Winter

This course is designed to review critically some of the literature on the phylogenetic emergence of Language, in order to determine which questions have been central to the subject matter, which ones have recurred the most, and to what extent the answers to these are now better informed. The class will also review new questions such as the following: What is the probable time of the emergence of modern language(s)? Should we speak of the emergence of Language or of languages, in the plural? What does the choice of the singular or plural delimitation of language entail for accounts of the emergence of typological diversity? How do debates on the emergence of language(s) bear on the nature and significance of Universal Grammar (aka the language organ or the biological endowment for language, among other names)? Is there any real conflict between arguing that languages are cultural artifacts and supporting the position that humans are biologically endowed to develop or learn them? What ecological factors explain the fact that human populations are primarily speaking rather than signing? Assuming that languages are communicative tools or technology, are there any strong reasons for expecting the architectures of signed and spoken languages to be identical? To what extent does modality bear on the architecture of signed and spoken languages? Can these questions be addressed independent of what the ecology of the phylogenetic emergence of language(s) is? Etc.

MW 3:00 - 4:20

Why is the plural of child in English children and not *childs? Why is undoable ambiguous ((i) 'unable to be done', (ii) 'able to be undone'), while unkillable isn't (only 'unable to be killed')? Unhappier is intuitively composed of several, smaller pieces: un-, happy, and -er; but what about unkempt? These questions are the purview of MORPHOLOGY, the field of linguistics devoted to studying the internal structure of words and how they are formed. Consequently, in this course we will investigate the nature of morphemes, in all their cross-linguistic shapes and guises. Key concepts which will frame our discussion include inflection, syncretism, allomorphy, and blocking. The only prerequisite for this course is LING 20001: Introduction to Linguistics.

TR 11:00 – 12:20 pm

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.

T Th 12:30-1:50

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 identities 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.

TR 2:00 - 3:20

How do languages get into contact? How long do they stay in contact? What is contact-induced language change, and which are the mechanisms that govern it? What do arachnophobia, myalgia, geology, heterophagy mean?
In this course we will study language contact and its outcomes, as well as the social and linguistic factors that regulate contact-induced changes. We will examine a wide range of language contact phenomena from both general linguistic and sociolinguistic perspectives, and survey current approaches to all of the major types of contact-induced change (e.g. borrowing). Having Greek (but also other languages) as an example, we will consider linguistic and social aspects of the contact context as well as look into how the particular language has shaped the savant vocabulary of science, philosophy, arts, etc.

More precisely, we will offer a brief overview of the history of the Greek language with special emphasis on the Greek vocabulary that Greek language landed or borrowed at different stages of its history as a result of its linguistic contact with other nations and languages. We will start with the Pre-Hellenic phase of Greek and then we focus in Proto-Hellenic, Ancient Greek, Koine, Medieval Greek and finally Modern Greek.

This course expands on the material presented in MOGK 20100, enabling students to speak about topics related to employment, current events and issues of public and community interest.

MWF 1:30 – 2:20 pm

This course offers a rapid review of the basic patterns of the language and expands the material presented in MOGK 10100/30100.

MWF 3:30 – 4:20 pm

Swahili is the most popular language of Sub-Saharan Africa, spoken in most countries of Eastern and Central Africa by more than 50 million people. Swahili is characterized by the typical complex Bantu structure. However, it is particularly easy to pronounce and fast learned.

The Elementary Swahili series 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 the elementary course series, 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 video series in Swahili). This course allows fulfilling the non-Indo-European language requirement.

TTH 11:00 am – 12:20 pm

This course continues to increase grammatical structure, receptive and expressive skills, conversational skills, basic linguistic convergence, and knowledge of idioms. Field trip required.

MWF 11:30 am – 12:20 pm

This course develops advanced American Sign Language skills through the study of ASL Literature and Storytelling. Using several different genres of video-based ASL texts, we will study native signers use of stories in the Deaf American community. We will work towards comprehending, discussing, analyzing, and producing ASL stories. A high-intermediate to advanced knowledge of ASL is required.

TTH 11:00 am – 12:20 pm