This course provides senior undergraduate students who have developed some knowledge of research methods used in the discipline of Linguistics to work in the research project of a U of T Mississauga professor for course credit. Enrolled students have the opportunity to become involved in original research, develop their research skills, and share in the excitement and discovery of acquiring new knowledge. Project descriptions for participating faculty members for the following summer and fall/winter sessions are posted on the ROP website in mid-February; students are invited to apply at that time. See Experiential and International Opportunities for more details.

This course examines topics which have created controversy in linguistics, topics about which scholars have expressed opposing views through published articles. By reading and discussing these debates, students will galvanize their knowledge base in linguistics and develop skills in identifying the authors' assumptions, assessing their argumentation and recognizing how linguists build arguments to present an opposing view. The topics may range from big picture questions like the validity of Universal Grammar to more specific questions about a linguistic phenomenon. By the end of the course, students will have developed more acute reading skills, thereby also improving their academic writing skills. The title of the course might sound scary, but the course itself is not at all!

Introduction to the main methods, tools and techniques used in the analysis, interpretation and presentation of linguistic data. Topics may include research in the areas of general linguistics, language acquisition, psycholinguistics, sociolinguistics and dialectology. This course involves a practical component where students will apply skills learned in order to carry out their own study. Note that a background in statistics is NOT required for this course.

This course provides experience in language analysis based on elicited data from a native speaker of an understudied language. It emphasizes procedures and techniques and provides an opportunity for first-hand appreciation of linguistic unity and diversity.

Much of linguistic theory assumes the existence of an “ideal speaker/hearer” of a given language. However, in the real world, particularly in linguistically diverse communities such as the GTA, there is an enormous amount of variability driven by differences in language background, regional affiliation, and social factors. This course examines the many factors contributing to accentedness, and how listeners adapt their perception when confronted with different accents. It also explores how models of language development, processing, and production account for accent-related variability.

How can we get a computer system to carry out meaningful tasks, such as determining if a restaurant review is positive ? How can computational experiments help linguists understand meaning and its use better ? This course will introduce students to computational linguistic concepts and techniques pertaining to meaning, such as vector space semantics and sentiment analysis. The course combines a theoretical perspective on meaning and computation with hands-on lab work.

In this course, students will develop a computational understanding of text and language. This course is cross-disciplinary, tools and project based; it teams Linguistics and Computer Science students in projects exploring novel applications of Natural Language Processing. Example topics include text summarization, bias detection, and sentiment analysis using Python and text processing and machine learning libraries. Topics and applications will vary by instructor.

This course teaches students advanced skills for engaging with English language linguistics in public settings. Topics may include: how to talk to a general audience about linguistics; navigating common public myths about language; presentation skills to make complex topics accessible; incorporating linguistics in language courses; public outreach and interview skills in linguistics; designing research to answer public questions about English. In this capstone course, students will output innovative projects for educating the public about English language linguistics. This course includes an experiential learning component where students will get hands-on experience talking to various audiences about linguistics.

This course considers the impact on variant use by second language learners exerted by linguistic and extra-linguistic factors, such as the surrounding linguistic context, age, sex, style, and curricular and extra-curricular exposure. Implications are drawn for second language teaching, including deciding what registers and variants to teach and what activities to employ.

All languages, in all linguistic domains, exhibit variation - more than one way of saying the same thing. This variation is not random but dependent on various linguistic, social, and cognitive conditioning factors. This course explores the theory and practice of analyzing such sociolinguistic variation. Students will receive hands-on instruction in fieldwork methods for collecting natural speech data and quantitative methods for analyzing patterns in that data.

This course examines current issues of theoretical and/or empirical relevance in linguistics with special reference to phenomena involving language change. Depending on the instructor, the focus of the course may be more oriented towards phonology, morpho-syntax, semantics, or the lexicon. The contact hours for this course may vary in terms of contact type (L, S, T, P) from year to year, but will be between 24-36 contact hours in total. See the UTM Timetable.

An advanced seminar on current issues of theoretical relevance in linguistics with special reference to Creole languages, in particular their emergence and their linguistic properties compared to those of the contributing languages. Depending on the instructor, the course may emphasize on French-based, English-based or Portuguese-based Creoles.

We examine current issues of theoretical and/or empirical relevance in linguistics with special reference to the Romance family, including both well-known and understudied varieties. In this course, student can engage deeply with specific properties of the Romance family from the point of view of micro-comparative analysis, sociolinguistic variation, and/or diachronic change depending on student interests and the expertise of the instructor. The contact hours for this course may vary in terms of contact type (L, S, T, P) from year to year, but will be between 24-36 contact hours in total. See the UTM Timetable.

An advanced seminar that explores topics and issues concerning the Chinese languages. Depending on the instructor, focus of the course may be oriented toward structural properties, language and society, bilingualism, the languages of China, or historical issues.

This course examines cross-linguistic typological features found in the languages of the world. Special attention is given to investigating the remarkable range of phonological, morphological and syntactic diversity found in the world’s languages. One of the primary goals of the course is to examine the notion of language universals in light of such diversity.

An introduction to the structure of a featured language other than English. Topics of analysis may include the phonological, morphological, syntactic, or semantic systems; the writing system; historical aspects; variation. Students will use the tools of linguistic analysis learned in prior courses to examine the structural properties of this language. No prior knowledge of the language is necessary.

This course examines cross-cultural language use by second language learners from both a theoretical and pedagogical perspective. Topics addressed include the role of pragmatic transfer between native and target languages, individual differences, learning context, and instruction in the development of second language pragmatic competence.

This course offers a comprehensive survey and analysis of fundamental concepts and issues related to second, bilingual, and foreign language instruction by developing students' knowledge of second language acquisition, approaches to language teaching, computer-assisted teaching, and pedagogical design and implementation in the language classroom.

A research or reading project undertaken by the student under the supervision of a staff member. Open only when a faculty member is willing and available to supervise.

A research or reading project undertaken by the student under the supervision of a staff member.

A research or reading project undertaken by the student under the supervision of a staff member.

This course provides students with foundational knowledge and skills for the study of second language teaching, learning, and assessment. Students will learn to describe language structure and use including among learners, identify major phenomena of non-native language learning, and discuss principles and best practices in second language teaching and assessment.

This course provides an introduction to second language pedagogy. Students will learn key concepts in pedagogy and compare the teaching and learning processes and experiences of first and second language learners as well as the roles of classroom teachers and learners via the creation of linguistic portraits and pedagogical materials.

This course examines theoretical research on adult second language learning and the resultant implications for second language teaching. Topics include age, affect, communicative competence, and sociolinguistics. Links are drawn to pedagogical practices, including error correction, materials selection, and order and method of presentation. This course is taught in English and is open to students from other disciplines. Written work to be completed in French/Italian for credit towards a Specialist (French or Italian) or Major (French/Italian).

This course provides an overview of classroom teaching methods, techniques and strategies for English as a second language, as well as ways of creating and adapting materials to particular teaching contexts such as English-as-a-second-language (ESL) in Canada, English for Academic Purposes (EAP), English for Specific Purposes (ESP), English-as-a-Foreign-Language (EFL) abroad, and blended teaching. Theoretical issues and classroom implications for teaching and learning with technology will be discussed. Classroom management techniques will also be examined, along with ways to access and work with classroom management and technology-related resources.

This course examines theories and practices related to the teaching and learning of speaking and listening in a second language, particularly with reference to English. The course will focus on the theoretical and research-based underpinnings of second language speaking and listening on the ways in which instruction can facilitate the development of these skills. The relationship of pronunciation to listening and listening skills will be explored, and an overview of teaching pronunciation to second language learners will be provided (particularly with reference to English).

This course examines theories and practices related to the teaching and learning of reading and writing in a second language, particularly with reference to English. The course will focus on the theoretical and research-based underpinnings of second language reading and writing and on the ways in which instruction can facilitate the development of these skills. The relationship of vocabulary to second language reading and writing will be examined (particularly with reference to English).

This course provides an overview of second language vocabulary acquisition research and the resultant implications for second language teaching. Topics include dimensions of vocabulary knowledge, incidental and intentional vocabulary learning, textbook analysis, learning strategies, and teacher beliefs about vocabulary teaching and learning. Implications are drawn for pedagogical practices, including best vocabulary teaching practices, materials selection, and measuring vocabulary knowledge. This course is taught in English and is open to students from other disciplines. Written work to be completed in French/Italian for credit towards a Specialist (French or French & Italian) or Major (French/Italian).

This course provides senior undergraduate students who have developed some knowledge of research methods used in the discipline of Language Teaching and Learning to work in the research project of a U of T Mississauga professor for course credit. Enrolled students have the opportunity to become involved in original research, develop their research skills, and share in the excitement and discovery of acquiring new knowledge. Project descriptions for participating faculty members for the following summer, fall, or winter sessions are posted on the ROP website in mid-February and students are invited to apply at that time. See Experiential and International Opportunities for more details

This course considers the impact on variant use by second language learners exerted by linguistic and extra-linguistic factors, such as the surrounding linguistic context, age, sex, style, and curricular and extra-curricular exposure. Implications are drawn for second language teaching, including deciding what registers and variants to teach and what activities to employ. Written work to be completed in French/Italian for credit towards a Specialist (French or Italian) or Major (French/Italian).