Linguistics

The extensive independent study field research paper produced by the student is both the centerpiece of the intern's professional engagement and the culmination of the academic achievements of the semester. During the preparatory session, IFE teaches the methodological guidelines and principles to which students are expected to adhere in the development of their written research. Students work individually with a research advisor from their field. The first task is to identify a topic, following guidelines established by IFE for research topic choice. The subject must be tied in a useful and complementary way to the student-intern's responsibilities, as well as to the core concerns of the host organization. The research question should be designed to draw as much as possible on resources available to the intern via the internship (data, documents, interviews, observations, seminars and the like). Students begin to focus on this project after the first 2-3 weeks on the internship. Each internship agreement signed with an organization makes explicit mention of this program requirement, and this is the culminating element of their semester. Once the topic is identified, students meet individually, as regularly as they wish, with their IFE research advisor to generate a research question from the topic, develop an outline, identify sources and research methods, and discuss drafts submitted by the student. The research advisor also helps students prepare for the oral defense of their work which takes place a month before the end of the program and the due date of the paper. The purpose of this exercise is to help students evaluate their progress and diagnose the weak points in their outline and arguments. Rather than an extraneous burden added to the intern's other duties, the field research project grows out of the internship through a useful and rewarding synergy of internship and research. The Field Study and Internship model results in well-trained student-interns fully engaged in mission-driven internships in their field, while exploring a critical problem guided by an experienced research advisor.

This course provides a study of the basic neurological and cognitive processes of second language acquisition (SLA) and principle theories that explain them. Topics covered include: innate and aquired learning; acquisition and differences between learners (bilological, psychological, and social factors); sociolinguistic and sociocultural approach to the acquisition of a second language; 20th and 21st century theories and methodologies on the acquisition of second languages.

This course examines the basic knowledge and skills needed to give an academic presentation and to interact with others in an English-language classroom. It also covers how to modify the pronunciation of English in order to be better understood by both native and non-native speakers of English; and how to recognize and understand a number of well-known native and non-native accents of English.

 

This course is a tutorial for LING 102. This course provides an in-depth analysis of the origins of modern French, with an emphasis on the evolution of phonetics. It focuses on the major contributors to modern French including the Germanic languages, Latin, Langue d'Oil, Langue d'Oc, and their gradual assimilation and evolution into today's standard French.

This course focuses on the question of which cognitive, biological, and environmental factors are responsible for the acquisition of mother tongue knowledge of language and the ability to use this knowledge in a natural and creative manner in daily life. Several of these factors are studied, starting from the linguistic perspective that reveals the variable and invariant characteristics of sound structure, word and sentence structure and meaning. This basis leads to develop further insight into the distinction between domain-specific mechanisms for language acquisition and general cognitive skills in development. Characteristic of the chosen approach is the language-comparative perspective. The process of acquiring different languages is covered and students consider what that indicates about the interaction of the cognitive systems of knowledge involved in that process. Signs that characterize the incredible development children go through in all linguistic facets is discussed. From the first distinctive skills relative to sound patterns, through word and sentence structure, to dependencies and meaning relationships within sentences and in context .

This course introduces the questions, concepts, and basic terms of general linguistics and linguistics of the German language, focusing on the grammatical disciplines of phonology, morphology, and syntax, as well as semantics and pragmatics. Students discuss traditional and newer approaches, using examples from the German language.

This course evaluates the evidence, theories, and practical issues associated with stuttering in early childhood and into teenage years and beyond. Factors that affect the onset and course of stuttering are examined from various perspectives. After preliminary description of the patterns of stuttering, how it is measured, who it affects, and what its symptoms are, lectures examine evidence that stuttering is associated with a range of biological and psychological factors. Particular emphasis is given to how language and motor demands affect stuttering. Theoretical accounts that attempt to integrate these findings are critically assessed. The final part of the course applies the knowledge to practical issues (treatment, diagnosis, and prognosis). In addition to giving a comprehensive coverage about stuttering, this course also has relevance to other speech-language disorders.

This course offers a study of multilingualism, focusing on various aspects of multilingualism across life spans. The course discusses topics including bilingual acquisition, second language acquisition, and attrition or loss of language skills. The course examines basic theoretical issues of multilingualism as well as the application of theory to data.