2004-2005 Linguistics Courses


*ASL 301: Conversational ASL

Fall 2004, MW 12-3:15
Eric Reed
"Conversational ASL" will be open to those who have completed ASL 202 and want to continue their ASL expressive and receptive language study. It is the fifth course in the ASL language sequence.


ASL 481: Topics in Deaf Studies
Fall 2004, TR 12:30-1:45
Christopher Krentz

"Topics in Deaf Studies" will be taught in English with an interpreter. It will likely have units on Deaf history, ASL literature, Deaf film, basic ASL linguistics, contemporary cultural issues such as identity and the politics of deafness, etc. There is no prerequisite, although the class will be designed as a 400-level course for upper-class students. It will probably require some substantial final paper or project.


ANTH 242: Language and Gender
Fall 2004, MW 2-3:15
Suzanne Menair

Studies how differences in pronunciation, vocabulary choice, non-verbal communication, and/or communicative style serve as social markers of gender identity and differentiation in Western and non-Western cultures. Includes critical analysis of theory and methodology of social science research on gender and language.


ANTH 243: Languages of the World
Fall 2004, TR 3:30-4:45
Lise Dobrin

Prerequisites: one year of a foreign language or permission of instructor.
This course introduces students to the diversity of human language and the principles of linguistic classification. How many languages are spoken in the world, and how are they related? What features do all languages share, and what ways may they differ? In surveying the world's languages, we will focus on the structure and social situation of a representative language for each geographic region covered. We will also consider the outlook for linguistic diversity into the 21st century.


ANTH 341/ ANTH 741: Sociolinguistics
Fall 2004, MW 10-10:50 + obligatory discussion section
Eve Danziger

Reviews the findings of sociolinguists and others concerning the way language is used to express identity and relations of social superiority and inferiority.


ANTH 347 / ANTH 747: Language and Culture in the Mideast
Fall 2004, TR 2-3:15
Dan Lefkowitz

Prerequisites: previous course in anthropology or Middle Eastern studies, or permission of the instructor.
This course provides an introduction to the people, cultures, and histories of the Middle East, through an examination of language-use in contemporary Middle Eastern societies. The course focuses on Israel/Palestine, and the contact between Hebrew and Arabic, as a microcosm providing insight into important social processes such as colonization, religious fundamentalism, modernization, and the changing status of women affecting the region as a whole. Readings contrast ethnographic with novelistic representations of language, society, and identity. A primary concern will be to compare social scientific and literary constructions of "self" and "other" in the context of the political and military confrontation between Israel and Palestine. This is a lecture and discussion course. A number of feature films from the Middle East are incorporated into the course material.
(For this course to be considered as a course in Linguistics, students will need to write their research paper or projects on a more linguistically oriented topic.)


ANTH 401C: Senior Seminar: Language & Emotion
Fall 2004, TR 11-12:15
Dan Lefkowitz

This course looks at the nexus of language, culture, and emotion, exploring the field of emotion from the perspective of cultural anthropology and sociolinguistics. Specific topics covered include: emotion in the natural vs. social sciences; cross-cultural conceptions of emotion; historical change in emotion discourses; emotion as a theory of the self; the grammatical encoding of emotion in language; (mis-)communication of emotion; and emotion and the construction of racialized and gendered identities.


ANTH 542: Theories of Language
Fall 2004, TR 12:30-13:45
Ellen Contini-Morava

Prerequisite: A course in linguistics or linguistic anthropology, or permission of instructor.
Will survey a number of modern schools of linguistics, both American and European, paying attention both to theory and analytical practice, and trying to understand each approach in terms of its historical context, the questions it asks about "language", and the fit between theory and analysis.
(This course satisfies the "theory" requirement for both B.A. and M.A. students in Linguistics.)


ANTH 543: African Language Structures
Fall 2004, MW 2-3:15
David Sapir

The course will cover the classification of African languages, selected grammatical typologies, African lexicography, and examples of oral literature. Students will give presentations on these topics with respect to specific languages. The intention of the course is to investigate the considerable variety of linguistic types present in sub-Saharan Africa.
Permission of the instructor is required. (This course satisfies the "structure" of a language requirement for B.A. and M.A. students in Linguistics.)


ANTH 740: Linguistic Anthropology
Fall 2004, T 2-4:30
Eve Danziger

This is an advanced introduction to the study of language from an anthropological point of view. No prior coursework in linguistics is expected, but the course is aimed at graduate students who will use what they learn in their own anthropologically oriented research.
Topics include an introduction to such basic concepts in linguistic anthropology as language in world-view, the nature of symbolic meaning, language and nationalism, universals and particulars in language, language in history and prehistory, the ethnography of speaking, the nature and discussion, the implications of each of these topics for the general conduct of anthropology will be addressed. Evaluation is based on take-home essays and problem-sets which are assigned through the semester. The course is required for all Anthropology graduate students. It also counts toward the "theory" requirement for the M.A. in Linguistics.


ENLS 303: History of the English Language
Fall 2004, MWF 12-12:50
Peter Baker

Study of the development of English word forms and vocabulary from the Anglo-Saxon to present-day English.


*ENMD 501: Old English
Fall 2004, MWF 10-10:50
Peter Baker

Studies the language and literature of Anglo-Saxon England.


FREN 485: La Langue Francaise et La Langue Anglaise en Contact (et en Conflit)
Fall 2004, TR 3:30-4:45
Gladys Saunders

This seminar focuses on three very different French/English contact-linguistic situations: Norman French in Britain in the 11th-14th centuries (including Anglo-French in Gascony, and modern-day results in Jersey French); French/English varieties in New Orleans in the 18th and 19th centuries and ?Franglais? in contemporary France (i.e., French/English contact, post-1965, date of publication of Etiemble's celebrated ?Parlez-vous franglais?). We shall study topics such as the variety(ies) of French and English involved; the historical, political, social, as well as linguistics causes and ramifications of the encounter; accuracy and reliability of linguistic theories and data; parallel developments vs. contact-specific developments; lexical analysis; lexical adaptation; types of bilingualism; language shift.
Basis of evaluation: mid-semester exam, research paper and daily in-class participation.
Taught in French, but some reading assignments will be in English.

PSYC 401: Language Acquisition: Exceptional Cases
Fall 2004, TR 2-3:15
John Bonvillian

This course examines the development of language and communication from a variety of perspectives. In addition to studying the acquisition of speech in children with normal hearing, we will review the acquisition of spoken and signed languages in deaf, autistic, mentally retarded, and aphasic individuals. We will also examine the acquisition of language-like communication in nonhuman primates.

SPAN 309: Intro to Spanish Linguistics
Fall 2004, TR 2-3:15
Fernando Tejedo-Herrero

Prerequisite: SPAN 311 or equivalent.
This course offers a rigorous introduction to the formal study of the Spanish language. Topics include: articulatory phonetics, phonology, morphology, syntax, semantics, historical linguistics and dialectology. Taught in Spanish.


SPAN 310: Spanish Phonetics
Fall 2004, TR 3:30-4:45
Fernando Tejedo-Herrero

Prerequisite: SPAN 202 or equivalent.
This course offers a detailed analysis of the sound system of Spanish, including its Peninsular and Latin American varieties. Topics include: articulatory phonetics, phonology and basic dialectal differences in the Spanish-speaking world. A considerable amount of time in class and in the language lab is dedicated to pronunciation drills. Taught in Spanish.


ASL 355: Comparative Linguistics: ASL & English
Spring 2005, TR 9:30-10:45
Bruce Sofinski

Describes spoken English and ASL (American Sign Language) on five levels: phonological, morphological, lexical, syntactic, and discourse. Compares and contrasts the two languages on all five levels using real-world examples. Documents similarities between signed languages and spoken languages in general. Describes the major linguistic components and processes of English and ASL. Introduces basic theories regarding ASL structure. Emphasizes ASL's status as a natural language by comparing and contrasting similarities and unique differences between the two languages.
Students will gain understanding of how all languages are structured. The class will be taught in English with examples from ASL; while ASL 101 is recommended, no prior knowledge of ASL or the Deaf community is required. (This course fulfills the "structure" requirement for BA students in Linguistics)


ANTH 240: Language and Culture

Spring 2005, MW 10-10:50 + obligatory discussion section
Ellen Contini-Morava

A survey of topics having to do with the relationship between language, culture, and society. We will consider both how language is described and analyzed by linguists, and how data from languages are used in related fields as evidence of cultural, social, and cognitive phenomena. Topics include: nature of language, origins of language, how languages change, use of linguistic evidence to make inferences about prehistory, relation between language and thought, regional and social variation in language, and cultural rules for communication.


ANTH 247/ AMEL 247: Reflections of Exile: Jewish Languages and their Communities
Spring 2005, MWF 11-11:50
Dan Lefkowitz

This course looks historically and comparatively at Jewish languages and the communities in which they have been used. We will explore general questions of the relationships among sociocultural groups, their languages (or language varieties), and the literatures they produce by reading about Yiddish, Ladino, and Judeo-Arabic from literary, cultural, and historical perspectives. No prior knowledge of these languages is required.


ANTH 348/ ANTH 748: Language and Prehistory

Spring 2005, MW 10-10:50 + obligatory discussion section
Eve Danzinger

This course covers the basic principles of diachronic linguistics-the study of how languages change over time -and discusses the uses of linguistic data in the reconstruction of prehistory. We will consider for example the use of linguistic evidence in tracing prehistoric population movements, in demonstrating contact among prehistoric groups, and in the reconstruction of daily life. Examples and case studies will be drawn from the Mayan languages of Central America, and will include discussion of pre-Columbian Mesomerican writing systems and their ongoing decipherment. Over the semester, students will be responsible for completing several homework assignments based on course content, and a final exam. (This course fulfills the diachronic linguistics requirement for BA and MA students.)


ANTH 544: Morphology
Spring 2005
Lise Dobrin

This course provides an overview of recent morphological theory, focusing on recurring themes that have arisen as the subfield has sought to find its place within the generative paradigm. The issues we will cover fall mainly into two broad groupings: those that relate morphology to phonology (such as allomorphy and word formation), and those that relate it to syntax (e.g., inflection, distinguishing compounds from phrases). Throughout the course we will be mindful of whether there is such a thing as pure morphology, a core set of phenomena having to do with word structure which motivates a distinct component of grammar. Students will do weekly or biweekly problem sets and give a class presentation on a common morphological category or means of formal expression. (This course fulfills the "theory" requirement for BA and MA students.)


ANTH 546: TESOL: Culture, Theory, and Method
LING 509: ESL: Methods and Theory of Teaching
Spring 2005, TR 12:30-13:45
Marion Ross

Theory, problems, and methods in teaching English as a second language with attention to relevant areas of general linguistics, the structure of English, and cultural matters.
This course is designed for students intending to specialize in the teaching of English to non-native speakers. Students in the course are expected to have already acquired knowledge of basic linguistic theory from other coursework or to have formally studied a foreign language so that they are prepared to read critically in the subjects covered.
The course will include attention to the critical discussion of learning theories as they affect second language learning, the discussion of problems in teaching, the discussion of learning and social interaction in the monolingual and multilingual classroom, the discussion of trends in the methodology of teaching, and the critical examination of currently available teaching materials. The approach used is eclectic and pragmatic.


ANTH 547: Language and Identity
Spring 2005, MW 3:30-4:45
Dan Lefkowitz

This course explores the relationship between language and identity. In anthropology, cultural studies, and literary criticism, issues of social identity have become a central concern, and much of this attention has focused on language. In linguistics, on the other hand, scholars have long looked to categories of social identity to help explain language structure and change. This course explores the convergence of these two trends: the view that language is central in the construction, negotiation, and expression of social identities. We will take an historical look at the development of approaches to language, culture, and social identity, beginning with Herderian notions of language and folk nationalism's, and ending with a critical reading of post- modern tropes of hybrid and Creole identities. Throughout the course, readings will juxtapose social theoretic and linguistic treatments of identity, and a main goal of the course will be to critically appraise theoretical frameworks from both domains which provide promising technologies for investigating and describing the conjunction of language and identity.


FREN 339: French Phonetics
Spring 2005, MWF 10-10:50; MWF 11-11:50
Gladys Saunders

This course, conducted in French, is designed to introduce basic concepts in phonetic theory and to teach students techniques for improving their own pronunciation. We shall examine the physical characteristics of individual sounds, the relationship between sounds and their written representations, the rules governing the pronunciation of "standard French", and the most salient phonological features of selected regional varieties (e.g. le francais meridional). Working independently and regularly with audiotapes in the language laboratory, and as a group with the instructor in the classroom, students will have opportunities for oral practice in the production of French sounds (in isolation, in syllabic combinations, in rhythmic groups and in phrases). Requires much memorization.
Basis of evaluation: 3-4 quizzes, final exam, 'travaux pratiques' (homework assignments), and daily in-class performance.


LNGS 222: Black English
Spring 2005, MW 11-11:50 + obligatory discussion section
Mark Elson

Introduction to the history and structure of what has been termed Black English Vernacular or Black Street English. Emphasizes the sociolinguistic factors which led to the emergence of this variety of English, as well as its present role in the black community and its relevance in education, racial stereotypes, etc.


LNGS 325 / LNGS 701: Introduction to Linguistic Theory and Analysis
Fall 2004, MWF 11-11:50 + obligatory discussion section
Mark Elson

Introduces sign systems, language as a sign system, and approaches to linguistics. Emphasizes the application of descriptive techniques to data.
(This course is a requirement for the B.A. and M.A. students in Linguistics)


LNGS 500: English for Teachers of Foreign Languages
Spring 2005, MW 8:30-9:50
Mark Elson

This course considers basic linguistic concepts relating to sound, grammar, stylistics, and their application to the teaching of foreign languages as well as English as a second language. Its goal is to provide prospective teachers with background which will enable them to do research in the pedagogy and structure of their target languages, and to make informed decisions about how to undertake the development of communicative competence in their students.


PHIL 750: Philosophy of Language
Spring 2005, M 9:30-11:45
Mitchell Green

Philosophical problems can often be either solved or dissolved by scrutiny of the language in which they are couched. What is more, language and linguistic interaction themselves raise questions of the deepest conceptual kind, answers to which illuminate cognition and social interaction. For these reasons language has been the premier area of inquiry among philosophers in the last century. This course will examine, from a non-technical point of view, topics that have been given the most intense treatment, all of which flow from the question, In virtue of what is language meaningful? Topics to be covered include the relation between thought and language; the possibility of an essentially private discursive realm; the view that one's linguistic framework somehow 'structures' reality; the method of solving or dissolving traditional philosophical problems by scrutiny of the language in which they are couched; the nature of linguistic meaning and the relation thereof to truth and to 'language games,' the relation between what is said in a given utterance and what is conveyed; the nature of interpretation and the role that it plays in organizing our understandint of the world.
The course should be of interest not only to philosophy students, but also to those in linguistics, psychology, cognitive science, literature, anthropology, and computer science.
Prerequisites: (i) At least one course in Philosophy at the undergraduate level or above. A knowledge of first order predicate logic and basic metatheory is a plus but not essential. (This course fulfills the "theory" requirement for MA students.)


PSYC 401 / PSYC 551: Psychology of Language Comprehension
Spring 2005, R 3:30-6
Beverly Adams

Prerequisites: PSYC 101, PSYC 305
Enrollment Restrictions: Psychology majors until after 4th-year majors have registered. Linguistics Majors are encouraged to register. If course is full through ISIS: Please use the Psychology online waiting list for the course at http://www.virginia.edu/psychology/waitinglist. Do not email professor.
Psychology of Language Comprehension - Psych 401 is designed to expose students, who may or may not have background in linguistics or cognitive psychology, to the study of language and language comprehension. Students will be challenged to read and review the basic topics and issues in the subdiscipline. We will survey psycholinguistic functions such as speech perception, lexical processing, sentence processing, spoken and written discourse processing, speech production in- and out-of-context, and first language and second language acquisition. We will examine each area from a historical perspective, review the major question(s) in the area, and examine the research methodology. You will be expected to lead and participate actively in class discussions.
Format: seminar style, but some lecturing
No. and type of exams: None
Papers or projects: 8 two-page reaction papers/question-answers, 2 short projects, 1 research paper (8-10 pages)


PSYC 402: Language and Cognition in Atypical Populations
Spring 2005, W 9:30-12
John Bonvillian

This course will focus on language and cognitive development in persons with disabilities. Among the populations examined will be children with autistic disorder, children with Williams syndrome, deaf children, developmentally dysphasic children, adults with aphasia, and children with severe mental retardation. In addition to spoken language development, the course will examine the acquisition of sign communication skills.


PSYC 406: Language Development: Learning Words
Spring 2005, TR 12:30-1:45
Vikram Jaswal

Enrollment Restrictions: Fourth-year Psychology, CogSci, or Linguistics majors, or instructor permission. This seminar will focus on how children learn the meanings of words. We will consider various theoretical debates, such as whether children acquire words through domain-general learning mechanisms or by mechanisms more specialized for word learning. We will also consider the extent to which word learning requires an ability to analyze other people's goals, intentions, and interests, and whether this helps to explain why language is specific to humans. Throughout, we will pay close attention to how children's early word learning interacts with and is influenced by their developing cognitive abilities.
Format: Seminar discussion.


PSYC 411: Psycholinguistics
Spring 2005, M 3:30-6
Filip Loncke

Topics include psychological and linguistic theory; experimental and empirical studies of linguistic usage; development of language in infants and children; cross-cultural studies of linguistic usage; and the biology of language.


PSYC 555: Developmental Psycholinguistics
Spring 2005, TR 11-12:15
John Bonvillian

Examines current research and theoretical models of children's language acquisition. Topics include normally developing children's acquisition of spoken language skills, and the development of language and communication skills in children who are deaf, autistic, or aphasic.


SAST 255: The Languages of South Asia
Spring 2005, MW 3:30-4:45
Peter Hook

An examination of the phonological, morphological, and syntactic structures of South Asian languages from typological, social, and historical perspectives. This course presupposes no knowledge of a South Asian language and is intended for lower-level undergraduates. (This course will count toward the "structure" requirement for the Linguistics major and minor.)
Linguistics students interested in the course can get an idea of what topics will be discussed by looking at the course-site for a similar course taught by Peter Hook at Michigan.


SPAN 310: Phonetics (Spanish)
Spring 2005, MWF 2-2:50; TR 11-12:15
Fernando Tejedo-Herrero, and Tammy Hertel

Prerequisite: SPAN 202 or equivalent.
This course offers a detailed analysis of the sound system of Spanish, including its Peninsular and Latin American varieties. Topics include: articulatory phonetics, phonology and basic dialectal differences in the Spanish-speaking world. A considerable amount of time in class and in the language lab is dedicated to pronunciation drills. Taught in Spanish.


SPAN 420: History of the Spanish Language
Spring 2005, TR 9:30-10:45
Emily Scida

This course examines the systematic form of the phonetic/phonological, morphological and syntactic changes that have occurred in the development of Latin to Spanish. It will not only observe what happened in the evolution of the sounds, forms and structures, but will also, as far as possible, attempt to account for and explain those changes, on the basis both of internal structure and, when appropriate, extra-linguistic factors. (This course meets the "history" requirement for B.A. in Linguistics)


SPAN 431: Sociolinguistics I
Spring 2005, MWF 3-3:50
Fernando Tejedo-Herrero

This course provides students with an introductory coverage of the most relevant topics related to the interrelationship between language and society, as well as language and culture in the particular context of the Spanish language and its varieties. Topics covered are linguistic variation, bilingualism, diglossia, attitudes towards language, code switching, language planning, discourse analysis, and language substitution.