguistics.

An unmodified MA thesis cannot serve as one of the qualifying papers. A separate committee of three faculty members will be appointed by the department head or representative to referee each paper, including the student’s advisor, who sits on both committees. Upon documented completion of both papers, the language requirement, and all required course work, the student is advanced to candidacy.

Doctoral Dissertation. A doctoral committee must include at least three linguistics faculty members and one outside member, and must be either chaired or cochaired by the student’s doctoral advisor in linguistics. A dissertation prospectus must be submitted to and approved by the doctoral committee before the writing of the dissertation commences. The PhD will be granted upon completion of the preceding requirements, the writing of an original dissertation acceptable to the doctoral committee, and an oral examination on the dissertation.

Required Courses. Students must complete at least 32 graduate credits at the University of Oregon after commencing the PhD program. The course work must be approved by their doctoral advisor. Even those students who have already earned an MA degree are typically expected to complete all of the MA degree requirements at Oregon as part of the normal progress toward the PhD. Courses taken to fulfill MA degree requirements while a doctoral student cannot count toward the minimum credit requirements of the PhD program. At least 16 of the required credits must be in linguistics. The remainder may be in related fields. Students must complete one of two specialization areas: (1) field or descriptive linguistics or (2) cognitive or psycholinguistics.

Descriptive Linguistics Specialization. Students must demonstrate proficiency equivalent to two years of college study in two second languages, either by examination or through course work. At least one language must provide access to scholarly materials relevant to the student’s field of study. The other language may be a contact language for fieldwork. Students must complete the field methods sequence (LING 617, 618, 619) and at least two seminars in core linguistics, e.g., syntax, semantics, discourse, or phonology.

Psycholinguistics Specialization. Students must demonstrate proficiency equivalent to two years of college study in one second language, either by examination or through course work. This language must provide access to scholarly materials relevant to the student’s field of study. Students must complete Empirical Methods in Linguistics (LING 621) and four graduate-level psycholinguistics courses approved by their doctoral advisor. In addition, students must take a graduate-level course in statistics. Depending on their specialization, some students may be required to take additional courses in statistics.

Cognitive and Decision Sciences

Several linguistics faculty members are associated with the Institute of Cognitive and Decision Sciences. For more information, see the Research Institutes and Centers section of this catalog.

American English Institute

The American English Institute offers several English-language programs for adults who want to improve their English proficiency in order to perform effectively in an academic or professional setting: the Intensive English Program, the Academic English for International Students program, the International Graduate Teaching Fellow program, the online Distance Education program, and special short-term programs.

Institute instructors are university faculty members with specialized training in linguistics, applied linguistics, or teaching English as a second language. Classes begin in September, January, March, and June.

Intensive English Program. This program consists of a basic seven-level curriculum and an elective curriculum.

The basic seven-level curriculum is divided into two combined skill areas: oral communication, which emphasizes speaking and listening; and written communication, which emphasizes reading and composition.

The elective curriculum consists of optional courses that focus on areas of special concern or interest to students, including Test of English as a Foreign Language (TOEFL) Preparation I and II, Business English, Pronunciation, and Academic Vocabulary.

Other services and facilities, including an audio-digital laboratory and a Macintosh computer laboratory, help students develop English proficiency. Advanced students may enroll, with approval from the institute, in one regular university course. Trained and supervised tutors help students with course work, conversation, listening, reading, composition, and pronunciation.

Academic English for International Students. This program is offered to matriculated students who have scored between 500 and 575 on TOEFL (between 173 and 233 on the computer-based TOEFL, between 61 and 88 on the Internet-based TOEFL, below 7.0 on the International English Language Testing System [IELTS] examination) or request additional training in English as a second language for academic work. Courses are offered in listening, speaking, reading and vocabulary, and writing. A placement test is required before registering. These courses earn university credit and are taken at the same time as other university course work. Information about this program is available from the institute office and the Office of International Affairs.

International Graduate Teaching Fellow Program. English courses are offered to international teaching assistants who need or want help in improving English for use in the classroom. Courses are offered to improve listening and speaking abilities, pronunciation, and university-level teaching and classroom interaction skills. Information about this program is available from the institute office, International Affairs, and the Graduate School.

Distance Education. The institute offers several online distance education courses and video conferencing workshops in language-teacher training. Specialized distance courses can also be designed upon request.

Short-Term Programs. The institute designs and teaches short-term programs for groups of students. Programs may target areas of interest such as business, university preparation, American language and culture, or second-language teaching methodology.

Student Services. The institute’s services for students in the intensive and short-term programs include host families, an academic advisor, an extensive orientation program before classes begin, and planned activities in Eugene and Oregon.

Admission Procedures. The institute’s Intensive English Program is open to students who have successfully completed secondary school and are able to demonstrate sufficient financial support for study at the institute. Students are advised to study English for a minimum of six months prior to admission. To apply, submit the following materials:

1. An American English Institute application form
2. Original or certified copies of the most recent degree or diploma received
3. A personal (or guarantor’s) bank statement showing the exact amount available for the period of study, or evidence of a scholarship
4. A nonrefundable application fee of $110

Admission to the Intensive English Program does not imply admission to any other school or program at the University of Oregon. Inquiries about admission should be directed to the institute’s admissions coordinator.

101 Introduction to Language (4) Nontechnical introduction to language. Issues of general concern such as language attitudes; language and legislation, nationalism, gender; language learning; and human language versus animal communication.

150 Structure of English Words (4) Word structure and derivation in English Greek- and Latin-derived vocabulary; Germanic- and Romance-derived derivational rules. Understanding the dynamic structure of the English lexicon; prefixes, suffixes, and morphology.

196 Field Studies: [Topic] (1–2R)

198 Workshop: [Topic] (1–2R)

199 Special Studies: [Topic] (1–5R)

201 Language and Power (4) Explores the nature of language, dialects, accents, and multilingualism, and relates these to issues of political, educational, and other forms of social power. Gildea.

211 Languages of the World (4) Survey of the variability and distribution of the languages of the world in terms of linguistic typology, genetic relationships, and geographic location. DeLancey.

294 Child Language (4) Systematic survey of language structure and representation presented through the lens of language acquisition. Sounds, words, phrases, discourse, and pragmatics in typically and atypically developing children. Redford.

295 Language, Culture, and Society (4) Ways in which language reflects culture and in turn determines cultural worldview, interaction between language and social structure, social relations and interpersonal communication. Kendall.

296 Language and Society in the United States (4) English and non-English language diversity in the U.S., including regional varieties, African American English, Latino English. Explores language and social structure, policy, and educational issues. Kendall.

301 Introduction to Linguistics Analysis (4) Study of human language and linguistics as a scientific and humanistic discipline. Lexicon, phonology, syntax, semantics, language change. Basic analytic techniques for drawing language generalizations.

331 African Languages: Identity, Ethnicity, History (4) Introduction to the role of languages in understanding African identities, cultures, and migrations. Major language families, linguistic diversity, multilingualism, and historical change in African languages. Prereq: WR 121 passed with a grade of C– or better. Payne.

396 Language and Cognition (4) How human thought is coded by language. Topics include meaning, categorization; linguistic units and speech behavior; language use and memory. Kapatsinski, Pederson.

399 Special Studies: [Topic] (1–5R)

401 Research: [Topic] (1–21R)

403 Thesis (1–12R)

405 Reading and Conference: [Topic] (1–21R)

406 Field Studies: [Topic] (1–21R)

407/507 Seminar: [Topic] (1–5R) Topics include history of linguistics, language contact, morphology, discourse pragmatics, language family structures.

408/508 Workshop: [Topic] (1–21R)

409 Supervised Tutoring (1–21R)

410/510 Experimental Course: [Topic] (1–5R)

411/511 Phonetics (4) The articulatory and acoustic basis for understanding the production and perception of speech sounds; relevance of this phonetic base to phonological analysis. Pre- or coreq: LING 301 passed with a grade of C– or better. Kendall, Redford.

415/515 Semantics (4) Survey of the fundamentals of semantic theory from traditional formal logic to modern cognitive approaches. Additional coverage of fundamental notions in pragmatics. Prereq: LING 301 passed with a grade of C– or better. DeLancey, Pederson.

423/523 Fieldwork Methods and Ethics (4) Qualitative methodology in cross-cultural fieldwork from an interdisciplinary perspective. Ethics and techniques in preparation for the field, field relations, leaving the field. Gildea, Payne, Pederson.

432/532 Pathology of Language (4) Examines the language symptoms of aphasia, schizophrenia, Alzheimer’s disease, and other neurological and psychiatric conditions from a neurolinguistic perspective. Prereq: CDS 210 or LING 301 passed with a grade of C– or better. Vakareliyska.

435/535 Morphology and Syntax (4) Methods of determining the morphological and syntactic patterns of natural language data, with introduction to typological and theoretical issues in morphology. Prereq: LING 301 passed with a grade of C– or better. DeLancey, Gildea, Payne, Vakareliyska.

440/540 Linguistic Principles and Second-Language Learning (4) Introduction to how languages are learned; underlying human-language principles. Special attention to learning issues that classroom teachers need to address. Students cannot receive credit for both LING 440/540 and 444/544. Gildea.

444/544 Second-Language Acquisition (4) Introduction to cognitive and social processes of acquiring second languages. Students cannot receive credit for both LING 440/540 and 444/544. Prereq: LING 301 passed with a grade of C– or better. 

450/550 Introduction to Phonology (4) Study of sound systems in language. Phonemic contrasts, allophonic variation, and complementary distribution in relation to lexical coding of words, phonological processes operating at the segmental and suprasegmental levels. Prereq: LING 411 passed with a grade of C– or better. Kapatsinski, Redford.

451/551 Functional Syntax I (4) Syntax within grammar; its interaction with lexical meaning, propositional semantics, and discourse pragmatics; syntactic structure; case roles; word order; grammatical morphology; tense, aspect, modality, and negation; definiteness and referentiality. Prereq: LING 435 passed with a grade of C– or better. DeLancey, Gildea, Payne, Vakareliyska.

452/552 Functional Syntax II (4) Complex syntactic structures and their discourse function; embedded, coordinate, and subordinate clauses; nondeclarative speech acts, topicalization, contrast, and focusing; transitivization and detransitivization. Prereq: LING 451 passed with a grade of C– or better. DeLancey, Gildea, Payne, Vakareliyska.

460/560 Historical and Comparative Linguistics (4) Principles of language change and the methods of comparative and internal reconstruction; typological change in phonology, morphology, and syntax; language families and protolanguages. Prereq: LING 450/550. DeLancey, Vakareliyska.

491/591 Sociolinguistics (4) Major approaches and frameworks to the study of sociolinguistics; social-cultural variation in language use and its relationship to change; attitudes about variations, multilingualism. Prereq: LING 301. Students may not receive credit for both LING 390 and 491/591.

494/594 English Grammar (4) Survey of grammatical, syntactic, and morphological structures of English in terms of semantic and functional criteria.

495/595 Language and Gender (4) An objective investigation of differences between women’s and men’s use of language on all linguistic levels, including phonetics, phonology, morphology, semantics, syntax, and discourse. Prereq: LING 301 passed with a grade of C– or better. Vakareliyska.

503 Thesis (1–16R)

601 Research: [Topic] (1–16R)

602 Supervised Teaching (1–5R)

603 Dissertation (1–16R)

605 Reading and Conference: [Topic] (1–16R)

606 Field Studies: [Topic] (1–16R)

607 Seminar: [Topic] (1–5R) Topics include syntax, semantics, discourse pragmatics, stylistics, psycholinguistics, neurolinguistics. Prereq: LING 450/550, 452/552.

608 Workshop: [Topic] (1–16R)

609 Practicum: [Topic] (3) Prereq: LT 445/545 or equivalent. R twice for a maximum of 9 credits.

610 Experimental Course: [Topic] (1–5R)

614 Linguistic Theory: Phonology (4) Detailed investigation of phonological theory with emphasis on experimental evidence. Topics may include sound systems and their typology, morphophonology, and the acquisition of phonological structures. Prereq: LING 450/550. Kapatsinski, Redford.

615 Linguistic Theory: Syntax (4) Issues in syntactic theory. Topics may include universals of semantic, pragmatic, and discourse function and their relation to syntax, syntactic typology and universals, formal models in syntactic description. Prereq: LING 452/552. DeLancey, Gildea, Payne.

616 Linguistic Theory: Semantics (4) Detailed investigation of issues in semantic and pragmatic theory. Topics may include universals of lexical semantics and discourse pragmatics and their interaction. Prereq: LING 415/515. DeLancey, Pederson.

617, 618, 619 Field Methods I,II,III (5,5,5) Supervised linguistics fieldwork with language speakers, both in and out of class. Application of language universals to the elicitation, analysis, and evaluation of data from particular languages; the writing of phonological, lexical, and grammatical descriptions; sentence versus text elicitation. Prereq: LING 450/550, 452/552. DeLancey, Gildea, Payne, Pederson.

621 Empirical Methods in Linguistics (4) Empirical quantified methods of data collection and analysis; statistical evaluation of results. Data derived from discourse, conversation, psycholinguistics, first- and second-language acquisition, speech pathology, speech and writing deficiencies. Prereq: LING 450/550, 452/552. Kapatsinski, Kendall.

644 Advanced Second-Language Acquisition (4) Characterization of major theoretical frameworks from which to view second-language acquisition issues and research paradigms associated with each framework. Prereq: LING 444/544. 

660 Historical Syntax (4) Topics in the study of syntactic change. Prereq: LING 452/552, 460/560 or equivalent. DeLancey, Gildea, Vakareliyska.

Academic English for International Students Courses (AEIS)

Prereq for AEIS 101, 102, 107, 110: TOEFL score of 500–574, English-proficiency examination administered by UO Testing Office.

101 Introductory Academic Oral Communication (4) Focuses on strategies to improve aural-oral academic communication through discussions, seminars, dialogue, videos, and lectures. Sequence with AEIS 102. Pre- or coreq: placement test.

102 Advanced Academic Oral Communication (4) Focuses on strategies to improve aural-oral academic communication through discussions, seminars, dialogue, and presentations. Sequence with AEIS 101. Pre- or coreq: placement test or AEIS 101 with a grade of C– or better.

107 Reading Academic Discourse (4) Focuses on interactive reading of academic text, building reading strategies for better comprehension, speed, and confidence, and developing critical reading skills. Sequence with AEIS 108. Prereq: Accuplacer Reading Comprehension Test score of 59 or below.

108 Advanced Reading Academic Discourse (4) Focuses on interactive reading of academic text, reading strategies for better comprehension, speed, and confidence, and further development of critical, interpretive and evaluative reading. Sequence with AEIS 107. Prereq: AEIS 107 or Accuplacer Reading Comprehension Test score of 60–79.

110 Introductory Academic Writing (4) Introduces conventions of expository essay writing. Emphasizes clear, effective written communication and development of editing skills. Covers grammar in context.

111 Intermediate Academic Writing (4) Intermediate writing for nonnative speakers of English. Critical analysis of literary readings leading to summary, paraphrase, essay-examination responses, and expository essays. Prereq: AEIS 110 or English-proficiency examination administered by UO Testing Office.

112 Advanced Academic Writing (4) Advanced writing for nonnative speakers of English. Critical reading of academic texts for response in various academic modes: reporting research, critical analysis, and argumentation. Prereq: AEIS 111 or English-proficiency examination administered by UO Testing Office.

610 Experimental Course: [Topic] (1–5R)

Language Teaching Courses (LT)

199 Special Studies: [Topic] (1–5R) Various self-study languages offered through the Yamada Language Center. R when topic changes.

399 Special Studies: [Topic] (1–5R)

405 Reading and Conference: [Topic] (1–12R) R four times for a maximum of 16 credits.

407/507 Seminar: [Topic] (1–5R) R twice for a maximum of 8 credits.

409 Supervised Tutoring (1–4R) R twice for a maximum of 8 credits.

410/510 Experimental Course: [Topic] (1–8R) R twice for a maximum of 8 credits.

428/528 Teaching English Culture and Literature (4) The interaction between language and culture as it relates to second-language teaching. Application to the teaching of literature.

435/535 Second-Language Teaching Methods (4) Approaches and methods in teaching second languages. Theoretical and pedagogical principles of language teaching, including a focus on language skills. Sequence with LT 436/536, 437/537. Prereq: LING 440/540.

436/536 Second-Language Teaching Planning (4) Application of teaching principles and practices in teaching instruction. Practical techniques for developing skills in listening, speaking, reading, and writing second languages. Sequence with LT 435/535, 437/537. Prereq: LING 440 or 444; LT 435 with a C– or better; prereq for 536: LING 540 or 544; LT 535 with a B– or better.

437/537 Second-Language Teaching Practice (4) Intensive workshop and practice in language instruction. Team-teaching of weekly English as a spoken language course including designing activities and creating materials. Sequence with LT 435/535, 436/536. Pre- or coreq: LT 436/536.

441/541 Teaching English Pronunciation (4) Introduction to English phonetics and phonology, methods for teaching pronunciation, lesson plan development, and practice teaching.

448/548 Curriculum and Materials Development (4) Introduction to elements of curriculum design and related materials development. Development and implementation of language curriculum. Practical application. Prereq: LT 436/536.

449/549 Testing and Assessment (4) Principles and types of language testing; focuses on classroom testing, test design and integration into the curriculum, and test planning for teaching situations. Prereq for 449: LT 448 passed with a grade of C– or better; prereq for 549: LT 448 or 548 passed with a grade of B– or better.

605 Reading and Conference: [Topic] (1–9R) R five times for a maximum of 21 credits.

607 Seminar: [Topic] (1–5R) R five times for a maximum of 16 credits.

608 Workshop: [Topic] (1–5R) R five times for a maximum of 16 credits.

609 Supervised Tutoring (1–4R) R twice for a maximum of 8 credits.

610 Experimental Course: [Topic] (1–5R) R twice for a maximum of 8 credits.

611 Terminal Project (1–16R) Two-term course. Individual projects. Weekly group sessions provide guidance. R four times for a maximum of 16 credits.

629 Foundations in Language Theory (4) Provides a foundation in linguistic theory, sociolinguistics, and language acquisition for teachers assisting language-minority students.