A hands-on introduction to statistical methods in linguistics using R. Topics covered include aggregation and summary, descriptive statistics, data visualization, hypothesis testing, regression analysis, and an introduction to hierarchical modeling. Students will gain experience with quantitative analysis of real-world linguistic data sets, including corpus data and experimental data, with emphasis on a connection to students¿ own theoretical research.

A detailed consideration of recent developments in syntactic theory, including treatments of constituency and word order, grammatical relations, typological variation and linguistic universals, and constraints on grammatical rules and representations.

A study of recent developments in phonological theory, with particular attention to nonlinear models of phonological representation and constraint-based models.

An introduction to the theoretical foundation of computational linguistics. The course emphasizes the importance of algorithms, algebra, logic, and formal language theory in the development of new tools and software applications. Empirical phenomena in phonology and syntax are sampled from a variety of languages to motivate and illustrate the use of concepts such as strictly local string languages, tree transducers, and semirings. Students will develop familiarity with the literature and tools of the field.

This course provides an overview of the history and
structure of signed languages and gestural systems. It is designed for
graduate students in linguistics with no prior sign language knowledge. You
may pick up a few American Sign Language (ASL) signs along the way, but
this is not an ASL language course. Sample topics include phonology,
morphology, sign order & spatial grammar, grammatical use of facial
expressions, constructed action, and role of iconicity. We will also
discuss gesture, homesign, language emergence, historical change, dialects,
acquisition, bilingualism, and sign language disorders. As part of a class
project, we will collaborate to develop a resource archive of online videos
of sign language exemplars that will be useful for future instructional use
(e.g., in an Introductory course on Linguistics). The course format
includes Dr. Singleton’s lectures and student-led discussions on the
assigned readings. Students will contribute posts to four online discussion
prompts during the semester and complete a course paper on a sign
language-related topic (to be developed in consultation with Dr.
Singleton).

If you have any questions, please feel free to contact
jenny.singleton@stonybrook.edu

This seminar will explore Ellipsis from a comparative point of view and consider recent theoretical developments. Ellipsis broadly speaking refers to those syntactic units that remain silent in the sentence. Depending on the size and nature of the silent units we have VP ellipsis, NP ellipsis, gapping, comparative subdeletion, stripping.  We will concentrate on VP, TP ellipsis and NP ellipsis. Our focus is on the debate how much of that elided unit is represented in the syntax properly. We will also study the licensing conditions of the different elliptical phenomena and how languages differ in this respect.

*No prior knowledge of Arabic is expected!*

Why a seminar on Arabic? The Arabic language, aside from its importance for
millions of people in many countries, has been the subject of a great deal
of influential work in linguistic theory and, more recently, in
computational work. This course will explore aspects of the morphology and
phonology of Arabic (including both Standard Arabic and various vernacular
dialects), especially those aspects that have figured in theoretical
discussions.

The goal is two-fold: To give students an acquaintance with the structure
of a language that's very different from European (and East-Asian)
languages, and to give some access to the large body of theoretical work
that has been done on Arabic. We will begin with exercises and readings
designed to acquaint students with salient features and phenomena of
Arabic, as a basis for understanding the more analytical readings.

In this seminar, we will read about and discuss functional explanations for the structure of language and languages. Can patterns that we see in language be attributed to a drive towards efficient, (near-)optimal communication? If so, when? What can popular methodologies for uncovering functional optimization really tell us? This course will combine discussion on current trends in computational and cognitive approaches to functional explanations for language structure with classic debates in the linguistic and biological evolutionary literature. 

Content-based language and literacy instruction and assessment to children and adolescents for whom English is not their first language, in alignment with current state, national, and professional standards. Teacher candidates design standard-based and data-driven curricular modules for teaching language through mathematics, the sciences and the social studies, engage in reflective and collaborative practices, and evaluate web-based technologies. 3 credits, letter graded (A, A-, B+, etc)

Study of the acquisition of a second language by children and adults. The focus is on data; the systematicity of the learner' errors, the ease of acquisition in childhood, etc., the adequacy of theories (e.g. Interlanguage processes, the monitor model, the critical period) to explain data, and the reliability of methods of obtaining data. Students conduct an empirical study testing a current hypothesis.

In-depth exploration of the theories of literacy and language development of native English speakers and students who are English language learners pre-school through grade 12. The development and assessment of literacy skills among children at various stages of learning development and across disciplines will be examined. Attention will also be given to children with special needs and the integration of technology in the development of literacy skills.

Study of the systematic errors made by foreign language learners and the potential of various linguistic theories to predict and account for these errors.

An in-depth study of curriculum design and evaluation with a focus on needs analysis, goals and objectives, approaches to language learning and teaching, assessment, resources, and program evaluation. 

Investigation and evaluation of instructional planning and assessment aligned with current state, national, and professional standards. Teacher candidates practice content-based curriculum development, and use of technologies for language and literacy development among English language learners and reflect on their teaching in multi-level classrooms. Partnerships with colleagues, parents and the respective communities are explored. 3 credits, letter graded (A, A-, B+, etc)

Exploration, inquiry, and practice of English language instruction strategies and approaches. Prerequisite: Admission to MA TESOL Teacher Education Program.

Observation and practice of data-driven language and literacy instruction and assessment across disciplines for children and adolescents for whom English is not their first language. Teacher candidates are placed in diverse educational settings in pre-elementary through secondary levels for 50 hours of field experience. 1 credit, S/U grading May be repeated for credit.

TESOL teacher candidates receive supervised practice teaching by arrangements with selected schools across the region. The student teacher reports to the school to which he or she is assigned each full school day for the entire semester. Applications must be filed in the academic year preceding that in which the teacher candidate plans to take the course. 3 credits, S/U grading.

TESOL teacher candidates receive supervised practice teaching by arrangement with selected schools across the region. The student teacher reports to the school to which he or she is assigned each full school day for the entire semester. Applications must be filed in the academic year preceding that in which the teacher candidate plans to take the course. 3 credits, S/U grading.