Required Out-of-Program Breadth Courses 6 points total, chosen with advisor's approval. In addition to course requirements, students must complete an Ed. M project on a research topic arising from course-related interests and subject to approval by their assigned advisor. This project can be a page review of literature on a scholarly topic or it can be an empirically-based paper. See below:. In addition to the HUDM stats courses above, below is a sample of such courses for the assessment Area of Specialization.
Students can normally expect to complete an EdM. For the focus on language use, students will complete the following requirements:.
Below is just a sample:. Please see the descriptions for each of these Areas of Specialization below. Students who did not receive their M. Doctoral students have five types of requirements: 1 doctoral candidacy requirements, 2 Area of Specialization course requirements, 3 elective courses, 4 required out-of-program breadth courses, 5 research and statistics courses. All course decisions must be made in consultation with the faculty advisor.
Students from other institutions may be eligible to transfer up to 45 points from previous graduate study at an accredited institution. All points transferred must be from coursework relevant to the degree program enrolled in, and any transfer of credits must meet the approval of the student's faculty advisor.
Candidacy Requirements for All Ed. Students Minimum 15 points; courses may be taken several times :. Developing a critical understanding of the research literature in a given area Research Paper; Part A: Certification Exam. Conceptualizing and carrying out a pilot study in the area of inquiry Part B: Qualifying Paper.
Doctoral students are required to demonstrate research preparedness in a substantive area by passing the research paper at the level, the certification exam and pilot study at the level, the dissertation proposal at the level, and the completed dissertation at the level.
Students are expected to make steady and continuous progress toward the degree. Students who fail to make timely progress may be asked to leave the program. Timely progress will be determined by the program faculty. Students may retake part A or B one time.
If students do not pass the proposal or the proposal defense, they will be asked to leave the program. In the event of a failed dissertation defense, faculty may petition the Ed. D committee to permit one additional retake, if extraordinary circumstances apply. The second language acquisition area of Specialization requires a minimum of 90 graduate points beyond the bachelor's degree. This Area of Specialization has five types of requirements: 1 doctoral candidacy requirements listed above , 2 Area of Specialization course requirements, 3 elective courses, 4 required out-of-program breadth courses, and 5 research and statistics courses.
The second language assessment Area of Specialization requires a minimum of 90 graduate points beyond the bachelor's degree. The language use Area of Specialization requires a minimum of 90 graduate points beyond the bachelor's degree. This Area of Specialization has five types of requirements: 1 doctoral candidacy requirements listed above, 2 Area of Specialization course requirements, 3 elective courses, 4 required out-of-program breadth courses, and 5 research and statistics courses.
To ensure that students have the skills to do scholarly research in an Area of Specialization, they are required to take a minimum of 6 points in research methods, statistics, and measurement. Depending on the type of dissertation, they may be asked to take additional courses in linguistic analysis, qualitative methods, or quantitative methods.
Transfer Courses up to 45 points; see above Candidacy Requirements 15 points; see above. Skip to content Skip to primary navigation Skip to search box Skip to admissions quick links Skip to secondary navigation Skip to breadcrumb. Academic Catalog TC Catalog Academics Departments.
Program Description Degrees Faculty Courses. Group by Degree Type. Degree Requirements. Breadth Out-of-Program Courses 6 points. Applied Linguistics Hybrid Master of Arts. Prerequisite Courses 15 points; see above. Transfer Courses 45 or 60 points : Students with an M. Doctoral preparation involves four successive stages: Developing a critical understanding of the research literature in a given area Research Paper; Part A: Certification Exam Conceptualizing and carrying out a pilot study in the area of inquiry Part B: Qualifying Paper Writing a dissertation proposal in the area of inquiry Dissertation Proposal Carrying out the study and writing the dissertation Dissertation Submission Doctoral students are required to demonstrate research preparedness in a substantive area by passing the research paper at the level, the certification exam and pilot study at the level, the dissertation proposal at the level, and the completed dissertation at the level.
Assessment Area of Specialization The second language assessment Area of Specialization requires a minimum of 90 graduate points beyond the bachelor's degree. Williams Senior Lecturer. Filter Courses by Keywords No match found! Survey of cognitive and social approaches to the study of language, language acquisition, language systems, 20th and 21st century movements in linguistics, language varieties and attitudes, forms and functions of language in the classroom.
This course looks at language variation based on social class, race, ethnicity, age, and gender; cross-cultural pragmatics, interactional sociolinguistics, code-switching, language planning, and World Englishes. Pedagogical implications. This course offers a comparative examination of major approaches to linguistic analysis, specifically systematic and transformational, with particular reference to pedagogical applications. A comparative examination of lexical semantic systems of English and other languages, with particular reference to the teaching and learning of vocabulary.
Provides an introduction to the theory, research, and instructional practices relevant to reading and writing development for second-language learners.
Teaching ESL to elementary students focusing on early literacy development and content instruction. This course also includes fieldwork. Introduction to the major language teaching methods and approaches that have been influential in the 20th and 21st century. Supports teachers in mainstream classrooms grades PK in building a knowledge base and repertoire of instructional strategies for teaching English language learners in content area classrooms.
A systematic, in-depth examination of English grammar with particular reference to the teaching and learning of grammar. An introduction to the field of second language acquisition with a focus on the mechanisms driving, and factors influencing, second language learning.
Priority given to M. Introduction to language assessment theories and practices including test design, construction, scoring, analysis and reporting; introduction to measurement concepts and basic statistics; and use of SPSS.
An introduction to the theory and practice of teaching second language writing to multilingual, multicultural writers in a wide range of educational contexts. Students smiling in class. Current Students. Students discussing a lecture. Non-Degree Programs. Community Language Program. Students study in a classroom together. Students hold festive Chinese dragon to celebrate. Language Program Management Certificate Program. Recent and up-to-date research into language learning and teaching will be reviewed, evaluated and assessed for its implications for classroom practice.
Current thought on the teaching of the elements and skills of language will be reviewed and assessed, and applied to a variety of contexts in which TESOL takes place. This module is an introduction to quantitative research methods in linguistics, with the aim of familiarising students with the main methodologies by analysis of relevant studies from the literature and hands-on experience with study design.
Key topics will include: hypothesis formation; experimental design; paradigms for quantitative linguistic research; data analysis and interpretation.
This module will introduce students to the study of semantic meaning. The focus will be on developing a fluency with analytical tools in semantics and pragmatics, and using these to explain a range of phenomena. Topics covered will include truth-conditional semantics, reference, presupposition, conversational implicature, and Speech Act Theory. Students will have the opportunity to reflect upon real data and analyse the processes of conveying and understanding meaning. This course will focus on the structure of lexical items, the way in which these different lexical items are stored and the nature of the relation between them.
Relevant theoretical work in the fields of psycholinguistics and language processing will be outlined and discussed. Students will evaluate the efficacy of these theories on the basis of experimental investigations which they themselves will construct and conduct, for example word association experiments, lexicon decision tasks and parsing phenomena.
This course will equip students with the necessary training in a broad range of research skills, with the express aim of preparing them for postgraduate level writing and research, and ultimately for their dissertation. Key topics will include: academic writing in linguistics; bibliographical search; hypothesis formation; falsifiability; ethical procedures; introduction to quantitative and qualitative methodologies.
This module will consider the reasons for using teaching materials, who should design them and how they should be designed. Frameworks will be applied to critically evaluate commercially produced materials for their authenticity and their appropriacy for specific groups of learners and the contexts in which they are taught. Where materials are considered to be inappropriate for a specific context, students will gain the skills to adapt existing materials or create their own. During this course, students focus on a set of case studies e.
Language abilities in Autistic Spectrum Disorders, Specific Language Impairment and Down Syndrome; The Aphasias; Sign Language , which provide novel insights into ongoing questions within language acquisition research. Issues considered include: the extent to which linguistic capacities interact with psychological ones; the distinction between developmental and acquired disorders; the evidence for and against linguistic principles being operative in child grammars; the distinction between language delay and language deviance, and the reliability and validity of social, cognitive and linguistic tests against which individuals' capabilities are measured.
It will then review classic urban sociolinguistic work as exemplified by Labov New York , Trudgill Norwich , and the Milroys Belfast , before exploring in turn the assumptions underpinning sociolinguistic methodology and some of its key findings for example, the sociolinguistic gender pattern.
The claims of sociolinguists regarding language change will then be considered, and some putative sociolinguistic universals, i. The module will conclude with consideration of the relationship between social and linguistic structure, and examine some recent work in the field, which challenges the general linguistic tenet that all languages are equally complex. This course will explore a specific model of formal syntactic theory: Minimalism.
Focusing on a specific model will give students the opportunity to consider in depth not only its methods and its aims, but also the proper nature of syntactic argumentation.
The investigation will entail both theoretical and descriptive perspectives, thus emphasizing the importance of description in supporting and testing theory. As such, students will be encouraged to evaluate theoretical claims in the light of observations drawn from a wide range of languages.
The aim of the Teaching Portfolio is to develop further the students' ability to independently plan, research, and develop a language course, syllabus, lesson plans, materials, etc.
The aim of the dissertation is to develop further the students' ability independently to plan, research, formulate arguments and communicate research findings in a coherent manner within an extended piece of written work. The dissertation functions both as the culmination of the year's work and as a bridge between guided and independent research, preparing and, it is hoped, encouraging students to continue on to carry out research at DPhil level.
The topic of the dissertation will usually be based on, and develop from, work undertaken on one or more of the four coursework modules undertaken in the course of the MA. You also complete a 12,word research dissertation or teaching portfolio on a topic agreed with your supervisor. For details of when and how to pay fees and charges, please see our Student Finance Guide. The University will assess your fee status as part of the application process.
Find out more about general additional costs that you may pay when studying at Kent. Search our scholarships finder for possible funding opportunities. You may find it helpful to look at both:. We have a range of subject-specific awards and scholarships for academic, sporting and musical achievement. In the Research Excellence Framework REF , modern languages and linguistics was ranked 3rd for research quality, 3rd for research output and in the top 20 for research intensity, research impact and research power in the UK.
Alongside our research centre below, we also have links with research networks outside Kent, and are involved with national and international academic associations including the Linguistics Association of Great Britain, the British Association of Academic Phoneticians, the Linguistic Society of America, the Association for French Language Studies and the Poetics and Linguistics Association.
The newly established Linguistics Lab is currently housed in Rutherford College and has facilities for research in acoustics, sociophonetics and speech and language processing. Founded in , the Centre promotes interdisciplinary collaboration in linguistic research and teaching.
Membership embraces not just the members of English Language and Linguistics but also other SECL members with an interest in the study of language, as well as researchers in philosophy, computing, psychology and anthropology, reflecting the many and varied routes by which individuals come to a love of language and an interest in the various disciplines and subdisciplines of linguistics. Full details of staff research interests can be found on the School's website.
Postgraduate work in English Language and Linguistics prepares you for a range of careers where an in-depth understanding of how language functions is essential. These include speech and language theory, audiology, teaching, publishing, advertising, journalism, public relations, company training, broadcasting, forensic and computational work, and the civil or diplomatic services.
Our students benefit from training by enthusiastic and dedicated staff with expertise in a variety of areas of linguistics, from formal to quantitative and experimental fields. ELL students also benefit from excellent library facilities and a linguistics laboratory equipped for research in speech acoustics recording equipment, studio, software for speech analysis , speech and language processing and acquisition including eye-tracking, DMDX and E-prime , and general data analysis MS Office Suite, Statistica, R, and Matlab running on both PCs and Macs.
The Department organises seminars with local and invited speakers that take place throughout the year. Additionally the Centre for Language and Linguistics also organises various events from talks to symposia. These groups provide a space where staff, final-year undergraduates and postgraduate students have the opportunity to exchange ideas and learn more about current research issues in their area of interest.
All three groups meet regularly to discuss recent research papers as well as draft research papers written by individual members of each group. Although ELL is a new department, the study of linguistics has a long tradition at Kent and the Templeman Library is well stocked in all areas, particularly those in which we specialise, including sociolinguistics, phonetics, acquisition, language processing, language teaching and stylistics.
The School also provides high-quality IT facilities, including state-of-the-art media laboratories, dedicated technical staff and designated areas for postgraduate study. Other facilities include all-purpose teaching rooms, two networked multimedia laboratories equipped for teaching in phonetics and psycholinguistics and a streamed film library.
Experienced technicians can provide support with computing, sound recording and digital media.
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