Pat Bryan, senior instructor (academic advising, cross-cultural communication, service learning). B.A., 1969, Seton Hill; M.A., 1988, Oregon. (1989)

Peggy Dame, senior instructor; director, program development. B.S., 1975, California, Berkeley; M.A., 1981, Oregon. (1986)

Thomas Delaney, instructor (Teachers of English to Speakers of Other Languages, testing and assessment). B.A., 1994, Loyola Marymount; M.A., 1998, Monterey Institute of International Studies. (2006)

Alison Evans, senior instructor (academic English for international students). B.A., 1980, Ohio Wesleyan; M.A., 1985, San Francisco State. (1995)

Char Heitman, senior instructor (applied linguistics, Teachers of English to Speakers of Other Languages). B.A., 1988, Northern Iowa; M.A., 1993, Iowa. (1997)

Deanna Hochstein, senior instructor (critical thinking and language instruction, program evaluation). B.A., 1973, Oregon State; M.A., 1978, Oregon. (1979)

Cynthia L. Kieffer, senior instructor; director, academic programs and research. B.A., 1972, Washington State; M.S., 1975, State University of New York, College at Buffalo. (1979)

Sydney Kinnaman, senior instructor (developmental reading, TOEFL preparation, academic English); coordinator of tutor program. B.A., 1979, Idaho; M.A., 1982, Washington State, M.A. 1986, Oregon. (1983)

Leslie Opp-Beckman, senior instructor; technology coordinator. B.A., 1979, M.A., 1989, Oregon. (1995)

Patricia Pashby, instructor; coordinator, international graduate teaching fellow program. B.A., 1987, M.A., 1990, San Francisco State; Ed.D., 2002, San Francisco. (2001)

Janine Sepulveda, instructor (reading, writing, grammar). B.A., 1991, Oregon; M.A., 1995, Monterey Institute of International Studies. (1995)

Bill Walker, instructor; curriculum coordinator, Intensive English Program. B.S., 1972, Murray State; M.A., 1988, San Francisco State. (1990)

Kay Westerfield, senior instructor (English for specific purposes, international business communication); codirector, International Business Communication Program; coordinator, business programs. B.A., 1974, Iowa State; Ed.M., 1981, Boston. (1983)

The date in parentheses at the end of each entry is the first year on the University of Oregon faculty.

About the Department

The Department of Linguistics offers instruction leading to a bachelor of arts (B.A.), a master of arts (M.A.), and a doctor of philosophy (Ph.D.) degree in linguistics.

Undergraduate Studies [back to top]

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 world view, 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 B.A. 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 advisers 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 adviser

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 linguistics undergraduate majors must be approved by a departmental undergraduate adviser

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 adviser from the linguistics faculty, chosen in consultation with the undergraduate adviser. The thesis must be a substantial piece of work; it may be a revised and expanded version of a term paper. The thesis adviser determines whether the thesis is acceptable and may require the student to register for up to 6 credits in Thesis (LING 403), taken pass/no pass (P/N).

Upon fulfilling these requirements, the candidate is approved to receive a B.A. 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 adviser 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 in consultation with the certificate adviser, including 12 approved credits in second-language acquisition theory and language-teaching methodology; 8 to 15 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 French, German, Japanese, Russian, or Spanish).

Second-Language Teaching

Second-Language Acquisition (LING 444/544) and Second-Language Teaching (LT 445/545) can be incorporated into a second-language teacher education program. Students who take either course for this purpose must complete their field research in the targeted language.

Graduate Studies [back to top]

Solid preparation in linguistics is indispensable to any specialization at the graduate level, applied or theoretical. Although the faculty and 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 each term with the departmental graduate adviser. 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 M.A. Students should select electives in consultation with the department’s graduate adviser and members of the linguistics department faculty.

Second-Language Requirement. Candidates for the M.A. must have completed two years of a second language during the previous seven years.

M.A. Thesis or Substitute. Students in good standing may form an M.A. 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 M.A. 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 adviser.

Specialization in Language Teaching

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

Prerequisites. Students should have a B.S. or B.A. 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 M.A. 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 adviser.

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

Doctor of Philosophy

The doctor of philosophy (Ph.D.) 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.

Admission Requirements. Applicants without an M.A. may be admitted conditionally and must complete all prerequisite M.A.-level linguistics courses before they achieve unconditional doctoral status. Each applicant is required to submit, along with the graduate application, a sample research paper (or M.A. thesis) at least thirty pages in length.

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 Adviser. The department head appoints a doctoral adviser for each student upon admission to the Ph.D. program.

Prequalifying Research Requirement. The student produces a piece of original research, developed under the guidance of two faculty members and presented in a public document. There are several ways to achieve this:

• The student presents the project as a formal M.A. thesis and earns an M.A.

• The student submits part of the research for a technical report series

• The student submits part of the research to a conference, and it is published as part of the conference proceedings

• The student makes another proposal that is approved by the student’s faculty committee

The prequalifying research requirement must be completed by the end of the second year of 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 M.A. thesis or prequalifying research project cannot serve as one of the qualifying papers. A separate committee of three faculty members will be appointed by the department head to referee each paper, with the student’s adviser to sit on both committees. Upon documented completion of both papers 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 adviser in linguistics. A dissertation prospectus must be submitted to and approved by the doctoral committee before the writing of the dissertation commences. The Ph.D. 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 Ph.D. program. The course work must be approved by their doctoral adviser. Even those students who have already earned an M.A. degree are typically expected to complete all of the M.A. degree requirements at Oregon as part of the normal progress toward the Ph.D. Courses taken to fulfill M.A. degree requirements while a doctoral student cannot count toward the minimum credit requirements of the Ph.D. 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, pragmatics, 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 adviser. 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.

Neuroscience

See the Neuroscience section of this catalog for information about the study of neuroscience.

American English Institute

The American English Institute offers four 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, 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 six-level curriculum and an elective curriculum.

The basic six-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 American Films.

Other services and facilities, including an audio-video 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) or request additional training in English as a second language for academic work. Courses are offered in listening and note taking, 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 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.

Short-Term Programs. Upon request, 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 adviser, 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 $65

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.

Linguistics Courses (LING) [back to top]

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.

160 Language, Power, and Gender (4) How power is reflected, achieved, and maintained through language, with special emphasis on the relationship between power hierarchies and women’s versus men’s use of language. Vakareliyska.

162 Nature versus Nurture in Language (4) Compares biological (nature) and social (nurture) factors in explaining how language structure develops and is used by the individual and by language communities. Redford.

196 Field Studies: [Topic] (1–2R)

198 Workshop: [Topic] (1–2R)

199 Special Studies: [Topic] (1–5R)

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.

290 Introduction to Linguistic Analysis (4) Study of human language and linguistics as a scientific and humanistic discipline. Basic concepts of the lexicon, phonology, syntax, semantics, and language change.

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.

315 Language and Categorization (4) Introduces various theories of linguistic meaning and categorization, then applies them to categorization of sounds, parts of speech, semantic networks, perspective, metaphor, and linguistic relativity. Prereq: sophomore standing or higher.

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.

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. 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, conversational analysis.

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 290 or equivalent. Guion, 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 290 or equivalent. 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: LING 290 or equivalent. 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 290 or equivalent. DeLancey, Gildea, Payne.

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, Guion, Tomlin.

444/544 Second-Language Acquisition (4) Introduction to cognitive and social processes of acquiring second languages. Prereq: LING 290. Students cannot receive credit for both LING 440/540 and 444/544. Guion, Tomlin.

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 411/511 or equivalent. Gildea, 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 435/535. DeLancey, Gildea, Payne.

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. Data from various languages. Prereq: LING 451/551. DeLancey, Gildea, Payne.

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, 451/551. DeLancey, Guion.

490/590 Sociolinguistics (4) Language in relation to social and interpersonal interaction. Topics may include dialect geography, social and ethnic dialects, language contact, bilingualism and multilingualism, pidgins and creoles, or conversational analysis. Prereq: LING 450/550. Redford.

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 290 or equivalent. 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 of experimental evidence. Topics may include sound systems and their typology, morphophonology, and the acquisition of phonological structures. Prereq: LING 450/550. Guion, 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 informants, 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. Guion, Tomlin.

622 Discourse Analysis (4) Language beyond the sentence level; elicitation and analysis of oral and written texts; quantitative text analysis. Information structure of discourse, discourse and syntax, conversational analysis, discourse pragmatics, discourse processing. Prereq: LING 452/552. Payne.

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. Guion, Tomlin.

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

Academic English for International Students Courses (AEIS) [back to top]

Prereq for AEIS 103, 105, 107, 110: TOEFL score of 500–574, English-proficiency examination administered by UO Testing Office.

103 Comprehending Oral Academic Discourse (4) Explores elements of aural comprehension, focusing on classroom-based academic discourse: listening strategies based on oral linguistic cues, identification of topics, use of schemata, discourse genres.

105 Producing Oral Academic Discourse (4) Covers conventions of oral academic discourse including negotiating meaning, information gathering, reporting, small-group interaction.

107 Comprehending Written Academic Text (4) Provides interactive reading model for effective processing of academic texts. Emphasizes development of critical reading skills, use of content schemata, and the role of context in resolving ambiguity.

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

111 Written Discourse II (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 Written Discourse III (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.

Language Teaching Courses (LT) [back to top]

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

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) Issues in teaching English as a global language. Interaction between language and culture. Application to teaching of literature. Teaching focus: British and North American literature.

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

445/545 Second-Language Teaching (4) Approaches and methods of teaching second languages. Theoretical principles of language teaching; pedagogical principles for second-language skills in speaking, listening, reading, and composition. Prereq: LING 440/540 or 444/544.

446/546 Second-Language Teaching Practice (4) Intensive workshop and practice in teaching instruction. Practical methods for developing skills in listening, speaking, reading, writing, and testing second languages. Prereq: LT 445/545.

448/548 Curriculum and Materials Development (4) Introduction to the elements of curriculum design and related materials development. Rational basis for the development and implementation of language curriculum. Practical application. Prereq: LT 446/546 or equivalent.

449/549 Testing and Assessment (4) Principles and types of language testing, particularly classroom testing. Test design and integration into curriculum. Test planning for purpose, age group, and teaching situation. Prereq: LT 448/548 or equivalent.

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 required to complete an M.A. with a language teaching specialization. Individual projects. Weekly group sessions provide guidance. R four times for a maximum of 16 credits.