Courses

Concentrates on recent advances in phonological theory within a generative framework. Specific topics include constraint- vs. rule-based approaches to phonology, segmental representation, markedness, and the relation between phonetics and phonology.

This course aims at providing students with an in-depth understanding of the interaction between theoretical assumptions, analysis and data in syntax. The course concentrates primarily on Minimalist approaches to raising and control, PRO, Case features, (wh)-operators, and phases. Involves primary literature. Prerequisite: an upper level half-course (3000- or 4000-level) in syntax. Prerequisite: an appropriate upper-year one semester course in syntax. Integrated with the undergraduate course AP/LING 4140 3.00.

This course explores issues at the syntax-semantics interface. It covers quantificational structures, event semantics and structural encodings of discourse related properties such as topic-comment, theme-rheme, and focus-presupposition structures in various languages

An examination of the relationship between linguistic theory and second language acquisition including the nature of second language learners' linguistic representations from both linguistic and neurolinguistic perspectives, the role of Universal Grammar, and elicitation and interpretation of second language data. In addition to considering the individual second language learner, the course also examines second language acquisition in a broader sense, including the implications of second language acquisition theory for contact and creole studies. Prerequisite: an appropriate upper-year half course in phonology and an appropriate upper-year one-semester course in syntax, or permission from the instructor. (Students who take this course may not enrol in Linguistics 5670.03: Second Language Instruction) Integrated with the undergraduate course Arts/Linguistics 4240.03.

This course is a practical introduction to sociolinguistic research, including methods of data collection and quantitative analysis. Students gain experience in all stages of sociolinguistic research and write an original research paper. Prerequisites: an upper level half-course (3000 or 4000-level) in syntax and an upper level half-course (3000 or 4000-level) in phonology or equivalent.

A graduate-level introduction to the analysis of sound production and sound systems in human language, focusing on core aspects of phonetic and phonological analysis. Prerequisite: An undergraduate introductory course in Linguistics

A graduate-level introduction to the analysis of grammatical systems across languages, focusing on core aspects of grammatical analysis and theory. Prerequisites: An undergraduate introductory course in Linguistics

Examines current perspectives in English for Specific Purposes (ESP) with particular emphasis on academic and occupational contexts. Course themes include content-based language instruction, corpus linguistics, genre studies, critical EAP, and intercultural communication as they relate to ESP.

Examines current perspectives in English for Specific Purposes (ESP) with particular emphasis on academic and occupational contexts. Course themes include content-based language instruction, corpus linguistics, genre studies, critical EAP, and intercultural communication as they relate to ESP.

This course critically examines key relevant areas in second/additional language (L2) teacher education that include teacher cognition, identity and experience. Theoretical and pedagogical perspectives of teacher experience, reflection and professional development are discussed in both pre-service and in-service contexts. Topics focus on the needs of L2 teachers working in a range of educational contexts with varied types of learners.

Multimodal literacies examines the changing face of literacy in our networked worlds, exploring contemporary literacy shapes, sites and practices. The course invites diverse theoretical and pedagogical perspectives on multimodal literacies, and contemplates new basics in twenty-first century literacy education.

Multimodal literacies examines the changing face of literacy in our networked worlds, exploring contemporary literacy shapes, sites and practices. The course invites diverse theoretical and pedagogical perspectives on multimodal literacies, and contemplates new basics in twenty-first century literacy education.

A survey of language contact. Topics include multilingualism, diglossia, pidginization and creolization, language continua, interlanguage, language maintenance and language shift, language death. The educational and social issues arising from the phenomena will be discussed.

A survey of language contact. Topics include multilingualism, diglossia, pidginization and creolization, language continua, interlanguage, language maintenance and language shift, language death. The educational and social issues arising from the phenomena will be discussed.

Critically examines the potential and limitations of technology-mediated language teaching and learning (TMLL) in varied language learning contexts. Learning theories, the design of learning environments and instructional approaches are reviewed in relation to language teaching methodology, curriculum design and second language acquisition theories. Web-enhanced, blended and distance language learning environments are explored through a blended learning approach.

This course serves as an introduction to Vygotskian sociocultural theory (SCT). Key SCT concepts are illuminated through narratives of teaching and learning languages. Connections will be made between SCT and other social theories of learning. Students will gain a better appreciation for the relationship between-and the contributions of-SCT research/ theory to second language classroom practice.

This course serves as an introduction to Vygotskian sociocultural theory (SCT). Key SCT concepts are illuminated through narratives of teaching and learning languages. Connections will be made between SCT and other social theories of learning. Students will gain a better appreciation for the relationship between-and the contributions of-SCT research/ theory to second language classroom practice.

A graduate-level survey of language policy and planning, using a representative range of case studies from around the world, with special emphasis on the Canadian context.

A graduate-level survey of language policy and planning, using a representative range of case studies from around the world, with special emphasis on the Canadian context.

This course explores some of the complex ways in which gender, sexuality and language interact, drawing upon a variety of theoretical perspectives, methodologies, and findings from recent research in feminist linguistics. The course traces the major debates in the field of language, gender and sexuality, from earlier perspectives that focused on gender difference to more recent approaches that view gender and sexuality as enacted through language.

The objective of this course is to develop students' awareness of the nature of research in general, and of the various approaches to research in applied linguistics in particular. Through readings, discussion, and assignments, students are equipped with the tools necessary to create their own research projects, and the skills to critically evaluate research in the field.