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Statements of Excellence for Admission to Graduate School in Linguistics

Graduate Programs in Linguistics are designed to provide the student with a sound training in a wide variety of language-related areas, leading to a career in teaching and scientific research. Building on core offerings in current grammatical theory, the student may elect to specialize in either theoretical, experimental, or applied areas. Most programs maintain laboratories for research in Second Language Acquisition and Psycholinguistics.

In addition to core areas of phonology, morphology, syntax, and semantics, programs also generally offer specializations in both First and Second Language Acquisition, Sentence Processing, Psycholinguistics, Computational Linguistics, Historical Linguistics, and Sociolinguistics. Offerings in Computational Linguistics include machine translation, human-machine communication, and other areas where linguistics and computer science overlap. Many of the above specializations involve areas of cognitive science, and lend themselves to interdisciplinary approaches. Faculty usually specialize in a wide range of languages, and work on endangered and under-documented languages is strongly encouraged.

Teaching English In India.The British School of English is one of thousands of language schools serving a disparate group of mature students studying English to further their careers.

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Why I want to help you get accepted to Graduate School in Linguistics

My greatest strength in helping you to write an extremely effective statement for admission to advanced study in linguistics is not so much my own understanding of linguistics per se, but rather my understanding and creative capacity to help you to develop and articulate your long term career plans and contribution to society, in other words, what you intend to do with your advanced degree in linguistics once you earn it.

Teaching English to migrants in Ireland.

The Humanitarian Side of Linguistics

You might love the idea of traveling into the developing world and teaching English as a foreign language. But are these programs always effective?

For two years, Fang He, Leigh Linden and Margaret McLeod worked with a sample of over 15,000 students to determine the effectiveness of teaching English as a foreign language in India.

In many developing countries, the official language used in government and business is either French or English, rather than the native language spoken by the population at large.

While the curricula of many countries require students to learn official languages, the quality of instruction is often poor. These researchers partnered with the Indian NGO Pratham to evaluate whether different technologies and implementation methods can increase students’ English test scores. Overall, the interventions were successful and effective at increasing students’ knowledge of English.

The benefits of knowing the official language of a country can be life transforming, and proper instruction really important. This study evaluated a project that focuses on improving students’ acquisition of this crucial second language.

In this regard, this research fits squarely within the branch of education which does not solely seek to understand how to get children into school, but also what it takes to cost-effectively improve the quality of education. Many schools rely on rote learning and memorization. However, it may be more effective to take an interactive approach which is tailored to a child’s level of learning. How do different types of technologies and implementation methods affect learning outcomes? Let´s take a closer look. But first, a bit of background information is necessary.

Despite the fact that English is part of the normal curriculum, only 10 percent of second and third grade students in the study were able to correctly identify pictures of simple objects when given the object’s English name.

In government schools, teachers generally train children to recite the English alphabet and memorize vocabulary lists. Conversational skills are rarely introduced. Lots of teachers simply skip reading the source text altogether, and teach only in preparation for exams.

As a result, the Indian public primary school system often fails to teach a language that is of crucial importance to a child’s subsequent employment opportunities. The “critical period” in which a child is able to acquire a second language up to native-like levels is often missed completely.

Researchers evaluated the effectiveness of a unique English language training program developed by the Indian NGO Pratham on increasing students’ English test scores during the study.

The program, called PicTalk, had two components: first, an electronic machine called the PicTalk is designed to be used individually by the student; the second is a set of specially tailored flashcards and teaching manuals designed to promote oral communication with the help of a teacher. Both methods aimed to teach equivalent curricula to its students, yet through the use of differential teaching methods.

To evaluate the effectiveness of this program, two randomized evaluations were conducted with children in grades 1-5 in both rural and urban areas of India. The research design varied both in terms of the implementation technology and whether the intervention was delivered through externally hired tutors or the public schools’ own teachers and assistants.

In the first study year, 97 schools in Thane were assigned to one of two research groups: (1) PicTalk class in second grade but not in third, or (2) PicTalk class in third grade but not in second. Therefore, every single school served as both a treatment and a comparison group. English tutors were hired and trained by Pratham.

In the second year, 242 schools in Mangaon were assigned to one of four research groups: 1. PicTalk machine classes only; 2. activities classes only; 3. both PicTalk machine and activities classes (as in the first year); or 4. neither PicTalk machine nor activities classes. All classes were taught by normal classroom teachers here.

On average, the machines and the student activities were similarly effective at improving students’ English scores. The externally implemented program increased students’ scores by 0.26 standard deviations. Students subjected to the teacher implemented interventions improved their test scores by 0.36 standard deviations.

Thus, each implementation method seemed to be similarly effective—regardless of the technology used by the instructor or whether the instructor was a local teacher or from an external agency.

When implemented by local teachers and teaching assistants, however, the interventions increased not only English scores, but also math scores, too. This seemed to be due to the discretion teachers had over the intensity with which the program was implemented. Ehen the program made teaching English more efficient, teachers were able to spend more time on other subjects. The results demonstrated improvements in math scores of a similar magnitude to the improvements in English for those students in the teacher implemented interventions.

In comparing the flashcard-/teacher-based intervention versus the self-paced computerized implementation, the study found interesting differences between the benefit to subgroups from such interventions.

Specifically, lower performing students benefited more from interventions that included teacher implemented activities. Higher performing students gained more from the self-paced machine-only intervention.

This is important, since the norm in Indian classes is to focus on the better performing students. These results also suggest that significant gains could be achieved by targeting different approaches to individual children, depending on ability and their response to each approach.

If you´re interested in teaching English as a foreign language to children or adults in India, you might find this video useful:

It´s also possible to teach English to immigrants from all over the world in your own country. For example, in Ireland, NALA teaches teachers to teach English as a second language.

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Department of Linguistics

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How to Apply to Our Graduate Programs

Spring semester admission deadline: october 15th fall semester admission deadline: june 15th, graduate assistantships (e.g. teaching assistantships or research assistantships) are given out at the beginning of each academic year.  if you are applying for a fall semester and wish to be considered for an assistantship, please submit your application, supplemental materials, and financial support application by  may 20th. .

The first step in applying to our graduate programs is to submit an application with the UNT Toulouse Graduate School.

• Apply to UNT
• You may find step by step instructions for applying to UNT here .  
• Submit the Application for Concurrent Graduate Academic Certificate Programs .  
• MA applicants may download a printable departmental checklist for applying here .
• GAC applicants may download a printable departmental checklist for applying here .

Submit Documents online

After the completion of Part I, each applicant may submit the following supplementary documents to the Department of Linguistics by clicking the button above, or directly to   [email protected] .

a 300–500 word personal statement describing the applicant's interests, career plans and purpose in working toward an MA;

A writing sample (e.g., a research paper on some topic in Linguistics or a related subject. This could be a term paper from an undergraduate class or an independent study project. Paper lengths might vary from 5-15 pages or more. The purpose of the writing sample is to give the committee an idea of applicants' abilities to write, express themselves, and to craft an argument on an academic topic.)      

3 letters of recommendation (2 for our Graduate Certificates). Academic letters are preferred. A relevant professional letter can be an option; and on a proper letterhead.

a current vita or resume.

Eligibility

To be eligible for admission to the MA with a major in Linguistics, applicants must have at least a 3.0 GPA on the last 60 hours of undergraduate semester credit hours prior to receiving a bachelor's degree, or a 2.8 GPA on all undergraduate work. Applicants whose native language is not English must demonstrate proficiency in English by meeting one of the criteria as described on the UNT Admissions page linked here , with the exception that the Department of Linguistics considers competitive scores on the Internet-based TOEFL examination to be in the range of 88 and above, and on the IELTS to be 6.5 and above. The department conducts a holistic review of all application materials and does not decline students based solely on a single factor of a given application. 

Beginning full-time students who meet all qualifications may apply for financial assistance from the UNT office of Student Financial Aid and Scholarships. In addition, beginning and continuing students may apply for financial assistance from the Department of Linguistics. This assistance can be in the form of teaching assistantships, graduate assistantships, or research assistantships. The positions are competitive and awarded through an application process. Information regarding departmental assistantships may be requested from the Department of Linguistics chair.

All candidates pursuing a master's degree in linguistics must have a reading knowledge of at least one foreign language. As evidence of such foreign language, a student may present the results of a standardized examination or have completed the sophomore year of a foreign language, or the equivalent, provided that the grade point average on all language courses is 2.75 or higher. Students must meet the foreign language requirement before completing their last semester.

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MA Linguistics / Overview

Year of entry: 2024

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We normally expect students to have a First or Upper Second class honours degree or its overseas equivalent, typically in a subject relevant to Linguistics or in Linguistics.

The application form includes a personal statement section in which you must demonstrate your knowledge of and interest in the subject (between 500 and 1,500 words).

Full entry requirements

Course options

Course overview.

• Gain a thorough grounding in the full breadth and depth of linguistic theory.
• Access innovative resources, including psycholinguistics and phonetics laboratories with facilities for signal analysis, speech synthesis, laryngography and electropalatography.
• Build the necessary intellectual skills to plan and carry out independent research.

Find out what it's like to study at Manchester by visiting us on one of our open days .

Drop-in for a Zoom meeting with the PGT Programme Director to discuss this programme and your application further.

https://zoom.us/j/96752407463

• Tuesday, 17 October 2023, 1.30pm
• Tuesday, 14 November 2023, 1.30pm
• Tuesday, 5 December 2023, 1.30pm

For entry in the academic year beginning September 2024, the tuition fees are as follows:

• MA (full-time) UK students (per annum): £12,500 International, including EU, students (per annum): £27,500
• MA (part-time) UK students (per annum): £6,250 International, including EU, students (per annum): £13,750
• PGDip (full-time) UK students (per annum): £8,333 International, including EU, students (per annum): £18,333

Further information for EU students can be found on our dedicated EU page.

The fees quoted above will be fully inclusive for the course tuition, administration and computational costs during your studies.

All fees for entry will be subject to yearly review and incremental rises per annum are also likely over the duration of courses lasting more than a year for UK/EU students (fees are typically fixed for International students, for the course duration at the year of entry). For general fees information please visit: postgraduate fees . Always contact the department if you are unsure which fee applies to your qualification award and method of attendance.

Self-funded international applicants for this course will be required to pay a deposit of £1000 towards their tuition fees before a confirmation of acceptance for studies (CAS) is issued. This deposit will only be refunded if immigration permission is refused. We will notify you about how and when to make this payment.

Policy on additional costs

All students should normally be able to complete their programme of study without incurring additional study costs over and above the tuition fee for that programme. Any unavoidable additional compulsory costs totalling more than 1% of the annual home undergraduate fee per annum, regardless of whether the programme in question is undergraduate or postgraduate taught, will be made clear to you at the point of application. Further information can be found in the University's Policy on additional costs incurred by students on undergraduate and postgraduate taught programmes (PDF document, 91KB).

Scholarships/sponsorships

Each year the School of Arts, Languages and Cultures offer a number of School awards and Subject-specific bursaries (the values of which are usually set at Home/EU fees level), open to both Home/EU and international students. The deadline for these is early February each year. Details of all funding opportunities, including deadlines, eligibility and how to apply, can be found on the School's funding page  where you can also find details of the Government Postgraduate Loan Scheme.

See also the University's postgraduate funding database  to see if you are eligible for any other funding opportunities.

For University of Manchester graduates, the Manchester Alumni Bursary offers a £3,000 reduction in tuition fees to University of Manchester alumni who achieved a First within the last three years and are progressing to a postgraduate taught master's course.

The Manchester Master's Bursary is a University-wide scheme that offers 100 bursaries worth £3,000 in funding for students from underrepresented groups.

Postgraduate 1+3 funding is available from the Economic and Social Research Council (ESRC) for students to pursue postgraduate study through a master's (one year) leading into a PhD (3 years). It requires a project proposal as part of the application. Information is available here:

• Applying to 1+3 with NWSSDTP

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Courses in related subject areas

Use the links below to view lists of courses in related subject areas.

• Linguistics and English Language

Regulated by the Office for Students

The University of Manchester is regulated by the Office for Students (OfS). The OfS aims to help students succeed in Higher Education by ensuring they receive excellent information and guidance, get high quality education that prepares them for the future and by protecting their interests. More information can be found at the OfS website .

You can find regulations and policies relating to student life at The University of Manchester, including our Degree Regulations and Complaints Procedure, on our regulations website .

Follow the steps below to apply to the Linguistics MA and Linguistics PhD . (Applications for the Linguistics BA-MA are open only to current Michigan State undergraduate students). Additional information is on our FAQ s page.

If you are looking for the admissions requirements for MA or PhD programs in applied linguistics, please go to the websites of the Second Language Studies PhD program or the Teaching English to Speakers of Other Languages (TESOL) program .

May 4, 2022. We have removed our requirement for the Graduate Record Examination (GRE) . You do not have to take this exam to apply to the Linguistics MA or PhD programs.

For PhD students, a 5-year funding package is available, contingent upon sustained academic performance and progression toward program milestones. The package covers tuition for 9 credits (typically 3 courses) per semester in fall and spring, and health insurance all year, plus a stipend. In exchange, PhD students work for 20 hours per week in fall and spring as Graduate Assistants in teaching , research or administrative roles. For MA students, we do not routinely make funding offers, but funding is occasionally available. More information can be found at our Funding page.

The deadline for all graduate applications for fall semester is December 1.

Please see our Frequently Asked Questions before you apply to our program.

Requirements

Admission to the M.A. program.  Applicants should have completed at least an introductory course in linguistics. Students with an otherwise appropriate background may be admitted without this, but they must then enroll in LIN 401 Introduction to Linguistics in their first semester.

Admission to the Ph.D. program.  Applicants must hold a bachelor’s or master’s degree (or a foreign equivalent) in linguistics or a related field. 

Admission and B.A.-M.A. dual enrollment.  If you are currently a linguistics major at MSU, you may be eligible for dual enrollment in the undergraduate and M.A. programs . This makes it possible for certain courses to be counted toward satisfying the minimum credit requirements for both degrees. For further information, talk to your academic adviser, and to the director of the Linguistics graduate program.

Online application

Begin your application: https://admissions.msu.edu/apply/graduate-students .

Required documents and fees

• Admission fee . You will be prompted to pay the fee in the online system. If you would like to request a fee waiver , you may do so at that time. Please see our FAQ page for more information on waiving the application fee.
• International students only. Upload a copy of your passport. You may also be prompted for other documents including e.g. affidavit of support, English language test scores (or a waiver ). Some documents are required at the time of initial application. Others will be requested only if you are admitted to the program.
• Letters of recommendation. Provide the e-mail addresses of three people who can evaluate your readiness for graduate study.
• Personal statement.  This should include a summary of your academic and personal background, with a special emphasis on aspects of it that might be relevant to graduate work in linguistics. Of course, any previous study of the subject should be mentioned. You should also indicate your reasons for wanting to pursue a graduate degree in linguistics.
• Academic statement.  This is a statement of purpose that characterizes your intellectual goals. It should indicate your specific area(s) of interest in linguistics and what you hope to focus on in the program. It’s entirely appropriate to speculate about potential topics of future research papers or even the topic of your thesis or dissertation. (If admitted, you will not be required to do precisely what you describe. Your plans may change.)
• Resumé or academic CV . A 1-3 page summary of your major educational (and if relevant, occupational) milestones and achievements. If you have any publications, conference presentations, software, databases, or academic awards, include them here. Please do not include personal information such as marital status or a photograph.
• PhD applicants only . Provide a sample of your academic writing. Ideally your sample will be from a linguistics course or thesis, but it does not have to be. Applicants come from a wide variety of backgrounds in the sciences, arts, and humanities; sometimes they have spent years in an unrelated professional career before returning to academic study. Select a piece of writing that best demonstrates your ability to do at least some of these things: Summarize and critique ideas or studies; put forward your own evidence-based opinion or argument; analyze existing or novel data; generate and justify a hypothesis; test a hypothesis; describe methodological steps; suggest new directions for future research(ers).

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How to Apply

The Department of Linguistics accepts fall entry applications into its PhD program once a year with a deadline of December 1. The deadline for fall entry into the masters (MA and MS) programs is February 1.

Applicants may submit their materials via the University's online application . These materials should include the following:

• Statement of purpose
• Diversity statement
• Three letters of recommendation
• Official transcripts
• Writing sample
• TOEFL, IELTS or DUOLINGO scores for applicants whose native language is not English.

For frequently asked questions about linguistics graduate programs see the bottom of this page.

General information

1. what kind of applicant are we looking for.

We look for students with strong academic records, or interesting profiles, who show breadth and depth of interests, especially for pursuing interdisciplinary work, and with the potential for creativity in pursuing a successful linguistics research program.

2.  Interdisciplinary engagement

Many of our students have benefited from engaging in interdisciplinary work with other departments at the University of Rochester. These departments include computer science, philosophy, biomedical engineering, and brain and cognitive sciences, and might include diverse fields such as anthropology or music theory at the Eastman School of Music. These interests may be addressed in the applicant's personal statement.

Required Application Materials

1. statement of purpose.

Your statement of purpose should be a clear, readable narrative that contains information relevant to your UR linguistics graduate program application. Statements are best kept to approximately 500-600 words. It should address why a degree in linguistics will further your professional and academic goals. If you feel there are areas in your application that deserve explanation, address them concisely in your statement. Do not repeat information found elsewhere in your application.

PhD program applicants should specifically address the following questions:

• Why do you want to pursue an advanced degree in linguistics at Rochester?
• What are your research interests?

MA and MS candidates should address what their specific goals are.

2. Diversity statement

All Arts, Science, & Engineering graduate applications have a diversity statement requirement. You should upload a separate document responding to the following prompt in 500 words or less:

The University of Rochester motto of Meliora - or "ever better" - deeply integrates critical core values into all that we do. These core values of equity, leadership, integrity, openness, respect, and accountability define not only who we are but also who we hope to become. Based on our motto, please share something about your background, lived experiences, or viewpoint(s) that speaks to how you can contribute to your intended field of study, your community, or the University of Rochester to make it "ever better."

3. Letters of recommendation

We require three letters of recommendation. These are submitted online. You should ask for letters from people who know you as a student, have supervised your research or who you have worked for and know you well. If possible select people who know what linguistics is and can address your interest and ability in undertaking linguistic research and working in a cross-disciplinary environment.

4. Official transcripts

For the application process, you may upload your unofficial transcript(s) through the application portal. Official transcripts are required to be submitted if you are admitted and decide to attend the University of Rochester to verify your degree. These transcripts typically arrive during the summer before your start date. The actual due date for official transcripts will be posted on the Graduate Education and Postdoctoral Affairs Office’s website .

5. Graduate Record Examination

Application to our graduate programs does not require the GRE (Graduate Record Examination).

If you take the GRE, you may still submit your score to us, if you wish. The GRE institutional code for the University of Rochester is 2928.

6. Writing sample

We strongly recommended that applicants submit a sample of written work. The writing sample is a demonstration of the applicant's scholarly ability. This may be a term paper, a senior thesis, or any paper that demonstrates your ability to research a topic and write your results up clearly. Your written sample doesn't need to be in linguistics. If the work is in a language other than English, please also submit a sample of written work in English.

Our PhD students are fully funded. Unfortunately, we do not guarantee funding for MA or MS students. A tuition award (merit scholarship for reduced tuition) may be available for some of the strongest applicants in our masters program. Decisions will be made upon admission to the program. Applicants will be responsible for raising the difference between any departmental tuition award and full tuition.

For further information on tuition, please visit the Office of the Bursar’s website and consult the graduate tuition rates , under "Arts and Sciences & Hajim”; note that our MA and MS have 32 credit hours. For further information on financial aid and scholarships, please visit the Financial Aid Office’s website .

8. Bridging courses

Students who come into a masters degree programs without any prior coursework in linguistics will be required to take LING 110: Introduction to Linguistics . This course is not part of your program of study for the degree, and the credits do not count towards your degree. For further information, please contact the Director of Graduate Studies, Aaron White .

9. English language proficiency exams

All international students whose native language is not English are required to provide proof of English language proficiency through the submission of official test scores from one of the following exams. Scores more than two years old from the application deadline are not valid.

• IELTS : Recommended minimum score of 7
• TOEFL or TOEFL iBT Home Edition : Recommended minimum score of 95
• Duolingo : Recommended minimum score of 120

To send in IELTS scores please use the following address:

Graduate Studies – AS&E 500 Joseph C. Wilson Blvd P.O. Box 270401 Rochester NY 14627

TOEFL scores can be submitted using the code 2928 (A department code is not necessary).

Duolingo score can be sent directly to the University of Rochester at no cost.

The English proficiency test requirement is waived for citizens of the following countries whose native language is English:

• Commonwealth Caribbean Nations
• New Zealand
• South Africa
• United Kingdom
• Virgin Islands

The requirement may also be waived if a student has completed at least three years of full time and in-person postsecondary study in one of the countries listed above or the United States. We reserve the right to require further demonstration of English proficiency, even if you have received your degree from one of the above mentioned countries.

If you would like to be granted a waiver for these exams, please email [email protected] .

Application requirements for non-US students

Applicants who are neither citizens nor permanent residents of the US should visit the International Services Office website for additional information.

Please send all documents and letters in support of your application in English. If necessary, you can send supporting materials in original formats supplemented by English translations.

Please do not send secondary school records.

Many countries do not issue visas without proof of adequate proficiency in English, such as a satisfactory score on the TOEFL. To obtain a visa for study in the United States, international students must present their Certificate of Eligibility (I-20 or IAP-66) at a US consulate or embassy and demonstrate full proof of ability to pay all tuition and living expenses for the first year of study.

Frequently asked questions

Please review the following frequently asked questions. If you need further clarification or have a specific question not listed below, email [email protected] .

You may also find the Graduate Education and Postdoctoral Affairs FAQ page helpful in answering broader questions related to graduate programs and admissions.

General Program Questions

Masters applicants —Not necessarily. While a background in linguistics is beneficial, students without a linguistics undergraduate degree and with an interest and drive for linguistics should still consider applying for our MA/MS program(s). Our admissions committee reviews all applications equally and welcomes applications from those with backgrounds in other areas of discipline. Be sure to review the requirements for the program you're interested in to be sure you’ve met the listed prerequisite coursework.

PhD applicants —The strongest applicants are those with previous experience in linguistics, though all applications are reviewed and considered fully and equally.

Because admission to our graduate programs is competitive, conditional offers of admission are extremely rare.

All of our programs are in-person and don't offer any online alternatives.

Yes, if you have completed some of the prerequisite coursework, we encourage you to apply. Applications are considered in their entirety.

Yes. As a Tier 1 research facility, the University of Rochester and our department encourage students to seek these opportunities.

Interdisciplinary research is encouraged at the University of Rochester.  Many of our students have benefited from engaging in interdisciplinary work with other departments at the University of Rochester. These departments include computer science, philosophy, biomedical engineering, and brain and cognitive sciences, and might include diverse fields such as anthropology or music theory at the Eastman School of Music.

Funding Availability Questions

Our PhD program is fully funded. PhD students receive a tuition scholarship and a stipend to cover living expenses. The Department of Linguistics does not offer similar funding to MA/MS students. While a limited number of TA/RA positions are available to graduate students, these positions are not guaranteed to all students.

These are program aspects that are required for PhD students. Because both teaching assistance and research are both required by the program, a PhD student may find additional research funding through grants. TA and RA positions can only be paid after the program requirements have been completed.

Research and teaching assistantship pay varies between program requirements, available and types of research and teaching assistantship positions, active projects, and individual student responsibility. Paid RA and TA positions are not guaranteed and depend on these factors.

All graduate students are required to have health insurance. If a student is covered by a spouse’s, parent’s, or other health insurance plan, they may waive the requirement by providing proof of insurance to the University. This would be done before matriculation.

If a student is not covered by an external health insurance plan, they must enroll in University health insurance and are typically responsible for that expense. PhD students, however, receive health insurance in their funding package.

International Applicants

All international students whose native language is not English are required to provide proof of English language proficiency through the submission of official test scores.

The requirement   may also be waived if   a student has completed at least   three years   of   full time   and   in-person postsecondary study   in one of the countries listed above or the United States. We reserve the right to require further demonstration of English proficiency, even if you have received your degree from one of the above mentioned countries.

If you would like to be granted a waiver for these exams, please email   [email protected] .

Applicants whose previous program was taught in English may submit an official letter from their previous institution confirming that the program’s teaching language is English. This should be emailed to [email protected] and submitted with your application materials.

The minimum recommended score for each exam is:

• Duolingo: 120
• GRE: No minimum score

While the EPE scores have historically been a strong indicator of a successful program, we encourage prospective students to apply even if language proficiency exam scores do not meet the recommended minimum. Supplemental English language courses are available through the University of Rochester to help students improve their communication and writing skills.

See the International Services Office website  for more information about becoming an international student at the University of Rochester.

College of Liberal Arts & Sciences

Department of Linguistics

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Applicants must have completed a bachelor's degree for

• MA program in Teaching of English as a Second Language (MATESL)
• PhD program in Linguistics  

For the MATESL program, an undergraduate major in linguistics, English, a foreign language, or education is generally recommended, though other majors are also acceptable. Applicants must present a grade point average of at least 3.0 (A = 4.0) for the last 60 hours of undergraduate work. Two years of coursework in a foreign language or the equivalent are also required. TOEFL score of 103 or above is required for full-status admission; students with TOEFL scores below 103 may be considered for limited-status admission, please see the  requirements page . GRE scores are optional. For further guidance on applying to the MATESL program, see MATESL Program Application .

For the PhD program in Linguistics, undergraduate preparation should include the study of at least one foreign language; a course equivalent to LING 400 (Introduction to Linguistic Structure) on this campus; and a broad background in the humanities, social sciences, and/or mathematics. Please note that applicants for a graduate degree in Linguistics are considered only for admission to the PhD; beginning in August 2019, there is no admission to the MA in Linguistics. Students in the PhD program in Linguistics may obtain the MA in Linguistics upon completing the requirements for Stage 1 of the PhD.

The graduate admission process to the MATESL program and the PhD program in Linguistics is handled jointly by the Graduate College, the Department of Linguistics, and the SLCL Graduate Student Services office.  Applications are accepted for fall admission only. Please go to this link to start your graduate application .

The Graduate College web site contains links to information for applicants as well as application instructions and the link to the application itself.  The application fee ($70 domestic applicant/$90 international applicant) can be paid online by credit card (Visa or Mastercard) and the application will then be made available to the department.

The online application will accept uploads of the following required application materials for all graduate degrees in the Department of Linguistics.  Please do not send them to the department or Graduate College:

• Academic statement of purpose:  Please use the Academic Statement of Purpose to describe (within 1000 words): (1) the substantive scholarly questions you are interested in exploring in graduate study, (2) your academic background, intellectual interests, and any training, research, or other experiences that have prepared you for graduate study, (3) how our program would help you achieve your intellectual goals, (4) any specific faculty members, if applicable, whose research interests align with your own interests, and (5) your professional goals. 
• Personal statement:  Please use the Personal Statement to describe (within 500 words) how your personal background and experiences influenced your decision to pursue a graduate degree. Provide insight on your potential to contribute to a community of inclusion, belonging, and respect in which scholars with diverse backgrounds, perspectives, abilities, and experiences can learn and collaborate productively and positively together. 
• Resume or CV
• Academic documents:  Provide scanned copies of your transcripts (a complete list of all courses taken and grades received) as well as any certificates of degree completion or diplomas for all the post-secondary schools you have attended (undergraduate and graduate programs). English translations should be provided when applicable, preferably from the school attended. We will accept translations done by the applicant. They should follow the same format, line-by-line, as the original document. Official documents (original or “attested” copies) will be required if you are admitted .
• Writing Sample :  Approximately 10-20 pages of writing from one or two sources are required (e.g. term papers or research papers). The sample should showcase the applicant's academic ability.  Please upload to the online application in the Program Specific section.
• Letters of Recommendation:  Three (3) letters are required, preferably from professors familiar with your work. When you fill out the online application, you will need to include email addresses for all of your references. They will automatically receive an email from the online application with instructions on how to upload their letters of reference to your online application. If they don’t receive this email or have trouble uploading their letters, they should email SLCL Student Services : [email protected] .

The information you submit online, as well as the application fee ($70 for domestic applicants, $90 for international ), goes directly to the Graduate Admissions office . The online application materials will then be made available to the SLCL Student Services office, which will prepare your application file for the department’s admission committee to review.

Standardized tests:

1) English Proficiency Exams:

All applicants whose native language is not English are required to submit a TOEFL iBT or Academic IELTS score report. The test must have been taken no more than 2 years prior to the start of your first semester at UIUC. Minimum score requirements for full-status admission to Linguistics are 103 total on the TOEFL iBT or 7.5 total on the IELTS . The English Duolingo test is being temporarily accepted for admission purposes, please see  https://grad.illinois.edu/admissions/instructions/04c  for more information.

This English proficiency requirement may be waived if you have completed at least 2 academic years of full-time study or have completed a graduate degree at an English-language university in an English-speaking country within 5 years of your first semester at UIUC. The requirement may also be waived if you were raised in and/or went to school in one of the countries on this list  (scroll down to where it says "Approved countries with English as the primary language").

These waivers are for admission purposes only and do not provide an exemption from the English proficiency requirement for English language learners who are teaching assistants.

In order to hold a teaching assistantship (our most widely available source of financial aid), all applicants whose native language is not English must demonstrate their proficiency in spoken English. There are two ways to do this:

• pass the speaking section of the TOEFL iBT with a minimum score of 24, or the speaking section of the IELTS with a minimum score of 8 ; or
• pass the English Proficiency Interview (EPI) when you arrive on campus.

The oral English requirement for teaching assistants cannot be waived like the admissions requirement above. Any teaching assistantship award will be conditional upon proof of your proficiency in spoken English.

We would appreciate receiving your official score report by the application deadline or shortly thereafter, so please arrange to take any of these tests as early as possible in the application process. Have ETS send the TOEFL iBT score report to the University of Illinois at Urbana-Champaign, institution code #1836. If you took the Academic IELTS , please upload the score report to your online application.

Please see  http://www.grad.illinois.edu/admissions/instructions/04c  for more information, and for COVID-19 English proficiency requirement updates, which include information about at-home test options.

2) OPTIONAL:  The GRE  is not required for admission. Applicants who would like to submit the GRE score report (taken within the last five (5) years) should have it sent by ETS to institution code #1836, dept. #00.  There is no minimum score requirement.  During the COVID-19 pandemic, students are encouraged to take the at-home version of the GRE .

APPLICATION DEADLINE: 

Fellowship priority deadline: December 1, 2023 . If your application for Fall 2024 is complete (with all of the required elements on file) no later than December 1, 2023 at 11:00 PM Central Time, you will receive consideration both for admission and for nomination to the first round of college-wide recruitment fellowships.

Regular admission deadline: January 4, 2024.  Your application for Fall 2024 must be complete (with all of the required elements on file) no later than January 4, 2024 at 11:00 PM Central Time, in order for you to be considered for admission and financial aid.

A note for applicants who are currently-enrolled or previously-enrolled graduate students in another UIUC graduate program:

• Please contact  [email protected]  for information on how to submit your application.
• Please note that currently-enrolled and previously-enrolled UIUC graduate students are not eligible for college-wide recruitment fellowships; therefore, you have no need to meet the Dec. 1 fellowship priority deadline. You still need to meet the Jan. 4 deadline for admission and financial aid.

Financial aid:  All admitted applicants are considered for financial aid based on their application materials and funds available.  Financial aid may be awarded in the form of fellowships, assistantships, or a combination of the two.

There are many opportunities for financial aid at the University of Illinois other than those provided by the department.  The Graduate College Fellowship Office has a website Financial Assistance  which describes various kinds of financial assistance available for graduate students.  It also has a database, accessible for various fellowship opportunities potentially available to you.  In addition, there are fellowship opportunities available to graduate students studying specific languages through the FLAS Fellowships program.

If you are interested in second language acquisition, it is important that you know about the concentration in  SLATE (Second Language Acquisition and Teacher Education) concentration program.  Another option is the Concentration in Romance Linguistics . Students enrolled in our Ph.D. program can simultaneously earn either of these concentrations. Students in both Ph.D. and MATESL programs are eligible to earn a  Graduate Certificate in Computational Linguistics . 

Alternative forms of admission are also available.  Domestic students may apply for non-degree graduate student status and previous graduate students of the University of Illinois at Urbana-Champaign may apply for re-entry.  Please contact SLCL Graduate Student Services  for information on how to do so.

For detailed program information, please see the University’s  Programs of Study Guide.  

Contacts for Graduate Admission:

• Should you need assistance with the application process itself, please address your questions to SLCL Graduate Student Services at  [email protected]
• If you have questions about the graduate programs in Linguistics, please direct them to our Director of Graduate Admissions, Prof. Tania Ionin .

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UMass Boston

• Applied Linguistics MA

Prepare for an advanced teaching, research, or administrative role in linguistics.

UMass Boston's Applied Linguistics MA is a rigorous graduate program offered both in person and online. The program includes courses in theoretical linguistics, applied linguistics, and interdisciplinary areas at the intersection of language, society, and education. Students develop a thorough understanding of the linguistic, cultural, and ideological considerations that govern language acquisition and use. At the end of your studies, you'll emerge with deep knowledge of the diversity of issues inherent in the study of language and be prepared to teach and conduct research.

In this program, you will learn to:

• Describe language using appropriate linguistic concepts and terminology
• Understand both psychological and social factors associated with language acquisition and development
• Identify and comprehend cultural and sociopolitical dimensions of language
• Master a variety of language teaching methods supported by national and state guidelines and standards related to language education
• Demonstrate appropriate language pedagogical knowledge and become a reflective practitioner
• Articulate reflective and critical knowledge regarding links between language pedagogy, language policies, and greater social justice

Career Possibilities

Many of our alums pursue careers as teachers of English as a second language (ESL) or other world languages. They share their expertise in language acquisition and teaching methodologies. Alums often work in multicultural settings, providing guidance and training on effective communication across languages and cultures as translators or communication specialists. Graduates also go on to fields of work where they analyze language policies and their impact on society.

Applied Linguistics MA graduates work in a variety of domains:

• Language teaching (university, K-12, adult education)
• Education administration
• Curriculum development
• International consulting
• Speech recognition
• Natural language processing
• Computer mediated language learning
• Lexicography (dictionaries)
• Court translating
• Multicultural marketing and advertising
• Technical or textbook writing
• Intercultural communications
• Language program coordination
• Language policy analysis

Start Your Application

Plan Your Education

How to apply.

Applicants must meet general graduate admission requirements in addition to the following program-specific requirements:

• Candidates must have at least a 3.0 undergraduate grade point average, preferably in a relevant field of study, such as linguistics, anthropology, English, foreign language, history, political science, psychology, or sociology.
• Non-native speakers of English must submit a minimum TOEFL score of 600 on the paper-based test, or a 6.5 IELTS score.
• Candidates for the ESL and Bilingual Studies concentration may be asked to indicate proficiency in a language other than English at a level equivalent to two years of successful college study.
• Applicants should use the 1,200-word statement accompanying the application to directly address any areas of academic weakness in the application. A discussion of the applicant’s experiences in language study, language teaching/tutoring, travel, or living in other cultural settings is also appropriate, as is a discussion of the candidate’s career goals. The statement should specify the applicant’s interest in the ESL & bilingual education, or foreign language pedagogy concentration.
• Two (2) letters of recommendation from academic sources

Deadlines & Cost

Deadlines: March 1 (priority) and May 1 for fall (extended to July 1 for Fall 2024 admissions) ; October 1 (priority) and November 1 (final) for spring

Application Fee: The nonrefundable application fee is $75. UMass Boston alumni and current students who plan to complete degree requirements prior to graduate enrollment can submit the application without paying the application fee.

Cost: For additional information regarding tuition and fees, please visit the Bursar’s Office or send an email to [email protected] . Please refer to Graduate Student Financial Aid for more information on financial aid.

Core Courses (15 Credits)

• APLING 601 - Linguistics 3 Credit(s)
• APLING 603 - Language, Culture and Identity 3 Credit(s)
• APLING 605 - Theories and Principles of Language Teaching 3 Credit(s)
• APLING 621 - Psycholinguistics 3 Credit(s)
• APLING 623 - Sociolinguistics 3 Credit(s)

Concentration Courses (9 Credits)

Take three courses from one of the concentrations below.

ESL and Bilingual Studies Concentration

• APLING 614 - Foundations of Bilingual/Multicultural Education 3 Credit(s)
• APLING 618 - Teaching ESL: Methods and Approaches 3 Credit(s)
• APLING 690 - Field Experience 3 Credit(s)

Foreign Language Pedagogy Concentration

• APLING 611 - Methods and Materials in Foreign Language Instruction 3 Credit(s)
• APLING 612 - Integrating Culture into the Language Curriculum 3 Credit(s)

Electives (6 Credits)

Complete two additional ApLing courses. Students also have the option to take two courses as electives in related disciplines that complement their specialization.

Field Experience & Practicum

Students working to obtain a master's degree are required to complete a Field Experience (APLING 690). The MA field experience requirement may be satisfied through teaching language in university undergraduate ESL classes, in a public school system, or at a community agency. Alternative paths to satisfying the Field Experience can be discussed with the Field Experience faculty member.

Students who are pursuing an initial K-12 ESL teaching license need to complete the student-teaching practicum (APLING 698). This is a requirement set forth by the Massachusetts Department of Elementary and Secondary Education (DESE) PK-12 ESL licensure in addition to their MA degree. The ESL licensure student-teaching practicum cannot be waived. Students working to obtain MA state licensure must student-teach in a PK-12 public school ESL/Sheltered English setting for one full semester.

Licensure in French as a Foreign Language from the Department of Elementary and Secondary Education

Students wishing to pursue licensure from the Department of Elementary and Secondary Education in French as a foreign language should choose a concentration in Foreign Language Pedagogy and complete the following courses when selecting electives. Students will complete six additional credits of coursework beyond the requirements for the degree.

• APLING 697 - Special Topics in Applied Linguistics 1-6 Credit(s) Topic: French Applied Linguistics
• APLING 698 - Practicum/Field Experience 3-6 Credit(s)

Three of the following:

• FRENCH 464 - Roman Du 20e Siecle 3 Credit(s) or
• FRENCH 465 - 20th Century French Theater 3 Credit(s) or
• FRENCH 305 - 20th/21st Century French and Francophone Literature 3 Credit(s) or
• FRENCH 490 - Special Topics 3 Credit(s) Topic: France/Maghreb
• FRENCH 307 - French and Francophone Popular Culture 3 Credit(s) or
• FRENCH 480 - Images of Otherness in French and Francophone Literature 3 Credit(s) or
• FRENCH 304 - French Conversation 3 Credit(s) or
• FRENCH 306L - Introduction to French Cinema (in French) 3 Credit(s)
• FRENCH 301 - Composition et stylistique 3 Credit(s) or
• FRENCH 411 - Theme et version 3 Credit(s)

Graduation Criteria

Complete 30 credits (ten courses) in Applied Linguistics while maintaining a 3.0 or better GPA.

Concentration: Students must choose a concentration in ESL and Bilingual Studies or Foreign Language Pedagogy.

Capstone: The Capstone Exercise is the culminating and integrative experience of students’ educational program in Applied Linguistics. It is an application of theory to practice activity in which students discuss theoretical issues and current research related to a prompt and apply them to practice and other professional or real-world applications. Students draw on the literature from their core and concentration courses and any other courses they may have taken as electives. This capstone exercise is usually completed in the student’s final semester of study.

Practicum & Field Experience: Complete either the MA field experience or the licensure practicum.

Residency: No more than twelve credits may be transferred in and applied toward the program electives; six credits from non-degree graduate study at UMass Boston and six credits of graduate course work from another institution. All transfer courses must be earned within seven years of program matriculation, have a grade of B or higher, be approved by the graduate program director and Graduate Studies, and not have been used to fulfill requirements for another degree.

Statute of Limitations: Five years.

Applied Linguistics Program [email protected]

Applied Linguistics Department

UMass Boston's Department of Applied Linguistics in the College of Liberal Arts offers a diverse range of programs and research opportunities aimed at exploring theoretical linguistics, applied linguistics, and interdisciplinary areas of psycholinguistics and sociolinguistics.

College of Liberal Arts

Learn more about the faculty, research, and programs that make up our College of Liberal Arts.

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PERSONAL STATEMENT EXAMPLE English Language and Linguistics Personal Statement

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English Language and Linguistics Personal Statement

Further study of the English language would fuel my interest and genuine curiosity of language and assist my reflection on the vital part it plays in society. When it comes to language so many do not stop to question, what? How? And why? When I start thinking about language and immerse myself in it, I truly appreciate the intricate complexities that appear when you start to unpick it.

I am fascinated by child language acquisition as this is something so different to what I have studied previously. Through guided reading and supporting younger students I have been able to observe different aged children and assess their reading abilities and the way in which they use language. Spending time in both Infant and secondary school environments made it possible to contrast how key stage one and three students read. This highlighted an alarming number of key stage three students with reading ages considerably lower than their chronological age. Leading me to wonder if a number parents rely on the national curriculum for the entire reading development of their children rather than introducing reading routines at the optimum age prior to entering the education system.

As a logically inclined individual ‘The Infinite Gift’ by Charles Yang inspired me, giving a scientific understanding of language acquisition and presenting the concept in a formulaic way. Yang explains how language acts as the pivotal reason why humanity is unique. Only humans acquire language, separating us from the rest of nature. Charles Darwin expressed that “Man has an instinctive tendency to speak, as we see in the babble of young children, whilst no child has an instinctive tendency to bake, brew or write.” This further expands the idea of language being encoded in our biology and Chomsky’s revolutionary linguistic theory of innateness.

Out of school I train in contemporary dance and recently took part in the Commonwealth Dance Festival in Glasgow where I was able to work with artists from around the world. Interestingly the majority of dancers spoke English, a language described as ‘Language of opportunity’. This makes me feel both privileged and embarrassed as here in Britain, literacy is something most take for granted. The English language undeniably creates a sense of global unity, although there is evidence that the rapid increase of English speakers results in an extinction of community languages. We should be questioning whether the advancements of English are worth the loss of traditional languages.

I am a dedicated individual who has always been involved with music and dance including; mentoring, playing with ensembles and orchestras and performing at every opportunity. Having recently achieved my grade seven flute, I am proud of the technicality, creativity and resilience I have acquired in my ten years of learning an instrument. My commitment has been recognised by school through numerous house awards for attendance, role model and most outstanding female. In addition I have been awarded by the parish council for my musical and dance achievements and involvement in the local community.

Organisation and responsibility is something I pride myself in, being head of both prom and sixth form ball committees has allowed me to delegate roles in and work collaboratively at a range of fundraising tasks. I have held a range of positions within school for example; dance ambassador, music concerts manager and currently house captain. These roles have involved my work closely with teachers and representing the school. Participating in the National Citizen Service programme allowed me to work with variety of people on projects to improve the local community. I took part in a high achievers’ mentoring programme with Price Waterhouse Coopers that involved a group presentation to panel of professionals in an industry environment.

To me it seems obvious to explore the ability to communicate and the way we do so. Language is always evolving, it will always be relevant and there will always be something new, something interesting to discover.

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A young woman from Saudi Arabia, English has been my special love ever since I was a child and I am most pleased to have had the opportunity to live in the USA since 2010 and to earn my Masters Degree in TESOL. Now, in addition to preparing myself for a long career teaching English and teachers of English, I hope to contribute to my profession as a linguist and to publish in this area, with special attention to the challenges faced by Arabic speakers at learning English.

I hope to develop a better understanding of the effect of cross-linguistics interface on language acquisition: especially with respect to semantic structure and syntactic variation. I am also very much interested in the correlation between language acquisition and identity. I look forward to serving as a professor in a university in a Linguistics or English Department. I want to be an active scholar in the area of linguistics, English, and second language acquisition, publishing articles and books that will contribute to overcoming obstacles faced by learners in a language acquisition process. 

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Master of Arts (MA) programme in Linguistics

• Master of Arts (MA) Programme in Linguistics

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Introduction

The Master of Arts Programme in Linguistics features an interdisciplinary approach to language study. It is designed to introduce students to current theories in linguistics and their various applications to language typology, language acquisition, language and modality, language teaching as well as culture and society, which are presented in a comparative framework. The programme consists of three streams, namely, (i) the General Linguistics Stream, (ii) the Language Acquisition and Bilingualism Stream, and (iii) the Sign Linguistics Stream.

The programme aims to:

• Help students develop sensitivity towards the complexities of language structure and use;
• Develop students’ understanding of the characteristic properties of languages that use the vocal-auditory channel (i.e. typical human language) and languages that use the manual-visual channel (i.e. sign language);
• Enhance students’ linguistic awareness regarding language development, language acquisition, and bilingualism.
• Equip students with methodological tools for the analysis of language structure, and for the empirical study on the dynamics of the teaching and learning process.

Learning Outcomes

• Students will achieve a theory-based and informed understanding of the richness of language structure, and of the major findings related to theoretical linguistics, the acquisition of the spoken and/or sign language, and bilingualism.
• Students will be able to conduct research with selected methodological tools used in the analysis of language form, language acquisition, and language performance, such as computerized corpora, naturalistic and experimental methods of data collection, data processing, and frameworks for analysis.
• Students will be able to approach a linguistic problem with a deep appreciation of the complex array of variables underlying language form, function, and meaning.

Programme Mode

The programme is offered in both full-time and part-time study modes. The full-time mode covers a normal period of one academic year while the part-time mode covers a normal period of two academic years. Students are required to complete a total of 27 units of courses. The numbers of required courses and elective courses differ from stream to stream.

• 1. Coursework requirements

A. Applicable to students admitted in 2022-23 and thereafter.

Students are required to complete a minimum of 27 units of courses for graduation.

1.    General Linguistics Stream

• 2.    Language Acquisition and Bilingualism Stream

1  Students may also choose to take all three courses in (i)(b), in which case one of them will be counted towards fulfillment of the elective requirements.

3.    Sign Linguistics Stream

2. Other requirements

(a) Student must fulfill the Term Assessment Requirement of the Graduate School. For details, please refer the section 13.0 “Unsatisfactory Performance and Discontinuation of Studies” of the General Regulations Governing Postgraduate Studies. ( http://www.gs.cuhk.edu.hk/ )

(b) Minimum cumulative GPA of 2.0.

A. Applicable to students admitted in 2018-19 and thereafter. I. General Linguistics Stream

II. Language Acquisition and Bilingualism Stream

   III. Sign Linguistics Stream

Remarks :  *   Not all semi-required courses or elective courses are offered every academic year

* Not all courses listed below are offered every academic year.

Applicable to students admitted in 2018-19 and thereafter.

LING5101 Foundations I: Phonetics and Phonology  ( A -Course Outline 1 st Term, 2023-24 )  ( B – Course Outline 1 st Term, 2023-24 )

This course introduces students to a unified approach to language as a complex structure represented in the minds of its speakers. Empirical linguistic data will be drawn across languages to enable students to understand the intimate relation between language and the human mind. On the basis of this understanding, students are led to explore the core areas of linguistics. The exploration starts with natural language sound systems and phonological components of grammar. These will be explained with basic concepts and recent theoretical advances in linguistic studies alongside new findings in language acquisition. Students will learn to apply these concepts and ideas to tackle linguistic problems.

LING5102 Foundations II: Syntax and Semantics  ( A – Course Outline 1 st Term, 2023-24 )  ( B – Course Outline 1 st Term, 2023-24 )

This course is taught concurrently with LING5101 Foundations I: Phonetics and Phonology, aiming at introducing students to the core areas of linguistics. Taking a modular approach to the language system, this course examines the morphological, semantic and syntactic components of the grammar, as well as the interaction among them. The lectures are intended to provide students with a solid grounding in basic linguistic concepts, which will enable them to tackle linguistic problems, and formulate their own analyses to prepare them for further studies in the discipline. A wide range of data will be discussed to develop students’ sensitivity toward linguistic phenomena with systematic properties in form, meaning and structure.

LING5103 Foundations in Language Acquisition  ( A -Course Outline 1 st Term, 2023-24 )  ( B – Course Outline 1 st Term, 2023-24 )

The acquisition of first language by children has been considered a remarkable feat. How do children accomplish this feat so rapidly and effortlessly? What are the stages they go through in mastering the different aspects of language? What does the development of language in children tell us about the human language faculty? These questions will be examined in light of modern linguistic theory, and nativist and interactionist accounts will be compared. Topics in second language acquisition will also be covered. Questions such as how interlanguage grammars develop in adults and the role of the mother tongue in the construction of interlanguage grammar will be addressed.

LING5104 Foundations in Sign Language Research  ( Course Outline 1 st Term, 2023-24 )

This course provides an introduction to a relatively new area of linguistic exploration: sign language as a natural language system. We will lead students into a variety of disciplinary studies that adopt sign language as a focus of research. Examples of these disciplines are linguistics, language in education, language and the brain, language and cognition, language development, language and society, and language and culture. The course aims to tackle these issues in light of the current developments in sign language research and see how they shed light on our understanding of deaf issues.

LING5201 Topics in Second Language Acquisition  ( Course Outline 2 nd Term, 2023-2 4)

The course introduces major issues in the field of second language acquisition: how is a second language acquired by children and adults? In what ways is acquiring a second language different from acquiring a first language? Different theoretical perspectives on second language acquisition will be reviewed and methodologies will be surveyed. Data will be drawn mainly from English and Chinese as target languages.

LING5202 Topics in Bilingualism ( Course Outline 2 nd Term, 2023-2 4)

This course discusses general issues in the study of bilingualism from the linguistic perspective. Basic questions such as how to define and measure bilingualism, degrees of bilingualism, and types of bilinguals will be examined. Psycholinguistic and sociolinguistic aspects of bilingualism at the individual and societal levels will be covered within the larger context of language contact. Issues in bilingualism such as code-mixing, medium of instruction, bilingual education and language policy for bilingual society will be treated with special relevance to the Hong Kong context.

LING5301 Linguistics and Language Teaching  ( Course Outline )

The course aims to highlight the relevance of linguistic studies to language teaching. Various pedagogical issues such as curriculum development, teaching methodology, language assessment, language development and professional teacher training will be discussed in light of theories of general and applied linguistics. Students are encouraged to reflect upon their language teaching experience and problems and seek an explanation from the perspective of theories and issues in general and applied linguistics.

LING5302 Approaches to English Grammar  (For students of MA in Linguistics only) ( Course Outline 2 nd Term, 2023-2 4)

This course introduces students to various approaches to the study of English grammatical constructions. The approaches adopted may include formal, functional or cognitive perspectives. Students are encouraged to analyze grammatical constructions in terms of form-function relationships, cognitive processing and information flow. This course is designed to enhance students’ sensitivity to the interactive aspects of grammatical analysis.

LING5403 Topics in Language Acquisition of Deaf Children   (Not for students of the General Linguistics Stream of MA in Linguistics) ( Course Outline 2 nd Term, 2023-2 4)

This course focuses on the language acquisition of deaf children, involving both sign language and spoken language. It starts with a general introduction on the acquisition of sign language as a first language by deaf children, covering the developmental milestones in phonology, morphology and syntax. The second part of the course will explore how deaf children acquire spoken language in the context of bilingual acquisition and spoken language literacy development. No prior knowledge of a sign language is required.

LING5404 Sign Linguistics   (Not for students of the General Linguistics Stream of MA in Linguistics) ( Course Outline 2 nd Term, 2023-2 4)

This course provides a general introduction to the linguistic analysis of phonology, morphology and syntax in sign languages. It aims to demonstrate that the system of organization in sign language grammar reflects natural language properties and that sign language grammar is as complex and rule-governed as spoken languages. Focus will be placed on how the visual modality, availability of paired manual articulators, non-manual features as well as the use of signing space affect the organization of grammar at various linguistic levels. No prior knowledge of a sign language is required.

LING5501 Topics in Chinese Phonetics and Phonology ( Course Outline 2 nd Term, 2023-2 4) (For students of MA in Chinese Linguistics & Language Acquistion only)

This course introduces general aspects of modern Chinese phonetics and phonology, including both segmental and prosodic characteristics. Students will be trained to compare and analyze sound patterns of standard Chinese and other Chinese dialects from different theoretical approaches. The final goal of the course is to provide students with a solid foundation for further phonological research.

LING5502 Topics in Chinese Syntax and Semantics ( Course Outline 2 nd Term, 2023-2 4) (For students of MA in Chinese Linguistics & Language Acquistion only)

This course aims to acquaint students with fundamental issues in the syntax and semantics of the Chinese language and the related theoretical implications. Through an investigation of a rich array of data, students will have the opportunity to appreciate the inner workings of the Chinese language with regard to its structural and semantic properties, to enrich and broaden their understanding of linguistic theories and methodologies, to develop skills in analyzing Chinese phrases and sentences, and to defend their analysis systematically.

LING5503 Topics in Chinese Language Acquisition (For students of MA in Chinese Linguistics & Language Acquistion & Biligualism Stream of MA in Linguistics only) ( Course Outline 2 nd Term, 2023-2 4)

This course aims to introduce the major tenets of generative and usage-based approaches to language acquisition, with a focus on the characteristics of the learner and the learning situation in first and second language. The course familiarizes students with the basic methodology and tools for analyzing acquisition data. It critically surveys the major findings on the acquisition of Chinese as a first language and as a second language.

LING5602 Special Topics in Linguistics  ( Course Outline Summer Session 2021-22 )

From time to time, a course focusing on a specific area of linguistics that is not covered in the regular linguistic programme may be offered. Students are allowed to take this course more than once, and gain the units each time they pass the course. However, students cannot take the course under the same topic twice.

LING5604 Topics in Sociolinguistics  ( Course Outline 2 nd  Term, 2021-22 ) ( Course Outline 2 nd Term, 2023-2 4)

This course explores human language in the broader context of culture and society. How does language relate to culture and world-view? How does language interact with social structure, gender and individual identity? To what extent do men and women talk differently? How does language reflect relations of power and status between the speakers? The use of pronouns, politeness markers and other linguistic features will be examined. Exploration of these topics aims to enhance students’ awareness of language as a cultural phenomenon and sharpen their sensitivity toward the nuances of language use in relation to cultural complexities, with special reference to Hong Kong culture.

LING5606 Special Topics in Applied Linguistics    ( Course Outline )

This course introduces applied linguistics from interdisciplinary perspectives, including theoretical linguistics, psychology, sociology, and pedagogy. Issues discussed in this course focus on the interface between theory and practice, including translating theory into practice and using practice to build theory. Students are allowed to take this course more than once, and gain the units each time they pass the course. However, students cannot take the course under the same topic twice.

LING5607 Topics in Psycholinguistics ( Course Outline 2 nd Term, 2023-2 4)

This course studies language as a cognitive system which interfaces with other subsystems of mind. Emphasis will be placed on linguistic properties rather than psychological mechanisms or various techniques in psycholinguistic studies. The principles and mechanisms that underlie speech perception, sentence processing and discourse comprehension, as well as structural factors in language production form the focus of this course. This course first examines the unique features of human languages and the biological foundations of language. It then explores the perception of various linguistic aspects (speech sounds, words, sentences and discourse) before touching on issues in language production. Major models of language production and perception will be introduced. After examining different aspects of our language competence, this course concludes with a discussion of language and culture. However, issues related to the origin of language and language acquisition will not be covered in this course. Students are expected to be familiar with the basic concepts in phonetics, phonology, morphology and syntax.

LING5608 Language Disorders ( Course Outline 2 nd  Term, 2022-23 )

This survey course introduces non-clinical students to fundamental concepts of language disorders in pediatric and adult populations. Characteristics of primary language impairment, aphasia, dysarthria, and hearing impairments, as well as articulation, fluency, and voice and other related disorders affecting language are among the topics to be discussed. Diagnostic techniques and treatment strategies are also introduced. Research studies in language disorders will be reviewed.

LING5701 Linguistics Research  ( A -Course Outline 1 st Term, 2023-24 )  ( B – Course Outline 1 st Term, 2023-24 )

The course aims to train students in conducting linguistic research. General research methodology will be introduced, with a focus on methods commonly used in linguistic research and analysis. Students may be required to take part in field trips and expeditions.

LING5702 Research Project

This is an independent, individual investigation on a topic of linguistic interest guided by a supervisor, the findings of which must be presented in a standard report format. Consent of the teacher on the topic is required. Students who wish to take the course should obtain prior approval from the Graduate Division for their research proposals. Prerequisite: LING5701 Linguistics Research.

LING 5802 Research Practicum  The course provides students with an experiential learning opportunity through participating in faculty’s research projects, as a way to prepare themselves for postgraduate study in Linguistics.  Specific learning activities may include review of literature, preparation of experimental stimuli, data collection, data analysis and presentation of research findings

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