2013-14 Catalog

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2013-14 Undergraduate Index A-Z

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Linguistics [clear]


Title   Offering Standing Credits Credits When F W S Su Description Preparatory Faculty Days Multiple Standings Start Quarters Open Quarters
Rachel Hastings and Steven Scheuerell
Signature Required: Winter 
  Program FR–SRFreshmen - Senior 12, 16 12 16 Day F 13 Fall W 14Winter S 14Spring This is a yearlong interdisciplinary program that incorporates sociolinguistics, geography, history, cultural ecology, global change, biocultural diversity conservation, food systems and sustainable development studies to explore how societies evolve and survive in relation to their environment and a globalizing world. Our studies are based on the belief that many cultures have developed rich linguistic and ecological traditions that have provided the means for communication, food, clothing and shelter based on a sustainable relationship with the land. More recently, cultural and economic globalization are increasingly impacting local knowledge systems worldwide, in particular when measured by changes to language, land-use and food systems. These changes, together with such factors as increasing human population, environmental degradation, loss of biodiversity and climate change, compel us to explore the ways in which knowledge systems are preserved or lost. In particular, we recognize the urgent need to preserve cultural knowledge that allows a society to be rooted in place, recognize ecological limits and provide for its needs. The Andean region of South America is an ideal region to study these issues.The academic program consists of two phases. The first phase over fall quarter will focus on program themes using texts, lectures, workshops, film, writing and local field trips. Fall quarter the program will be offered for 12 credits to provide students with the option to separately register for an appropriate Spanish language course. Selection for the second phase over winter and spring quarters will be based upon criteria including successful completion of fall quarter work, demonstrated readiness for study abroad and Spanish language ability. In winter and spring, students will be full time in the program, which will be offered for 16 credits per quarter. Winter quarter will begin with 5 weeks of travel preparations and intensive study on Peru, followed by a 15-week study abroad experience in the Cusco region of the Peruvian Andes that incorporates intensive Spanish or Quechua language study, regional travel, seminars, urban and rural home stays and independent research or service learning with local organizations. At the end of the independent project period, we will reconvene for final student presentations and evaluation conferences in the Sacred Valley near Cusco.As the former Incan capital, and home to vibrant cultures and immense biodiversity, the Cusco region of Peru offers immersion in the study of biocultural diversity and how the preservation of linguistic diversity is related to the preservation of traditional ecological knowledge, biodiversity and local food systems. While in Peru, we will continue language and cultural studies while experiencing regional initiatives to preserve cultural landscapes and indigenous knowledge systems in the midst of development pressure. Given the region's rich history, knowledge systems, architecture, agriculture, weaving, ceramics and music, we will ask how is knowledge transferred across generations and between communities, and how can traditional knowledge be maximized in sustainable development projects?  As we address these academic questions, our own experiences will also lead us on to consider on a more individual level how learning another language and traveling abroad can increase our understanding of culture and what it means to fit into place. Rachel Hastings Steven Scheuerell Freshmen FR Sophomore SO Junior JR Senior SR Fall Fall Winter
Robert Esposito
  Program FR–SRFreshmen - Senior 16 16 Day S 14Spring How can dance serve as a central metaphor for the holistic organization and transformation of personal life experience into aesthetic objects expressing the dynamic connectivity of self, world, and others? Using an expressive arts therapy model, movement study will be integrated with work in writing, drawing, and music in this multidimensional modern dance program exploring an integrative approach to choreography. It will involve disciplined physical and intellectual study, including weekly dance composition homework assignments.Studio activities will include progressive study in Nikolais/Louis dance technique, theory/improvisation, composition, and performance.  Readings, self-inventories, and seminars in the philosophy and psychology of the creative process, designed to broaden and enhance the student’s palette of creative choice, will explore factors such as self-image, linguistics, cultural and educational conditioning, and multiple learning styles. In solo and group collaboration, students will workshop formal craft elements of composition, such as shape, space, time, and motion. Workshops will use various media to draw and integrate content from students’ life experiences and/or past interdisciplinary study in order to create original multimedia work. Compositions will be shared in weekly performance forums that include faculty and student-centered critique and analysis.Texts will be used to explore the development of dance and movement therapy, draw distinctions between art and psychology, and explore the creative and therapeutic effects of the expressive arts. Seminar discussions will emphasize critical analysis in order to situate texts, art, film, and student work in historical and sociocultural contexts. Writing assignments will balance creative, analytical, and research styles, with a comparative overview of linguistic and communications theory. The program culminates with a Week 10 studio recital of selected student work. Robert Esposito Mon Tue Wed Thu Freshmen FR Sophomore SO Junior JR Senior SR Spring Spring
Terry Ford
  Course FR–SRFreshmen - Senior 4 04 Day Su 14Summer Session I Given the increasing number of students for whom English is not their first language and the impact of language acquisition on the ability of students to benefit from classroom learning opportunities, potential teachers need a solid understanding of language acquisition and its impact on learning. This class will focus on the processes, principles, and factors, as well as the similarities and differences of first and second language acquisition.  Focus will also be contextualized to classroom teaching and specific teaching practices that accommodate differing stages of language acquisition. Terry Ford Tue Thu Freshmen FR Sophomore SO Junior JR Senior SR Summer Summer
Diego de Acosta
  Program FR–SRFreshmen - Senior 16 16 Day W 14Winter S 14Spring This two-quarter program explores the fascinating world of languages. What do you know when you know a language? How do you get that knowledge? Are there properties that all languages share? How do languages change over time? Why are half of the world's languages now under threat of extinction? How are communities held together or torn apart by the languages they speak?We will consider these questions and others through the lens of linguistics. Topics to be examined for winter include: phonetics, phonology, morphology, language change, the history of English and English dialects, key issues facing multilingual communities and language planning. In spring, topics will include: syntax, semantics, pragmatics, first language acquisition, language and gender and linguistic politeness. We will look at well-known languages and lesser-known languages and discover why they matter in our lives today. Through the course of the program students will learn a variety of conceptual and empirical techniques, from analyzing speech sounds to interpreting the rationale behind current language policy.This program will be an intensive examination of topics requiring a significant amount of reading as well as regular problem sets and essays.Students interested in taking a language course alongside this program can arrange to take this program for 12 credits.  Diego de Acosta Freshmen FR Sophomore SO Junior JR Senior SR Winter Winter
Richard Weiss and Diego de Acosta
  Program FR–SRFreshmen - Senior 16 16 Day F 13 Fall This program links together computer science and linguistics through the written forms and grammars of languages. First, we’ll consider writing: what do the world’s alphabets, syllabaries and pictographic writing systems tell us about the structure of human languages? Are some writing systems particularly appropriate for some languages, or is it possible to represent any language with any writing system? Ciphers deliberately conceal information without removing it. What does cryptography tell us about the nature of information?Second, we’ll look at the grammars of human and computer languages. The syntax of a computer language can be described precisely, while human languages have exceptions. Yet there have been many attempts to model human language with computers, and to create ways for computers to “read” and “listen” to human languages. To what extent have automatic translation programs and Internet search engines been successful? Why is it that humans can handle ambiguity, but computers have such a difficult time?Major topics of the programStudents will participate in lectures, seminar, labs and workshops on linguistics, programming and computation. They will be evaluated on quizzes, exams, papers and programs.  Richard Weiss Diego de Acosta Mon Tue Wed Thu Freshmen FR Sophomore SO Junior JR Senior SR Fall Fall
Grace Huerta
  Program FR–SRFreshmen - Senior 4, 16 04 16 Day S 14Spring The intent of this 16-credit program is to undergraduate students to the foundational theories, research and pedagogies specific to teaching English language learners (ELLs) in adult and K-12 classroom or international settings. Students will examine how such conditions as history, political climate, school policies and program models impact the access and quality of education ELLs receive. Students will then focus on the study of language as a system with an emphasis on three important aspects of ELL pedagogy: a) literacy development, b) academic language/content area instruction, and, c) assessment of language proficiency and performance. Students will analyze the central theories, structures and conventions presented in functional linguistics and language acquisition research. With this knowledge base, students will design literacy curriculum and instructional strategies that align with Washington’s K-12 English language development and Common Core standards and competencies, or the TESOL (Teaching of English to Speakers of Other Languages) standards for adult ELLs.Next, students will explore methods for content-area teaching (i.e. math, science, social studies) and formative and summative assessments specific to the Common Core and four language domains: listening, speaking, reading, and writing, as well as the four developmental levels of language proficiency: pre-production, beginner, intermediate and advanced. Students will also learn the principles of backward design lesson planning, analyze instructional tasks for ELLs, provide ELLs opportunities for comprehensible input (receptive language instruction) and comprehensible output (productive language instruction); and offer content-area lesson demonstrations for peer feedback. A field experience, in which students will tutor ELLs in a bilingual school setting one day a week, is a required component of the "Making Meaning" program.Lastly, students will conduct a case study in which they will interview and examine the philosophy and experiences of a professional ELL educator. By analyzing the interrelationship between language learning and communities of practice, students will consider how ELLs' sociocultural experiences influence the language acquisition process.Students taking the 4-credit option will join the rest of the program during our review of language acquisition theories and will use that knowledge to design curriculum, instructional and assessment strategies for English language learners (ELLs). Students will also explore the underlying assumptions that impact language learning and how such assumptions can be addressed through the Washington state K-12 ELL and/or TESOL (Teachers of English to Speakers of Other Languages) standards. Grace Huerta Mon Tue Thu Freshmen FR Sophomore SO Junior JR Senior SR Spring Spring