Courses

For a complete list of languages offered by the University, please click here.

To learn more about the languages offered by the Linguistics department, please click here.

Undergraduate Courses

Introduction to Linguistics
20001. This course offers a brief survey of how linguists analyze the structure and the use of language. Looking at the structure of language means understanding what phonemes, words, and sentences are, and how each language establishes principles for the combinations of these things and for their use; looking at the use of language means understanding the ways in which individuals and groups use language to declare their social identity and the ways in which languages can change over time. The overarching theme is understanding what varieties of language structure and use are found across the world's languages and cultures, and what limitations on this variety exist.
Gallagher Flinn, Autumn
Carlos Cisneros, Winter
Natalia Pavlou, Spring
 
Introduction to Phonetics and Phonology
20101. PQ: LING 20001. This course is an introduction to the study of speech sounds and their patterning in the world’s languages. The first half of the course focuses on how speech sounds are described with respect to their articulatory, acoustic, and perceptual structures. The second focuses on fundamental notions that have always been central to phonological analysis and that transcend differences between theoretical approaches: contrast, neutralization, natural classes, distinctive features, and basic phonological processes (e.g., assimilation).
Jason Riggle, Autumn
 
Introduction to Syntax
20201. PQ: LING 20001. This course is an introduction to basic goals and methods of current syntactic theory through a detailed analysis of a range of phenomena, with emphasis on argumentation and empirical justification. Major topics include phrase structure and constituency, selection and subcategorization, argument structure, case, voice, expletives, and raising and control structures.
Julian Grove, Winter
 
Advanced Syntax
20202. PQ:LING 20201. This course is a continuation of Introduction to Syntax (LING 20201). We will build on the theoretical foundations covered in the introductory course by extending our study to the domain of both A and A-bar movement, as well as to case and agreement phenomena across a variety of languages.
Emily Hanink, Spring
 
Language in an Age of Microaggression
23400. Description TBA.
Jason Riggle, Spring
 
Introduction to Morphology
21000. PQ: LING 20001. Looking at data from a wide range of languages, we will study the structure of words. We will consider the nature of the elements out of which words are built and the principles that govern their combination. The effects of word structure on syntax, semantics, and phonology will be examined. We will think critically about the concepts of morpheme, inflection, derivation, and indeed, the concept of word itself.
Adam Singerman, Winter
 
Historical Linguistics
21300. This course is an introduction to historical linguistics -- the study of language change over time. It covers the fundamental aspects of language change (semantic, phonological, morphological, and syntactic), as well as the techniques and procedures involved in investigating these changes. Students will study the comparative method, learn how to demonstrate or refute "genetic" relationships between languages, and try their hand at reconstruction of prehistoric phases of languages. The course will further address the issues of long-range comparisons, externall (socially) and internally (structurally) motivated language change, and language contact. More culturally-oriented topics, such as evolution of writing, decipherment of forgotten writing systems, and language and prehistory will likewise be explored.
Tamara Vardomskaya, Winter
 
Language of Space & Place
23600. This course is an introduction to the many ways space and environment are encoded in the languages of the world. The major topics we will cover include frames of reference, topological relations, motion, landscape, place names, and spatial deixis.
Hilary McMahan, Spring
 
Grammatical Gender
25200. Grammatical gender is the assignment of nouns into categories and agreement between a noun's category and certain associated elements in the clause. This course serves as an introduction to gender as it occurs across the world's languages. While many are familiar with grammatical gender from the use of pronouns in English or studies of Indo-European languages such as French or German, students in this course work with language data from a wide variety of language families to better grasp both the variety and regularity of this linguistic phenomenon. Topics include but are not limited to determination of the number of gender categories, semantic and formal assignment, the treatment of epicene nouns, as well as psycholinguistic and cultural considerations.
Cherry Meyer, Spring
 
Truth
26020 (= SIGN 26007) "One of the salient features of our culture is that there is so much bullshit," says the Princeton philosopher Harry Frankfurt in his 1986 essay, 'On Bullshit.' Frankfurt distinguishes bullshit from lying, and argues that it is the more insidious of the two because it involves not an attempt to conceal the truth, but rather a failure to even care about the truth in the first place. But what exactly is truth, and why should we care so much about it? This course will begin with an examination of the fundamental role of a truth convention in meaning and communication, the way that such a convention makes bullshit possible, and the causes and consequences of bullshit. We will then turn to foundational questions about the nature of truth, criticisms of the value of truth and why they have had such appeal, and expressions of skepticism about the possibility of "objective" truth. Along the way, we will consider whether it makes sense for everyone to agree that something is the case and yet still be wrong; whether our claims to know certain things are always limited because they come from a particular perspective; paradoxes of truth and falsity and their relevance for scientific inquiry; and what value (if any) truth contributes to the well-lived life.
Chris Kennedy, Spring
 
Introduction to Contact Linguistics
26310. PQ: LING 20001 or consent of instructor. This seminar focuses on current research in contact linguistics in a global perspective, including but not limited to the impact of languages of wider communication (e.g. English, Russian) in contace with other languages. Topics to be covered include the following: language/dialect contact, convergence and language shift resulting in attrition and language endangerment and loss. Other contact-induced linguistic changes and processes to be considered include borrowing, code-switching, code-shifting, diglossia, loss of linguistic restrictions and grammatic permeability, and the impact of language contact in the emergence and/or historical development of languages.
Ross Burkholder, Winter
 
Seminar: Youth Culture and Linguistic Practice
27210/37210.  This course provides a survey of writings in linguistic anthropology and sociolinguistics that have focused on youth linguistic practices. Starting from anthropological work on age and generation and work in cultural studies on youth subculture, the course works through the place of language within the indexical marking of age and generation by focusing on the intersections of particular kinds of linguistic practices, youth identities, and institutions in various cultural milieus. Topics may include: code/style-mixing in youth subcultures; secret codes; slang registers; youth linguistic practices in educational institutions; the sociolinguistic intersections of youth identity, race, class, sexuality, gender, and postcoloniality; youth and linguistic shift; and linguistic practices in online communication.
Constantine Nakassis, Autumn
 
Reading and Research Course
29700. PQ: Consent of instructor and undergraduate adviser. Students are required to submit the College Reading and Research Course Form.
 
B.A. Paper Presentation Course
29900. PQ: Consent of instructor and undergraduate adviser. Students are required to submit the College Reading and Research Course Form.

Graduate & Undergraduate Courses

Language and Communication
20150/30150. This course can also be taken by students who are not majoring in Linguistics but are interested in learning something about the uniqueness of human language, spoken or signed. It covers a selection from the following topics: What is the position of spoken language in the usually multimodal forms of communication among humans? In what ways does spoken language differ from signed language? What features make spoken and signed language linguistic? What features distinguish linguistic means of communication from animal communication? How do humans communicate with animals? From an evolutionary point of view, how can we account for the fact that spoken language is the dominant mode of communication in all human communities around the world? Why cannot animals really communicate linguistically? What do the terms language "acquisition" and "transmission" really mean? What factors account for differences between "language acquisition" by children and by adults? Are children really perfect language learners? What factors bring about language evolution, including language speciation and the emergence of new language varieties? How did language evolve in mankind? This is a general education course without any prerequisites. It provides a necessary foundation to those working on language at the graduate and undergraduate levels.
Salikoko Mufwene, Autumn
 
Introduction to Semantics & Pragmatics
20301/30310. This course is designed to familiarize undergraduate students (and graduate students from outside of the Linguistics Department) with that it means to study meaning and use in natural language. By "meaning" we refer to the communicative contents of words and combinations thereof (semantics), and by "use" we intend to capture how meaning is constructed and interpreted in discourse, and what kinds of additional or non-literal interpretations may arise from context (pragmatics). Students are introduced to some core concepts used in the analysis of meaning and context-based interpretation: dentation, reference, quantification, propositional meaning (compositionality), presupposition, speech acts (illocution, perlocution), implicature, and context vs. contextual domain. The main goal is to familiarize students with basic topics in semantics and pragmatics and to help them develop fundamental skills is semantic and pragmatic analysis.
Itamar Francez, Spring
 
Mathematical Foundations
21010/31010. This course is an introduction to formal tools and techniques which can be used to better understand linguistic phenomena. A major goal of this course is to enable students to formalize and evaluate theoretical claims.
Greg Kobele, Autumn
 
Introduction to Indo-European Linguistics
21310/31310. An introduction to the comparative study of the Indo-European languages.  We will survey the major branches of the Indo-European family and discuss various aspects of PIE grammar as it is currently reconstructed.
Yaroslav Gorbachov, Autumn
 
Linguistic Paleontology
21320/31320. Linguistic paleontology is a method of inspecting reconstructed linguistic data (including early lexical borrowings) in order to derive information about the original geographical location ("homeland"), natural environment (terrain, flora, fauna), economy, and material and spiritual culture of the speakers of a protolanguage. In this course we will examine the reconstructed lexicon of Proto-Indo-European and correlate it with evidence from archaeology to formulate hypotheses about PIE homeland and economic and cultural practices. Time permitting, we may apply these methods to other language families outside Indo-European as well.
Yaroslav Gorbachov, Spring
 
Sociophonetics
21720/31720. (PQ: LING 20101 or graduate student standing) Variation is a ubiquitous feature of speech, yet most variations observed are non-random. This course will examine this type of structured heterogeneity (Weinreich et al. 1968) from the point of view of sociophonetics. We will focus on the interrelationships between phonetic/phonological form and social factors such as speaking style and the background of the speaker, with a particular interest in explaining the origins and transmission of linguistic change. Our goals will be to (a) acquire the phonetic and phonological foundation necessary to conduct sociophonetic research through practical exercises; (b) survey new sociolinguistic research that addresses issues in phonetic and phonological theories; and (c) locate and explain phonetic variation in its social context while drawing on current approaches to the relationship between language and society.
This course will give students hands-on experience with designing and conducting experiments. As part of the empirical foundation of this course, we will focus on sociophonetic variation across Chicago neighborhoods. For a final project, students are required to conduct a small-scale study investigating a research question of relevance to sociophonetic research.
Alan Yu, Spring
 
The Evolution of Language
21920/41920. How did language emerge in the phylogeny of mankind? Was its evolution saltatory or gradual? Did it start late or early and then proceed in a protracted way? Was the emergence monogenetic or polygenetic? What were the ecological prerequisites for the evolution, with the direct ecology situated in the homonine species itself, and when did the prerequisites obtain? Did there ever emerge a language organ or is this a post-facto construct that can be interpreted as a consequence of the emergence of language itself? What function did language evolve to serve, to enhance thought processes or to facilitate rich communication? Are there modern "fossils" in the animal kingdom that can inform our scholarship on the subject matter? What does paleontology suggest? We will review some of the recent and older literature on these questions and more.
Salikoko Mufwene, Winter
 
Languages of the World
23900/33900. A nontechnical general survey of human languages, examining their diversity and uniformity across space and time. Major topics include language families and historical relationships, linguistic typology and language universals, sound and structural features of the world's languages, and writing systems.
Anqi Zhang, Winter
 
Language of Deception and Humor
23920/33920. In this course we will examine the language of deception and humor from a variety of perspectives: historical, developmental, neurological, and cross-cultural and in a variety of contexts: fiction, advertising, politics, courtship, and everyday conversation. We will focus on the (linguistic) knowledge and skills that underlie the use of humor and deception and on what sorts of things they are used to communicate.
Jason Riggle, Winter
 
Creole Genesis and Genetic Linguistics
24960/34960. PQ: LING 21300/31300 (Historical Linguistics), LING 26310/36310 (Contact Linguistics), or consent of the instructor. In this seminar course we will review the "creole exceptionalism" tradition against the uniformitarian view, according to which creoles have emerged and evolved like other, natural and non-creole languages. We will situate creoles in the context of the plantation settlement colonies that produced them and compare their emergence specifically with that of languages such as English and the Romance languages in Europe. We will also compare these evolutions with those of new colonial varieties of European languages (such as Amish English, mainstream American English varieties, Brazilian Portuguese, and Québécois French) which emerges around the same time but are not considered creoles. Using the comparative approach (in evolutionary theory), we will assess whether the criteria used in the genetic classification of languages have been applied uniformly to creole and non-creole languages. In return, we will explore ways in which genetic creolists can inform and improve genetic linguistics (including historical dialectology).
Salikoko Mufwene, Spring
 
Sociolinguistics
26002/36002.  PQ: LING 20001 Introduction to Linguistics.  This course is an introduction to sociolinguistics, the study of language in its social context. We will look at variation at all levels of language and how this variation constructs and is constructed by identity and culture, including relationships between language and social class, language and gender, and language and ethnicity. We will also discuss language attitudes and ideologies, as well as some of the educational, political, and social repercussions of language variation and standardization.
Laura Casasanto, Autumn
 
Psycholinguistics
27010/37010 (=PSYC 27010). This is a survey course in the psychology of language. We will focus on issues related to language comprehension, language production and language acquisition. The course will also train students on how to read primary literature and conduct original research studies.
Tim Leffel, Autumn
 
Chicago Linguistic Landscape
27150/37150.  The field of Linguistic Landscapes examines the public display of languages, dialects, and writing systems: who is the author and audience of such messages? which languages are chosen for official signage? what can we learn about present or past multilingualism? what is conveyed by nonstandard dialect forms or stylized writing? In this course students will collaborate on creating an online map of Chicago with geo-tagged images. At least 3 weekend days will be spent on field trips to Chicago neighborhoods.
Amy Dahlstrom, Autumn
 
African Languages
28370/38370. One third of world languages are spoken in Africa, making it an interesting site for studying linguistic diversity and language evolution. This course presents the classification of different African language families and explains their historical development and interactions. It also presents the most characteristic features of African languages, focusing on those that are common in Africa but uncommon among other world languages. Additionally, the course addresses the issue of language dynamics in relation to socioeconomic development in Africa. Using living audio and written material, students will familiarize themselves with at least one major language selected from the Niger-Congo family, the most prevalent family in sub-Saharan Africa. This is a general introduction course with no specific prerequisites.
Fidele Mpiranya, Autumn
 
28380/38380. Spoken by around 18 million Central and Eastern Africa, Kinyarwanda / Kirundi is one of the most spoken Bantu languages and has the status of an official language in Rwanda and Burundi. Based on a conversation book and a grammar guide, this course integrates speaking practice and linguistic discussion. It will allow the students to understand fundamental structures of Kinyarwanda in various areas. Topics include sound and tonal patterns, noun class agreements, verb moods, and sentence structures. Additionally, this course provides important listening and expressive reading skills. It will allow the students to discover elements of the Rwandan culture and to participate in elementary conversation about everyday life in Kinyarwanda. This is a general introduction course with no specific prerequisites. It allows fulfulling the non-Indo-European language requirement.
Fidele Mpiranya, Winter (I)
Fidele Mpiranya, Spring (II)
 
Introduction to Kinyarwanda II
28381/38381. PQ: LING 28380/38380. This course is a continuation of Introduction to Kinyarwanda I. It integrates speaking practice and linguistic discussion. The students will be able to understand fundamental structures of Kinyarwanda in various areas. Topics include sound and tonal patterns, noun class agreements, verb moods, and sentence structures. Additionally, this course provides important listening and expressive reading skills. It allows the students to discover elements of the Rwandan culture and to participate in elementary conversation about everyday life in Kinyarwanda. This course allows fulfilling the non-Indo-European language requirement.
Fidele Mprianya, Spring
 
Linguistic Politics: Language Revitalization
27430.  Linguists and the general public have long been alarmed about the number of languages that disappear from use, and so are no longer spoken in the world. Their speakers shift to other languages. As part of the response, social groups have been mobilizing for many decades to prevent such lapses/losses and shifts in use and to document, revitalize, archive and mobilize the resources of communication.  This course takes up the processes by which shift happens, asking what "language" is in these transformations; what and how linguistic forms, cultural values, and social institutions are involved and what social activism can or cannot accomplish in the "saving" of languages.
Susan Gal, Winter
 

Graduate Courses

Phonological Analysis I
30101. PQ: Graduate standing or consent of instructor. This course introduces cross-linguistic phonological phenomena and methods of analysis through an in depth examination of fundamental notions that transcend differences between theoretical approaches: contrast, neutralization, natural classes, distinctive features, and basic non-linear phonological processes (e.g., assimilation, harmony, dissimilation).
Diane Brentari, Autumn
 
Phonological Analysis II
30102. PQ: LING 30101. This course is intended for students with a strong background in phonology. We will explores the major themes of phonological theaory from 1870 to today, focusing on such questions as the distinction between phonolohy and morphophonology, the nature of phonological representations, and the character of hard and soft constraints on phonological representations.
Alan Yu, Winter
 
Syntactic Analysis I
30201. PQ: Graduate student standing. Undergrads with a grade of A in Intro to Syntax may petition the instructor for admission. This course is an advanced survey of topics in graduate syntax examining current syntactic theory through a detailed analysis of a range of phenomena and readings from the primary research literature. Major topics include phrase structure and constituency, argument structure, grammatical relations, case (including ergativity), agreement, voice, and raising vs. control.
Karlos Arregi, Autumn
 
Syntactic Analysis II
30201. PQ: LING 30201. This course is a continuation of Syntactic Analysis 1. The emphasis will be on A'-movement and ellipsis operations within the framework of Principles and Parameters and the Minimalist Program. Although we will examine different types of movement and ellipsis constructions, as well as their interactions, the objective will be to understand to what extent we can develop a general theory of syntax. The course will have a strong cross-linguistic aspect to it, examining data from Irish, Austronesian languages, Mayan languages, Wolof, Russian, Romance, Germanic, and others. The topics will include wh-movement in questions, relative clauses, and toher constructions, islands, and other constraings on movement, sentence fragments (sluicing, split questions), VP-ellipsis, and gapping.
Greg Kobele, Winter
 
Language and Migration: Individual, Social, and Institutional Perspectives
30249.  This class offers a broad range of perspectives on issues regarding language in the context of migration. For instance we analyze the ways in which language has been instrumentalized by Nation-States to regiment and restrain the mobility of targeted populations. We deconstruct the straightforward correlation between socio-economic integration and language competence in discourse produced by politicians and some academics alike. We also analyze how different types of mobility (e.g., slavery, colonization, and free individual migration) produce, at different times, differing sociolinguistic dynamics.
Cecile Vigouroux, Autumn
 
Semantics and Pragmatics I
30301. This is the first in a two-course sequence designed to provide a foundation in the scientific study of all aspects of linguistic meaning. The first quarter focuses primarily on pragmatics:  those aspects of meaning that arise from the way that speakers put language to use, rather than through the formal properties of the linguistic system itself, which is the domain of semantics. However, a central goal of the course will be to begin to develop an understanding of the relation between pragmatics and semantics, by exploring empirical phenomena in which contextual and conventional aspects of meaning interact in complex but regular and well-defined ways, and by learning analytical techniques that allow us to tease these two aspects of linguistic meaning apart.
Chris Kennedy, Autumn
 
Semantics and Pragmatics II
30302. PQ: LING 30301. This is the second in a two-course sequence designed to provide a foundation in the scientific study of all aspects of linguistic meaning. The second quarter focuses on the syntax-semantics interface. The class will explore in detail how the meaning of complex linguistic expressions is formed compositionally from the meaning of constituent parts, and how semantic and syntactic composition interact.
Itamar Francez, Winter
 
Psycholinguistic Analysis
30401. This is an advanced introduction to the field of psycholinguistics. We will do an in-depth overview of both the empirical findings and the methodologies used on various topics in language comprehension/production, including areas of speech perception, lexical processing, syntactic parsing, and semantic/pragmatic processing. Models at both the computational and the mechanistic levels will also be examined.
Ming Xiang, Winter
 
Language in Culture I
31100 (ANTH 37201/PSYCH 47001/CHDV 37201). This is a two-quarter sequence to introduce some of the central theoretical issues involved in the semiotic, cognitive and sociopolitical study of language in its contexts of communicative “use.”  By developing and using semiotic concepts, the first quarter concentrates on two major problems that organize a vast literature and diverse theoretical approaches.  The first problem is to understand interpersonal communication is carried on in-and-by the medium of language.   Such communication manifests itself both in an orderly, or at least ‘(non-in)coherent’ unfolding of information and in the structured and culturally consequential social action that is accomplished in-and-by that unfolding.  The second problem is to understand how language is a medium of and factor in so-called ‘conceptual’ representations or mental “knowledge.”  There are various sources of such knowledge ‘coded’ in the forms of language, and this diversity reveals the modes of semiosis of which language is composed at its various planes.  We concentrate in particular on the semiotic characterization of dialectially emergent “cultural knowledge” or “cultural conceptualization,”  the nature of which is a current research frontier between social and cognitive sciences, between modernist and post-modernist humanities.
Michael Silverstein, Autumn
 
Language in Culture II
31200 (ANTH 37202/PSYCH 47002). Description TBA.
Kristina Wirtz (Western Michigan University), Spring
 
Contact & Cognition
40200. Cognitive mechanisms have long been recognized as playing an important role in shaping the outpus of language contact and change, but how exactly cognition contributes to contact and change has rarely been systematically investigate. This class aims at integrating insights from both psycholinguistics and contact linguistics. We will discuss learning and processing mechanisms that support language comprehension, production, and first/second language acquisition, and ask how such mechanisms play a role in language contact/change, and also how empirical data from contact linguistics can in turn refine our understandings of these mechanisms.
Lenore Grenoble and Ming Xiang, Spring
 
Field Methods I & II
40301/40302. The field methods course is a two-quarter course, taken by graduate students and advanced undergraduates. (Students may elect to take the course more than once.) This course is devoted to the elicitation, transcription, organization, and analysis of linguistic data from a native speaker of a language not commonly studied. Students will also gain practical experience in the use of fieldwork equipment. Language chosen may vary from year to year.
Amy Dahlstrom and Lenore Grenoble, Autumn (FM I)
Amy Dahlstrom, Winter (FM II)
 
Experimental Methods I & II
40310. This course will cover the basic methods for experimental studies, including experimental design, data collection and statistical analysis. To demonstrate different design and analysis tools, we will look at data set from different types of studies, including self-paced reading, acceptability judgment, eye tracking, ERP, etc. Students will also gain hands-on experience on different paradigms.
Laura Casasanto, Winter (EM I)
Ming Xiang and Alan Yu, Spring (EM II)
 
Seminar in Semantics: Definiteness
42100. PQ: LING 30201, 30301, 30302.  This seminar explores some of the issues in semantics, pragmatics, and morphosemantics that arise in the analysis of definite descriptions, including presupposition and anaphora, quantification and binding, reference, intensionality and indexicality, context dependence and pragmatic inferencing, the expressions of definiteness crosslinguistically, and the sources of definite articles. 
Itamar Francez, Autumn
 
Seminar in Semantics
42100. The topic of the winter quarter semantics seminar is "binding." The specific topics that we will be addressing will include most if not all of the following, augmented with additional issues that come up over the course of the quarter:
-Configurational constraints on co-valuation
-Coference vs. binding
-Indirect binding
-Crossover
-Strict vs. sloppy identity adn constraints on binding dependencies
-Donkey sentences, paycheck pronouns, and e-type anaphora
-Variable vs. variable-free approaches to binding
-Reflexivization (maybe)
-Reciprocals (maybe)
The readings will range from classic papers from the seventies and eighties to contemporary approaches using very new theoretical machinery (continuations, monads). Students taking the course for credit will be expected to write a research paper, and all students participating in the course will be expected to do the readings and engage in class discussion.
Chris Kennedy, Winter
 
Seminar in Semantics: Generative Semantics
42100. Developments in the early 1960's led to Chomsky's Aspects in 1965, and this, in turn, led to the idea that deep structure is semantic structure, the cornerstone of the movement known as generative semantics (GS). After a discussion of the intellectual roots of GS within generative grammar, we will turn to classics of the approach, including work by Jim McCawley, Haj Ross, Paul Postal, George Lakoff, and others. GS was much derided and fell almost completely out of favor by 1980. However, much of the analytical style of the GS enterprise has - remarkably - been reintroduced into syntactic thinking in the minimalist framework. That lends new relevance to what otherwise might be just a historical hiccough in the story of generative grammar.
Registered students will be expected to lead an hour-long discussion of a weekly reading. Other participants are welcome to do so as well.
Jerrold Sadock, Spring
 
Seminar in Historical Linguistics: Case in a Diachronic Perspective
42300. Understanding grammar requires a diachronic perspective. In this seminar we will look at case marking systems as they evolve (e.g., Ossetic, Lithuanian), decline (e.g., Romance, Balkan Slavic) and, in some instances, are reinstated along new structural lines (e.g., modern Indo-Aryan, Tocharian). Concomitant issues of grammaticalization and language contact will be explored. Furthermore, the notion of "grammatical case" itself is not unproblematic: "case" is used as an umbrella term for a set of quite disparate phenomena across languages. This necessitates a look at theoretical approaches to case.
Yaroslav Gorbachov, Winter
 
Intonation and Meaning
45650. This course will address new approaches to intonation and meaning that are implicated in current debates about the architecture of the language faculty. Prosody and intonation are used to mark prominence and phonological constituent structure, and also to express a wide range of formal properties of sentence meaning, such as information structure, focus particles, quantifier scope, negative polarity item licensing, and scalar reasoning. Despite the fact that the relation between intonation and meaning is so pervasive and extensively studied, the theories concerning intonation and meaning have developed largely in mutual isolation. The readings of this course will bring the two theoretical perspectives together to achieve a better articulated synthesis, with an eye towards shaping the ways intonation can be investigated experimentally using hypotheses grounded in formal semantics.
Diane Brentari and Anastasia Giannakidou, Autumn
 
Seminar in Phonology: Audiovisual Prosody
45650. This seminar will start with a survey of the functions of prosody traced through the traditional lens of spoken and signed language prosodic structure. The notion of prosody will then be expanded to include the use of facial expressions and the body that are used for expressive, pragmatic, and sentential meaning, again in spoken and signed languages. This new genre of data will be used to rethink how prosody is brought to bear on narrative and dyadic contexts, and how prosodic form can move from expressive to morphological roles in linguistic representations.
Diane Brentari, Winter
 
Linguistics Proseminar
47800.  The Linguistics Proseminar is required for all first-year graduate students. The course exposes students to current research trends and issues in linguistics and to the discipline's culture of professional academic interaction through mandatory attendance at curated departmental colloquia.
Itmar Francez, Autumn

 
Research Seminar
47900. PQ: This course is open only to graduate students working on qualifying papers in the Linguistics Department. The course aims to guide students on their research in a structured way and to present professionalization information crucial to success in the field. The course is organized largely around working on the research paper, with the goal of making it a conference-presentable and journal-publishable work. Topics covered include conference abstracts, publishing, handouts, presentation skills, and in general everything that is required for you to conduct, present, and publish your research. 
Karlos Arregi, Autumn and Winter
 
Professionalism
48900.  This course is designed to help provide students the skills, strategies and knowledge they need to be successful in the profession, focusing on success as an academic linguist but also with discussion of other career trajectories. These include writing successful grant proposals, the IRB approval process, establishing a research agenda, conference presentations, planning your job search (including CVs, job application letters, research and teaching statements) and interviewing, and creating a professional portfolio. Other topics include time management, mentoring, the tenure process, and professional ethics and etiquette. Topics will vary somewhat according to the interests of the class. 
Lenore Grenoble, Autumn
 
LingAnthSem: Secret History of Linguistics
57722.  Our aim is to contextualize developments in the emergence and increasing professionalization of linguistics as a discipline by seeing those developments within the wider currents of social and cultural ideas locatable in time and place.  Concepts, methods, and results of linguistics (including: philology, lexicography, historical comparative studies, dialectology, typology, etc.) are thus to be seen as disciplinary, but also as part of intellectual trends in other disciplines, and in larger currents outside academia, as well as in various political projects. Concepts in linguistics are in constant dialogue with all these sources of ideas. Linguistic concepts may reflect, refract or contest prevalent cultural views of language and its place in the experience of humanity. They may be useful to or critical of the way such ideas form part of social reality.  We aim to explore the ways that study of one’s own or others’ languages is itself a part of understanding that social reality and acting within it. 
Michael Silverstein and Susan Gal, Autumn
 
Seminar in Computational Linguistics
58600. This course is about minimalist grammars, in particular on how they can 1) serve as the formal specification of parsing algorithms, and 2) be linked to behavioural data.
Greg Kobele, Spring
 

American Sign Language Courses (ASLG)

American Sign Language I, II, III
10100-10200-10300. American Sign Language is the language of the deaf in the United States and much of Canada. It is a full-fledged autonomous language, unrelated to English or other spoken languages. This introductory course teaches the student basic vocabulary and grammatical structure, as well as aspects of deaf culture.
Drucilla Ronchen, Autumn/Winter/Spring

Intermediate American Sign Language I, II, III
10400-10500-10600.  PQ: ASLG 10100-10200-10300 or consent of instructor.  In this course we continue to increase grammatical structure, receptive and expressive skills, conversational skills, basic linguistic convergence, and knowledge of idioms. Field trip required.
Drucilla Ronchen, Autumn/Winter/Spring

Basque Courses (BASQ)

Elementary Basque-1
12000. This course will be an approach to the puzzling language and culture that defines Basque people. A challenge for those who dare to learn a language different from any they have ever heard. A journey to the wonderful land of the Basques, full of enigmas, strong traditions and peculiar customs that will be discovered through very dynamic activities, such as interactive presentations, brief dialogues, games, etc. The aim of the course is to introduce the students to the Basque language through the development of some basic written and conversational skills and through structural analysis. The instructor will propose real communicative situations that will encourage the students to learn the language for the purpose of visiting the Basque Country and being able to communicate in basic ways with Basque speakers. These are usually small classes where it is easy to get a lot of first-hand exposure to the language, and the instructor creates an enriching atmosphere full of entertaining activities and possibilities to hone all skills: speaking, listening, reading and writing - as well as gaining a good grasp of the structure of the language.
Diana Palenzuela, Autumn
 
Elementary Basque-2 
12100. This course will be a continuation of Elementary Basque I, advancing the students’ knowledge of grammatical structure and their receptive, expressive, and conversational skills. The module uses a task-based approach to learning Basque. By means of this methodology, the accumulation of task cycles promotes the acquirement of communicative goals. We will work on different tasks on each lesson, and the progressive build-up of those tasks will cause the gradual improvement of the students’ communicative skills and overall fluency. By the end of the quarter the student should be able to produce grammatically accurate short texts in Basque, interact with speakers of Basque at a basic level while employing a variety of complex cases and tenses, understand a range of basic written and oral texts in Basque, and understand a range of cases and the differences between them. This is achieved by creating a motivating atmosphere where all the students want to take part in the activities, while the teacher guides them during their learning process, providing them with the vocabulary and grammar they need to reach these goals. 
Diana Palenzuela, Winter
 
Elementary Basque-3
12200. A continuation of Elementary Basque II, with more emphasis in reading/writing and conversation. To consolidate linguistic competence in Basque and expand knowledge of specific areas of grammar. Emphasis will be placed on oral and written competence. Teamwork and personal input will be essential aspects of this module. We will work on practical objectives and will enact real-life situations in groups. Our final aim will be to achieve a relevant and useful command of the Basque language. As in the previous levels, most activities will be very dynamic and interactive. 
Diana Palenzuela, Spring
 
Introduction to Basque Culture
24700. Straddling the border of southern France and northern Spain, the land of the Basques has long been home to a people who had no country of their own but have always viewed themselves as a nation. No one has ever been able to find their roots, and their peculiar language is not related to any other in the world, but they have managed to keep their mysterious identity alive, even if many other civilizations tried to blot it out.
The aim of this course is to create real situations that will enable the students to learn the meaning of Basque culture. It will be a guided tour throughout Basque history and society. They will learn about the mysterious origins of the language; they will visit the most beautiful places of the Basque country; they will get to know and appreciate Basque traditions, gastronomy, music... and most importantly, they will be able to compare and constrast their own cultures and share their ideas during the lessons, creating an enriching atmosphere full of entertaining activities, such as listening to music, reading legends and tales, watching documentaries, and much more. This course will be conducted in English. It is not necessary to have prior knowledge of Basque language or culture to take this course.
Diana Palenzuela, Spring

Modern Greek (MOGK)

Elementary Modern Greek I, II, III
10100-10200-10300. This course aims to develop elementary proficiency in spoken and written Modern Greek and to introduce elements of cultural knowledge. The course will familiarize the students with the Greek alphabet, Modern Greek pronunciation rules and the basic morphology and syntax, with an emphasis on reading and conversational skills. The students will be able to communicate minimally with formulaic and rote utterances and produce words, phrases and lists.
Chrysanthi Koutsiviti, Autumn/Winter/Spring
 
Intermediate Modern Greek I, II, III
20100-20200-20300.  PQ: MOGK 10300 or consent of instructor. This course aims to enable students to attain conversational fluency and to become independent users of the language who deal effectively and with a good deal of accuracy. They are expected to handle successfully a variety of uncomplicated communicative tasks and to express personal meaning by creating with the language; to ask a variety of questions to obtain simple information to satisfy needs, such as directions, prices and services. Overall they are expected to have a significant quantity and quality of language.
Chrysanthi Koutsiviti, Autumn/Winter/Spring

Swahili Courses (SWAH)

Elementary Swahili I, II, III 
25200-25300-25400/35200-35300-35400. This course is designed to help students acquire communicative competence in Swahili and a basic understanding of its structures. The course presents basic phonological, grammatical, and syntactic patterns of Kiswahili.  Through a variety of exercises, students develop communicative functionality in listening, speaking, reading and writing.  Emphasis is put on dialogues and role-plays, individual and group presentations, and the use of audiovisual and web-based resources.  Swahili culture and African culture in general are an important component of the course. At the end of this course, the students are able to communicate efficiently in everyday life situations, write and present short descriptive notes about elementary pieces of verbal creation (documentaries and descriptive audio-texts in Swahili). This course uses a communication textbook with audio CDs supplemented with a comprehensive grammatical textbook and a variety of authentic materials, in both written and audio-visual forms. It allows fulfilling the non-Indo-European language requirement.
Fidele Mpiranya, Autumn/Winter/Spring
 
Advanced Reading in Swahili I, II, III (2016-2017)
28375/38375, 28376/38376, 28377/38377. PQ: 27200-27300-27400/37200-37300-37400 or consent of instructor.
This course emphasizes analysis and discussion about various literary and audiovisual works in Swahili.  The presentations in class will cover novels and short stories as well as popular movies.  The students also will be assigned short literary works and other authentic texts or audiovisual materials for written homework and in class discussion. In the end, the students will be able to express an informed appreciation in Swahili on original works and formal discourse in Swahili. This course allows fulfilling the non-Indo-European language requirement.
Fidele Mpiranya, Autumn/Winter/Spring