We know where grammatical markers come from Kuteva and Heine in press, to be available to students in the PDF form but we do not know why, some languages encode some functions and not the others. I will be presenting in class results of on-going research and writing on the topic of the course, to be published by Oxford University Press. These presentations will outline the theoretical premises and hopefully a useful methodology. This is a research rather than a reading course in that students are expected to conduct research on their own topics on languages of their choice.
Term papers will be expected to be contributions to the field. It is expected that students will submit those papers to professional conferences. Prerequisites: The basic courses in morphology, syntax, and semantics. The grading will be on contribution to the class and term papers. Frajzyngier, Zygmunt with Erin Shay. The role of functions in syntax: a unified approach to language theory, description, and typology.
Benjamins: Amsterdam. Kuteva, Tania and Bernd Heine. World lexicon of grammaticalization, 2nd revised ed. Cambridge: CUP.
Recent decades have played host to an enormous surge in research on bilingualism. This spike in interest has generated many sometimes competing perspectives on bilingual issues from a range of academic traditions and sub-disciplines, including not only Linguistics and Applied Linguistics, but also Anthropology, Sociology, and Communication Studies amongst others. The result is a body of literature that is not only robust in terms of its findings, but also diverse in terms of its methodologies and theoretical frameworks.
This Ph. Significant time will also be dedicated to bridging the micro-macro gap, with an aim toward developing an understanding of bilingualism that is layered and contextualized. The objectives of this course, then, are two-fold. First, most obviously, the goal is to provide a concrete, substantive understanding of various aspects of bilingualism, from a range of perspectives and contexts. The second, more overarching goal, though, is concerned with theoretical frameworks and methodologies, and their implications for research on linguistic phenomena in general.
The course should thus equip students with an array of tools, and an eye toward interdisciplinarity, which can also be used to tackle non-bilingualism-specific pursuits in future coursework and research. Class meetings will be devoted primarily to critical discussion of assigned readings, as well as advancing individual research projects.
MA students are welcome to enroll with permission of instructor. This seminar approaches the middle class as a critically important site for research on language and society, whether conceptualized in economic, empirical, structural, ideological, or performative terms. While often unmarked and under-analyzed in research on language and society, the middle class plays an integral role not only in language standardization, language maintenance, and language shift, but also in the semiotics of social life more generally.
Indexical understandings advanced by citizens identifying with the middle classes—whether directed to specific language varieties, political speech, youth style, college slang, humor, branding, ally talk, politeness, civility, or figures of personhood—are readily circulated by the media and rise to prominence in the public imaginary in ways that often affect existing lines of social stratification and inequality.
Throughout the semester, we will review the work of sociolinguists, linguistic anthropologists, and discourse analysts who have written about social class alongside the work of social theorists whose work on class has been influential for language study. The primary purpose of the seminar is to assess the ways that the middle class matters to the social analytics of language. Participants will examine some aspect of middle-classness in a local, regional, national, or global context through the lens of language.
Final projects will advance an argument about language and the middle class by applying social theory to the analysis of discourse examples in a selected domain. The goal will be to develop a first draft of a conference paper, dissertation chapter, or publishable article. Humans use language in almost everything that we do, from situations as ordinary as a conversation with friends about weekend plans, to less-ordinary situations such a presidential debate or an international peace negotiation.
And yet, rarely do we critically examine our language use, particularly as it relates to identity and social norms. This course provides an opportunity to explore language use in the United States from a social, interdisciplinary perspective. The course will begin with a foundational introduction to sociolinguistic study, as we explore topics including regional and dialectal variation; prescriptivism and descriptivism; accents, jargon and slang; registers, style, and code-switching; and a variety of ideologies about how language should- or should not- be used in the United States.
Throughout the course, we will draw on a variety of linguistic data to analyze the current landscape of language use in the United States. Students are encouraged to reflect on their own personal experiences with regard to each of these topics as we proceed through the course. Perspective, and can also count towards the Distribution requirement for students who matriculate fall ; the Core Curriculum Content area for United States or Contemporary societies for students who matriculated prior to fall ; and the MAPS Social Science requirement.
Human language is one of the most complex systems in nature and is our indispensable tool in communicating with other members of our species. Ayen Green has a resource and health NutritionalEcology, organizer, and review.
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