| source Georgetown (X) |
level |
department Linguistics (X) |
Credits: 3
Score: 8.309982 Details | Listing | Web page
Credits: 3
Score: 8.309982 Details | Listing | Web page
Are there distinctive forms of language use in the magico-religious domain, and if so, how much do they depart from "ordinary" communication? How do people use language when they wish to communicate with incorporeal agents (spirits, God, etc), for instance, agents who can sensorially say nothing? In addressing these questions, this course examines language practices from across the globe, from Illongot hunting spells in the Philipines to the use of noise in U.S. Pentecostal worship. Drawing on literature in linguistics, anthropology, and religious studies, we consider the special demands that religious beliefs, ideals, and objectives place on language use. At the same time, we consider how the exploration of language use in the magico-religious domain has spurred some researchers to revise their understanding of how language works generally. L anguage-use in divination, for instance, has inspired some to question the centrality of "intentionality" in theories of pragmatic meaning. Religious rituals tend to exploit the poetic function, and this has inspired some researchers to consider the "poetic" and ritual-like character of many forms of discourse, not just the religious. Toward the semester's end, we turn to large-scale sociopolitical issues on the theme of language and religion, such as the way certain nation-states have sought to define citizenship in terms of competence in a sacred language.
Score: 8.309982 Details | Listing | Web page
Credits: 3
Score: 8.309982 Details | Listing | Web page
Credits: 3
Score: 8.309982 Details | Listing | Web page
Credits: 3
Score: 8.309982 Details | Listing | Web page
Focus on individual, community, and societal bilingualism as a linguistic, psychological, and sociological phenomenon. Prerequisite: LING001. This course satisfies one of the College's social science general education requirements.
Score: 8.309982 Details | Listing | Web page
Credits: 3
Score: 8.309982 Details | Listing | Web page
Our everyday lives, identities and relationships depend largely on how we use language to talk with each other (in conversations, on the phone, on line, in classes) and to construct and use texts (writing a text message, reading a menu, taking notes in class). âText and talkâ will help you understand the ways in which linguists and other scholars make sense of text and talk. We will learn about various aspects of everyday texts and talk by examining topics such as the following: the role of small words such as âI meanâ and âlikeâ; how we establish who and what weâre talking about; how the arrangement of words in sentences, and sentences in texts, reveals our assumptions and our values; how we use language to accomplish actions such as to apologize or threaten; how language shows who we are and what we think of others; how we repair what âgoes wrongâ in text and talk. Class requirements include readings, discussion, completion of several brief hands-on assignments, and final project. Assignments and final project will focus on everyday conversations and social interactions (e.g. buying a cup of coffee), as well as texts as varied as product labels on medicine bottles, advertisements, zines, diaries, recipes and advice columns. (Note: this course satisfies one of the College's social science general education requirements.)
Score: 8.309982 Details | Listing | Web page
Credits: 3
Score: 8.309982 Details | Listing | Web page
This course examines the connections between gender and sexuality on the one hand and language use on the other. Students will review the major theoretical approaches to language and gender and examine how each can shed light on cases of gendered linguistic practice. Such cases, through which students will acquire a basic introduction to the field of linguistics, include turn-taking in conversation, gossip, Japanese Women's Language, gendered dialect variation, sounding gay, and sexist language. Students will develop the ability to thoughtfully evaluate research from the perspectives of both the linguist and the gender theorist, at times reconciling tension or bridging gaps between the two. Assignments will emphasize students' ability to link theoretical points arising from readings and class discussions to linguistic patterns in observed data.
Score: 8.309982 Details | Listing | Web page
This course is designed to provide an overview of the historical, intellectual, social, and political foundations of American education. It introduces students to the major issues impacting schools and teachers. The following themes will be studied: 1) teachers and students, 2) schools and curriculum, 3) historical and philosophical foundations of education, 4) school finance and governance, 5) the struggle of equal education opportunities, 6) tomorrow's issues and trends.
Score: 8.309982 Details | Listing | Web page
Credits: 3
Score: 8.309982 Details | Listing | Web page
Credits: 3
Score: 8.309982 Details | Listing | Web page
Credits: 3
Score: 8.309982 Details | Listing | Web page
This course is designed to increase awareness of computational tools and their applications for linguistic research. In other words, it will provide ways to learn about various tools to at least partially automate or accelerate linguistic analysis. We cannot replace linguistic intuition, but we provide students with a greater understanding of how and when to use empirical approaches to linguistic analysis. A large emphasis of the course is in how to deal with large amounts of language data and to understand practical issues in dealing with corpora, annotation and multi-lingual data.
Score: 8.309982 Details | Listing | Web page
Credits: 3
Score: 8.309982 Details | Listing | Web page
This course provides an introduction to the reading/writing process in first and second languages, research on reading comprehension, and effective teaching and assessment approaches for students from diverse cultural and linguistic backgrounds. Among the topics addressed are: the role of prior knowledge; interaction between reading and writing; what the research says about teaching reading and writing strategies; effective classroom practices for struggling readers; role of collaboration in the reading/writing classroom; oral language development and literacy development; emergent literacy; process writing; reading and writing in the content areas; and developing authentic, performance-based assessments of reading and writing.
Score: 8.309982 Details | Listing | Web page
Graduate-level introduction to a broad range of topics in Linguistics.
Score: 8.309982 Details | Listing | Web page
Credits: 3
Score: 8.309982 Details | Listing | Web page
Reconstruction of ProtoIndoEuropean based on Sanskrit, Greek, Latin, Hittite, and other languages.
Score: 8.309982 Details | Listing | Web page
Credits: 3
Score: 8.309982 Details | Listing | Web page
Credits: 3
Score: 8.309982 Details | Listing | Web page
Credits: 3
Score: 8.309982 Details | Listing | Web page