phd studentship linguistics

Ph.D. Programs

The Department of Linguistics offers four concentrations leading to the Doctor of Philosophy (Ph.D.) degree in Linguistics (see list below). No matter the concentration, our faculty work closely with students, guiding their research and supporting their passions.

• Applied Linguistics
• Computational Linguistics
• Sociolinguistics
• Theoretical Linguistics

Applicants to the Ph.D. program are encouraged to identify prospective research advisors, at least one of whom should be in the concentration to which they apply.

After entering the program, Ph.D. students may elect to add a minor in a second one of these concentrations [new policy effective Spring 2023].

An interdisciplinary (second) concentration in Cognitive Science is also available to Ph.D. students.

Master’s in Passing

If, in their course of the Ph.D. program, a doctoral student meets all of the requirements of a M.S. degree in Linguistics, he or she may apply to receive a “Master’s in Passing.” Please consult section IV.D.3 of the Graduate School Bulletin for full details about the “in passing” or “terminal” Master’s degree.

Graduate Program

The graduate program in Linguistics at Berkeley combines mentoring from faculty members in the department, coursework, research training, and professional development opportunities.

Faculty expertise in the department spans an unusually diverse range of endeavors. The graduate program accordingly includes a broad range of advanced seminars, along with coursework focusing on analyzing linguistic structure (e.g. syntax, semantics, phonology, phonetics), language ecologies (language variation and change, language and cognition), and methods (including field methods, archival research, experimental and corpus-based analyses, and computational modeling).

Graduate students have published their research in numerous journals, including Bilingualism: Language and Cognition , Glossa , Natural Language & Linguistic Theory, The Journal of the Acoustical Society of America , Language Documentation & Conservation , Linguistic Inquiry , and Phonology ; and regularly present their work at conferences, including the Annual Meeting on Phonology , the Manchester Phonology Meeting , New Ways of Analyzing Variation , the Cognitive Science Society Conference , the CUNY Conference on Sentence Processing , LabPhon , the Acoustical Society of America Meeting , the Linguistics Society of America ,  NELS , Sinn und Bedeutung , the Society for the Study of the Indigenous Languages of the Americas , among others.

Graduate students actively participate in working groups, reading groups, and other activities, including Fieldwork Forum, Phorum, Syntax & Semantics Circle, and TABLE .  These groups contribute to the strength of the program as hubs of intellectual exchange, professional networking, and community building.

Graduate students in the Linguistics department are eligible to apply to two Graduate Designated Emphases : the Designated Emphasis in Indigenous Language Revitalization , and the  Designated Emphasis in Cognitive Science .

Our graduates build exciting careers in research labs, for-profit businesses, non-profits, government agencies, and higher education, among others.

Detailed description

The particulars of this program, describing the exact course requirements, details about the exams and required research papers are available in the  Linguistics Graduate Program description  (updated 2023). This document changes from time to time. Get previous versions of the program description for 2022 ,  2020 ,  2019 ,  2018 , and 2017 .

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PhD in Linguistics

Dawei Jin, presenting a conference paper (now an Assistant Professor Shanghai Jiao Tong University, China)

The mission of the department’s PhD program is to train students to do research in linguistics and produce research that reflects the values and the mission of the department as a whole, to prepare them for academic jobs at teaching universities, liberal arts colleges, or major research universities and for jobs outside of academia. Our goal is to ensure that all of our students have at the end of their study an academic or industry position that requires a PhD in Linguistics. Our doctoral degree track focuses on breadth and empirical/experimental methodologies. Students receive training in traditional disciplines such as syntax, semantics, pragmatics, phonetics and phonology, and they may also receive substantial training in other areas, such as language typology, psycholinguistics, computational linguistics, and historical and contact linguistics. All of our students are required to take at least two semesters of Methods classes, which include courses in Field Methods, Quantitative Methods and Statistics, Corpus Linguistics and Computational Linguistics. Our students are also encouraged to explore interdisciplinary research within the UB Center for Cognitive Science , and many of our students receive extensive training in Cognitive Science through collaborations with the Psychology or Computer Science departments. 

PhD Funding

Join a community of scholars and researchers working together to solve pressing global problems. 

We are committed to recruiting the very best PhD students and preparing doctoral students for career success. UB features:

• World-class faculty experts  mentor PhD students in a dynamic research and learning environment. Students can focus on their research and scholarship alongside renowned faculty while preparing for the careers and professions that await them after graduation.
• A city on the rise.  Buffalo, N.Y. offers affordable housing, arts, culture and community. Learn more about Buffalo .

PhD Funding Opportunities

• UB’s stipend levels are competitive among public Association of American Universities (AAU) member institutions.
• Arthur A. Schomburg Fellowship Program : To be eligible for a Schomburg Fellowship, candidates must demonstrate high academic achievement and have overcome a disadvantage or other impediment to success in higher education. The Schomburg Fellowship is intended to support high-achieving doctoral students. Only U.S. citizens and permanent residents are eligible.
• Presidential Fellowships:  To be eligible for Presidential Fellowships, candidates must meet the criteria listed on the Presidential Fellowship page. Both domestic and international students are eligible, if they meet these criteria. For any questions regarding funding for academic year 2025–2026, contact the director of graduate studies or department chair.

Application Deadlines

December 15:  All PhD applicants wishing to be considered for financial support

March 1:  All other international PhD applicants

April 1:  All other domestic PhD applicants

Online Application

Phd program metrics, degree requirements.

For most students with no transfer credits from other institutions, the categories in the table above should account for 48 of the 72 credits required for the Ph.D. The remaining 24 credits can be Independent Study, thesis/dissertation guidance or up to 12 credits from other UB departments. (Students in the Cognitive Science track and those earning a concurrent M.S. in Computational Linguistics may be permitted to take additional courses in other departments in consultation with the Director of Graduate Studies.)

*Students should consult the Director of Graduate Studies to determine which Methods courses are more appropriate given their intended specializations.

Areas of Specialization

PhD students are required to take four courses in their main specialty (including relevant core and methods courses), and are expected to choose their two methods courses in accordance with their specialization. Students need not choose their area of specialization early in their graduate career; faculty only expect that students take these four courses by the time they finish their course work (i.e., complete their 72 credit hours).

Students admitted to the PhD track who decide, during the first or second year, that they no longer wish to pursue a PhD, may instead complete the course requirements for the MA specialization and take the MA exam.

Specializations and Applicable Courses

This list of courses is intended only as a guideline, and additional classes may be added to these lists upon approval by the Director of Graduate Studies (DGS). Please also note that some courses are more frequently taught than others. Students should contact the DGS to inquire about future course scheduling. 

*Psycholinguistics and Neurolinguistics are highly interdisciplinary and may involve substantial work in other departments.

Qualifying Paper

The qualifying paper (QP) is required of students who have been admitted to the Doctoral program in the Department of Linguistics. It must be completed before the student can pass on to Phase 2 of the program (i.e., the phase during which students conduct their PhD thesis research). The QP is intended to give the student experience in carrying out a research project that goes beyond what is normally required of a course paper; however the project certainly can evolve out of a course paper. The paper should have the format of a journal submission, and be between 9,000 and 12,000 words in length.

Early in their second year of graduate study, the student should choose a faculty member who will advise the student while he or she is working on the QP. (The faculty member may be, but does not have to be, the same faculty who will direct the student’s dissertation.) The role of the advisor is to guide the student as he or she is carrying out the research and the writing. The student, together with the advisor, select a second committee member (or “reader”), who will read and comment on the QP.

Once the QP has been approved by the advisor, the Director of Graduate Studies will assign a third committee member (or “reader”), and the other members of the QP committee will then read the QP and provide feedback or simply approve the paper if no additional revisions are necessary. When the committee has approved the QP, the three faculty sign the approval form. Students return the form to the Director of Graduate Study after all three faculty have signed the form, and (s)he will also sign it. Finally, the form is sent to the graduate secretary, so that (s)he can enter the information into our student database and file the form in the student’s file.

Students are required to make an oral presentation of their QP research at the end of their fifth semester (at the latest), and to finish their QP by the end of the sixth semester (at the latest). Upon completion of a student’s QP, the faculty as a whole will either determine whether (s)he should passed onto Phase 2 of the PhD program. In the event a student is not passed onto the P.D phase of the program, (s)he will earn a terminal MA and will leave the program.

Dissertation Proposal

The dissertation proposal is not intended to be a paper in the same sense as the QP. Rather, the dissertation proposal should be viewed as a very long abstract. It should include a statement of the topic (or hypothesis/claim); the context for the research (Why should other linguists be interested in the research? How does it fit into previous research?); the methodology and nature of the data or evidence that the student hopes to collect or find; and, perhaps, a preview of the conclusions the student hopes to present or the contribution the dissertation will make. Generally, the proposal should not be any longer than 20 pages; however the dissertation advisor ultimately determines the form of the proposal.

Dissertation Proposal Defense

The proposal defense is simply a meeting of the committee members and the student to ensure that everyone is clear about the nature of the topic, the scope of the research, and the methodology. Typically, no one “fails” a proposal defense, since the primary goal is to clarify and comment on the research before the research begins. The student should be aware, however, that the proposal defense may result in significant changes in the research plan.

Once the proposal defense has taken place, the committee members sign the form, the form is returned to the Director of Graduate Studies to sign, and finally the form is sent to the Assistant to the Chair.

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Graduate studies.

Our PhD program takes a distinctively integrative and interdisciplinary approach in investigating the systems of knowledge that comprise our linguistic competence. Students are exposed to different methodological approaches, while receiving firm grounding in the traditional domains of linguistics.

Our faculty supports our graduate students in their pursuit of academic and non-academic positions. We regularly offer workshops on professional skills and the job market application process. Most of our PhD students graduate in 5 to 8 years, with an average of 6.5 years. As of March 2019, a bout two thirds of our graduates from the last 10 years have jobs in academia (66% of those have long-term appointments, and the remaining 33% have postdocs and temporary positions). Of the remaining one third who do not have a teaching or research academic position, half of the rest have industry jobs related to linguistics (at companies such as Google); others have a variety of jobs, including academic administration and educational outreach.

PhD students work closely with a faculty adviser to develop their dissertation project, but all faculty in the department provide mentorship to some degree. The Yale GSAS Guide to Advising Processes for Faculty and Students provides good guidelines for mentoring relationships from the student and faculty point of view. 

PhD students in the program are provided financial support for up to 6 years of study, consisting of full tuition, stipend support, and comprehensive health care coverage. The department and university also provide financial support for travel to conferences and workshops. Generous funding for fieldwork and other overseas research is available through Yale’s MacMillan Center .

Interested students can find more information on applying to the program on our website.

Director of Graduate Studies

Any questions about the graduate program can be directed to the DGS, Jim Wood, at jim.wood@yale.edu

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PhD in Linguistics

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Aims of the PhD

Human language is a multifaceted phenomenon. It is simultaneously a property of individual minds and of whole speech communities, and thus both internal and external to us. It both shapes and is shaped by our societies over time. It is a combination of sound (or sign), which has physical properties that can be measured, and meaning, which does not. Accordingly, becoming a linguistic researcher involves mastering a variety of methods, both quantitative and qualitative. The PhD in Linguistics at BU aims to produce scholars who are versatile enough to be experts in both of these aspects of linguistic inquiry, yet skilled enough to do cutting-edge research in a particular subfield of the discipline. We offer a solid grounding in a range of research methods, including field methods, quantitative methods, and computational methods.

Learning Outcomes

Students graduating with a PhD in Linguistics will demonstrate:

• broad knowledge of the discipline
• deeper knowledge in a specialized area or subfield
• ability to carry out a significant piece of independent research (which implies knowledge of and ability to use research methodologies in order to complete the research)

Prerequisites

The GRE (Graduate Record Examination) is not required to apply.

Entering students are expected to have completed introductory classes in: 

• phonetics/phonology (e.g., GRS LX 601)
• syntax (e.g., GRS LX 621)
• semantics/pragmatics (e.g., GRS LX 631)

Students who do not have sufficient background in linguistics must complete additional coursework to fulfill the above prerequisites prior to entry or during the first year. Note: if completed at BU, GRS LX 601, 621, and 631 will not count toward the PhD course requirements.

Admissions & Funding

The deadline for application to enter the program in Fall 2023 is January 6, 2023.  Information about the graduate admissions process ( including the application process and requirements ) is available at the Graduate School of Arts & Sciences (GRS) website:

We anticipate being able to admit about five students per year. All admitted students will receive full coverage of tuition costs plus a fellowship for five years. For further information about funding, consult the GRS website above.

Requirements

Course requirements.

The PhD requires successful completion of 64 credits at the graduate level, including three core courses: 

• GRS LX 703 Phonological Analysis
• GRS LX 722 Intermediate Syntax
• GRS LX 732 Intermediate Semantics

Six additional courses from the four areas below, with two courses each in two of the areas, and one course each in the remaining two areas:

• advanced phonetics, phonology, or morphology (e.g., GRS LX 706)
• advanced syntax, semantics, or pragmatics (e.g., GRS LX 723, 736)
• linguistic research methodology
• language acquisition or socio-historical linguistics

A 4-credit graduate proseminar sequence (GRS LX 801 & 802) is typically taken in the second year.

Finally, six additional courses (including up to 8 credits of directed study) are taken in Linguistics or related fields that comprise a specialization , which will generally be in the area of the dissertation. These courses will be decided upon by the student in conjunction with their advisor, whose approval is required.

Language Requirement

The PhD requires demonstration of graduate-level reading proficiency in two foreign languages (one of which may be English, for non-native speakers) by the end of the third year of enrollment.

These proficiencies can be demonstrated through any of:

• a language examination
• successful completion of a non-credit graduate-level foreign language reading course offered at BU
• the equivalent of two years of undergraduate study of the language at BU (or successful completion of any higher-level language course taught in the language)

Graduate-level foreign language reading courses offered at BU include:

• GRS LF 621 Reading French for Graduate Students
• GRS LG 621 Reading German for Graduate Students
• GRS LI 621 Reading Italian for Graduate Students
• GRS LS 621 Reading Spanish for Graduate Students

Qualifying Examinations

To advance to candidacy, students must satisfactorily complete and defend two substantial research papers in different areas of the field (the first by the end of the fourth semester, the second by the end of the sixth semester of enrollment).

Each Qualifying Paper (QP) will be planned and carried out under the supervision of a Linguistics faculty member with expertise appropriate to the relevant project and, upon completion, will be defended orally and approved by an examining committee, composed of the first and second reader as well as a third faculty member determined by the Director of Graduate Studies (DGS) in consultation with the student.

A brief proposal for each QP must be submitted, with signed approval of a first and second reader (who have been approved by the DGS and who have agreed to advise the student on the proposed project), by October 15 of the academic year in which the project is to be completed. For the second QP, a topic approval form, in which the student explains how the second QP differs from their first QP, must also be submitted, in advance of the proposal approval form.

Dissertation and Final Oral Examination

PhD candidates will demonstrate their abilities for independent study in a dissertation representing original research or creative scholarship.

A prospectus for the dissertation must be completed and approved by the readers, the DGS, and the Department Chair.

Candidates must undergo a final oral examination in which they defend their dissertation as a valuable contribution to knowledge in their field and demonstrate a mastery of their field of specialization in relation to their dissertation.

All portions of the dissertation and final oral examination must be completed as outlined in the GRS general requirements for the PhD degree:

Director of Graduate Studies

Co-Directors of Graduate Admissions

Graduate Program

The curriculum is designed to assure that Ph.D. students receive an adequate grounding in all of the fundamental areas of linguistics, while leaving them the freedom they need to become independent researchers. The first year is devoted to coursework, which gives students a strong foundation and enables them to quickly begin contributing to the research life of the department. Beyond the core, students are relatively free to design their own program of study both within the discipline and across disciplines, within a framework of requirements set by the field and the Graduate School.

This program is organized in consultation with a Special Committee of the student’s own choosing. Committee members represent the student's major and minor subjects. Minors may be chosen from disciplines other than linguistics, so that it is possible, for example, for a Ph.D. student to major in General Linguistics and minor in such areas as Computer Science, Latin American Studies or Cognitive Science. The Special Committee system makes the Ph.D. program maximally flexible and allows students to avail themselves of the entire university's resources. 

Note on M.A. Program:

We do not offer a Master's program. The exception is through the Employee Degree Program (a benefit for Cornell employees). Contact Shai Wiesel, our Graduate Field Assistant, for more information ( [email protected]  or 607-255-1105)

ADMISSIONS REVIEW CONSIDERING COVID-19 DISRUPTIONS

APPLICATION DEADLINE: December 15 (of each year - fall admission only)

Application Requirements

Applicants must have a B.A., B.S. or M.A. degree.

Submitted online:

• Online application found at www.gradschool.cornell.edu/admissions
• Academic statement of purpose
• Personal statement
• One research paper as a writing sample
• Three letters of recommendation
• Application fee: $105
• TOEFL or ILETS scores also required.  For exact details of how to satisfy the English Language Proficiency, please see   https://gradschool.cornell.edu/admissions/prepare/english-language-proficiency-requirement/ .

*The GRE is not required for admission to the Field of Linguistics.

All materials must be uploaded to CollegeNet (see application link above). No hard copy application materials are accepted.

Requests for further information should be addressed to Shai Wiesel: E-mail : [email protected] Phone : (607) 255-1105 Notification of Application Status: If any material is missing from your application, you will be notified by email.  Check the status of your application and select "review your activity".

Application and Admission Timeline

December 15 – All application materials are due.

Early February - Applicants are informed of admissions decisions and financial awards by this time. 

April 15 – Admitted students are required to accept or decline their offers by this date.

FAQ: Frequently Asked Questions 

- What are the strengths of your program? At Cornell, linguistic theory is applied to a broad range of linguistic evidence and tools, augmenting traditional linguistic intuitions. These include experimental/instrumental approaches, corpora, computational methods, and language documentation.

- What are the research interests and theoretical orientation of your faculty? Take a look at our  faculty webpages ! Our faculty cover a wide range of interests within the field of linguistics.

- How long does it take to complete the Ph.D. in Linguistics? Most students take five years. Finishing in this amount of time is contingent on timely completion of the required coursework and the A-exam.

- Can I do a Master's in Linguistics at Cornell University? No. Our program is designed to train students for the Ph.D.

- Can I start the program in the Winter or Spring semester? No. Our program's coursework is designed to start in the fall semester.

- What kinds of jobs do students who receive the Ph.D. in Linguistics have? Our students are successful in obtaining various academic and non-academic positions . See our " MA/PhD Alumni " page for information on the placement of our Ph.D graduates.

- What if I cannot afford the application fee? Please refer to this information from the Cornell University Graduate School: Application fee waivers: Check fee waiver eligibility requirements online before applying . If you are eligible, you can find a link to our fee waiver request form on the payment page of the online application form. You must submit your application and the fee waiver request at the same time. We review fee waiver requests every business day.

- What are the tuition costs? The tuition cost set for the 2023-24 academic year is $24,800. More detailed information on tuition & stipend rates and other fees (student activity fee and health insurance).

- What financial aid is available? Are international students eligible for financial aid? Two types of financial support are available through Cornell: merit-based (fellowships, assistantships, and tuition awards) and need-based (loans). Please visit our " Financial Support " section below for more information. Unless you choose otherwise, students are considered for merit-based aid, regardless of citizenship, as part of the admissions process—no special application is required. Applicants are notified of merit-based awards at the same time admissions offers are made. You must notify the Graduate School by April 15 if you plan to accept the offer.

- What does the admissions committee look for when reviewing applications? Simply stated, we are looking for talented students who are a good match for our program.

- How many students are accepted to the program per admission cycle? Our target class size is six. 

- What do my GRE scores and GPA have to be? We do not set specific minimums for GRE scores and GPA. GREs and GPA are only one consideration in evaluating applications for admission.

- Who should my letters of recommendation come from? Generally, academic references are from professors you have worked with during your undergraduate or master’s program. If you are not coming straight out of an academic program, these may also include references from your employers. Simply put, we are looking for letters from people who know both the applicant and our program and can tell us that the applicant will do well in our program.

- What should I include in my statement of purpose? A statement of purpose should be a well-written statement (of about 2 pages in length) that tells us why you have chosen to pursue linguistics as a field of study and why you have chosen to apply to Cornell. It should include your reasons for undertaking graduate work and an explanation of your academic interests, including their relation to your undergraduate study and professional goals. If possible, include the names of the Cornell faculty members whose research seems to match your own interests, and briefly discuss the connections you see. Also describe your relevant research experience, and note any publications you have authored or co-authored

Ph.D. Requirements

Progress towards the degree is attained by

Completing the core course requirements

Passing the Qualifying Exam (Q Exam), results reported to Field

Passing the Admission to Candidacy Exam (A Exam), results reported to Grad School

Defending the prospectus (P Exam), results reported to Field

Completing and defending dissertation (B Exam), results reported to Grad School

Brief Ph.D Progress Checklist (For details on the requirements, see below.)

• Make significant inroads on completing the core courses.
• Have at least two meetings (one per semester) with your Advisory Committee.
• Apply for an NSF or other national fellowship in the Fall semester, if eligible (usually only US citizens and resident aliens are eligible).
• Summer funding is contingent on filing a summer academic plan with the Graduate School describing anticipated summer academic activities and outcomes. This is due May 1st and required every subsequent year for funding.
• Select a chair and a Special Committee for your Q Paper by September 1st.
• Submit a Q Paper proposal to your Special Committee by December 1st.
• Continue taking core courses and seminars.
• Complete any ancillary skills courses your committee requires (if any).
• Take Research Workshop (LING 6603) in Spring.
• Summer funding for the second summer will be contingent on having attempted the Q Exam by this deadline. To qualify for summer funding at the end of the fourth semester, it is essential that you schedule your Q Exam no later than May 1st, and that the date of the exam be no later than May 14th unless approved by the DGS.
• File academic plan with Graduate School describing anticipated summer academic activities and outcomes (due May 1st, required for summer funding).
• Select a Special Committee for your A Paper by September 1st.
• Register for Directed Research in the Fall semester.
• Submit an A Paper proposal to your Special Committee by December 1st.
• Take Research Workshop (LING 6604) in Spring semester.
• Take seminars to further research goals.
• Schedule A Exam.
• Eligibility for 3rd summer funding is contingent on passing A Exam or filing a scheduling form by May 1st indicating an intention to take the exam by the start of the 7th semester.
• Select Special Committee for your dissertation by September 1st.
• Write your dissertation proposal (prospectus) and schedule P Exam (defense of prospectus) to be completed by December 15th. Your committee reports results to GFA. All future funding is contingent of completion of the P exam.
• Apply for dissertation year fellowships (usually done in Fall) and other dissertation research funding (such as East/Southeast Asia Program fellowships, NSF, and/or Fulbright).

N.B. The dissertation-year fellowship will be available only to students who attempted their A Exam prior to the seventh semester of enrollment (a requirement of the Code of Legislation), and have passed the A Exam. In addition, students seeking the dissertation-year fellowship must have written and submitted an external fellowship or grant proposal within their first four years of enrollment, to encourage all students to pursue external funding. (In exceptional cases for which there may be no logical external funding organization to which it would be appropriate to write a proposal, the student may write a proposal for an internal Cornell award such as a Graduate School or Einaudi travel grant or may petition for permission to complete an alternative professionalization activity.)

• Apply for jobs, postdocs, etc.
• Finish dissertation.
• Schedule B Exam.
• Take B exam (defense of dissertation).
• Report results.
• File Thesis, using ProQuest and following Graduate School template.

Course Requirements

A. core courses.

To assure that Ph.D. students receive an adequate grounding in all of the fundamental areas of linguistics, the field has defined a set of core requirements in the areas of Syntax, Phonology, Semantics and Historical Linguistics. The general expectation is that all students will take all core courses. If a student requests an exemption on the basis of comparable graduate-level coursework at another institution, this exemption can only be granted after consultation with the Director of Graduate Studies and the instructor of the relevant course. Beyond the core courses, Ph.D. students are expected to attend advanced linguistics courses (topics courses and seminars) not only in the areas in which they write their research papers and thesis but in areas that will provide sufficient breadth as advised by the Special Committee.  

Students are required to complete courses equivalent to the following: 

• Historical Linguistics (LING 6314)
• Phonology I and II (LING 6401/6402)
• Syntax I and II  (LING 6403/6404)
• Semantics I (LING 6421)
• Research Workshops (LING 6603/6604): This course provides students with an opportunity to develop an original research paper through a number of revisions, some of which are presented to an audience of fellow students. The final version is presented at a semester-end conference.  Offered both fall and spring.
• At least one course from the following subfields:  computational linguistics, historical linguistics (beyond Ling 6314), morphology, phonetics, semantics and pragmatics.
• Advanced courses: all students are required to take at least four (4) seminars or topics courses for credit. These are courses at the 6600-level or higher. 

B. Ancillary skill sets

In the course of research a student may need to master one or more ancillary skill sets. These might be familiarity with languages of scholarship or training in statistics, logic, field methods or programming. The student, in consultation with his/her committee, is expected to determine which skills need to be acquired and how and when this should be done.

Q- and A-Exams (admission to candidacy):

Admission to candidacy in the field of Linguistics consists of writing two research papers which are evaluated in two exams, the Q-exam and the A-exam.  The Q-exam is taken by the end of the second year, and the A-exam is taken by the end of the third year.  Graduate School regulations require that all doctoral students must take the Examination for Admission to Candidacy before beginning their seventh semester of registration unless special permission is obtained from the Dean.  The format of the Q- and A-exams varies from case to case, depending on the expectations of the Special Committee.  The Field requires that the candidate submit to the committee in advance of the exam a research paper of high quality (see the deadlines above).  The papers for the two exams must be in two distinct subfields, with a distinct Special Committee devoted to each paper.  The Special Committee for each exam will normally ask the candidate to prepare written answers for one to two questions.    

P-Exam (defense of prospectus):

Following successful completion of the A-exam, a Special Committee for the dissertation is selected and the P-exam is undertaken by the fall of the fourth year.    

B-Exam (thesis defense):

The B-Exam is taken after completion of the Ph.D. dissertation.  The B-Exam includes a presentation of the highlights of the dissertation followed by questions from the committee and others in attendance. 

Financial Support

We typically offer guaranteed five-year full financial support to students we admit into the graduate program, regardless of the student's citizenship. Two of those years (SAGE Fellowship: the first-year and the "dissertation year" in which students are not expected to work as a Teaching Assistant or Research Assistant) are through fellowships, and the other three years are through other sources of support, typically teaching assistantships or research assistantships. The five year funding package covers: tuition and fees, student health insurance and a nine-month stipend for living expenses. Funding is contingent on satisfactory academic performance, and beginning with the 2014-15 academic year, the Graduate School has instituted progress requirements for continued funding.

Teaching/Research Assistantships

The studies of all graduate students are funded in part by Teaching Assistantships (TA). In the Department of Linguistics, most Teaching Assistantships involve helping a professor in an undergraduate course; responsibilities may include leading discussion sections, meeting with students, helping grade papers and exams. Every effort is made to match teaching assignments with graduate student interests and to make sure that each Teaching Assistant receives a variety of teaching experiences while at Cornell. Teaching assistants work on average 15 hours per week and do not usually exceed 20 hours in any given week.

A student holding a TA-ship may work total of 20 hours per week as a combination of the TA responsibilities and employment elsewhere, either on- or off-campus.  Students holding a University fellowship, external fellowship, or GRA may also be employed on- or off-campus for no more than 8 hours per week, as long as this does not conflict with the terms of the external funding agreement.

A research assistantship (RA) entails work on a faculty research project not necessarily related to the student's dissertation. RAs work 15 to 20 hours per week. If the research project directly relates to the student's dissertation, then the appointment is a graduate research assistantship, in which case the time spent on research connected with the project is expected to be significant.

The  John S. Knight Institute for Writing in the Disciplines  allots the Linguistics department TA-ships for our graduate students to teach a First-Year Writing Seminar. This program emphasizes the humanities and social sciences and provides graduate students in all fields the opportunity to lead small undergraduate writing seminars and even to develop their own unique course syllabi. All graduate student instructors of First-Year Writing Seminars are required to take Writing 7100: Teaching Writing, a summer or fall semester one-credit course that provides a thorough pedagogical and experiential grounding in teaching. The department of Linguistics has approved courses that are offered as a writing seminar. If you would like to propose a new writing seminar, you will need to fill out the pre-EPC form.

Students may serve as language instructors for their TA-ship.  These also involve 15-20 hours a week.  Students with appropriate language background who are given such assignments are required to fulfill the respective department's training requirements.

Fellowships

The Graduate Field now requires all graduate students to apply for external funding at some point in their first four years. Students in the field of Linguistics are encouraged to apply for a variety of fellowships such as the National Science Foundation and the Social Science Research Council Fellowships. Also, the area programs at Cornell (East Asian, Southeast Asia, South Asia and European Studies) offer federally supported Foreign Language and Area Studies (FLAS) Fellowships to students whose research focuses on any of these areas.

Many of these non-Cornell sourced external fellowships are intended for students who are U.S. citizens or nationals or permanent residents of the United States. Applicants from foreign countries should seek aid from their own governments, universities, corporations or from a U.S. agency operating abroad, such as the Institute for International Education or the Fulbright-Hays Program.

Under certain conditions, external funds can be used to extend the package of guaranteed support from the Field or used in place of the teaching assistantship or research apprenticeship to allow the recipient to focus on research. The Graduate School and Field policies on modifying the initial package are available from the Director of Graduate Studies. Currently, students who are awarded these fellowships receive the two "free" years of SAGE funding (i.e., the first year and the dissertation year), but not the University-funded RA or TA stipends in the years that are covered by the external fellowship. 

The East Asian Program offers the following fellowships that have no citizenship restrictions. These three typically provide tuition and stipend for one semester. 

Einaudi Center Funding-East Asia Program Fellowships

• Robert J. Smith Fellowships in Japanese Studies
• Starr Fellowships
• Lee Teng-hui Fellowships in World Affairs

Einaudi Center grants: http://einaudi.cornell.edu/student-funding Cornell's Foreign Language and Area Studies (FLAS), Fulbright-Hayes Awards, Fulbright Program, International Research Travel Grants: The Mario Einaudi Center and its associated Programs offer a wide range of support and assistance to graduate students in search of funding for their international research, study and scholarship. See web site for deadlines, usually late January.

Graduate School Fellowship Database: http://gradschool.cornell.edu/fellowships/ A searchable database of fellowships of all kinds - well worth a look!

NSF Graduate Research Fellowship Program (NSFGRFP):   http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=6201 The National Science Foundation funds research and education in most fields of science and engineering. For U.S. citizens and permanent residents, these are very competitive, but they provide a multi-year package of fellowship funding. College seniors, first- and second-year students with no more than 12 months of graduate study (i.e. no MA/MS degree) are eligible. It is most advisable to apply in your first year, if you are eligible. Even if you feel you do not have much linguistics research experience, the experience of writing the proposal is worthwhile. You will also get feedback from the NSF Fellowship Panel, which you can incorporate into an improved application the following year, if you do not succeed the first time. If you wait until your final year of eligibility to apply, you cannot take a second chance.

Social Science Research Council fellowships:  https://www.ssrc.org/fellowships-and-opportunities/ Most support from the Council goes to predissertation, dissertation and postdoctoral fellowships, offered through annual, peer-reviewed competitions.

NSF dissertation improvement grants (DDRIG):  http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=505033&org=SBE&sel_org=SBE&from=fund These are for post-A-exam dissertation writers. There is no U.S. citizenship requirement. The grants supply up to $12,000 for research-related expenses. Deadlines are July 15th and January 15th of each year. The Principal Investigator should be the student's dissertation advisor, and the student should be the Co-Principal Investigator. It is expected that the student (Co-PI) will author the proposal, which will then be submitted through the university by the dissertation advisor (PI).

Mellon/ACLS Dissertation Completion Fellowships: http://www.acls.org/programs/dcf

Recently Offered Seminars

The department of linguistics offers a wide variety of graduate-level seminars. Seminar topics vary each semester based on the research interests of the graduate students and faculty.

• Finite State Methods
• Optimality Theory
• Neuro-linguistics
• Old Iranian
• Sanskrit Historical Grammar
• Phonetics in the Lexicon
• Timing and Weight in Phonology and Phonetics
• Information Structure
• Modality, Negative Polarity
• Polarity, Alternatives, Modality, Pragmatics
• Aspect of Interface between Syntax and Morpho-Phonology
• Relation Based Syntax
• Peripheries

Research Facilities

The Computational Linguistics Lab focuses on the statistical parsing of large data samples, including grammar development, parameter estimation, and acquisition of lexical information from corpora.

The Language Documentation Lab provides resources and laboratory space for research involving language documentation, description, and analysis, with an emphasis on understudied languages.

The Phonetics Lab offers state-of-the-art facilities for research in articulatory movement tracking, ultrasound, electroglottography, and speech aerodynamics. The phonetics lab is part of the Cornell Speech Imaging Group (SIG), a cross-disciplinary team of researchers using real-time magnetic resonance imaging to study the dynamics of speech articulation. 

Faculty and students in the Computational Psycholinguistic Discussions research group (C.Psyd) are interested in the intersection of computational linguistics and psycholinguistics. By building computational models to predict human language processing behavior (e.g., reading times), we can study the linguistic features that impact human processing decisions. Relatedly, C.Psyd members use psycholinguistic techniques to study the strategies used by neural networks to produce high accuracy in different language contexts, which gives us insights as to when different strategies might be employed by humans.

At the Linguistic Meaning (LiMe) Lab we investigate the complex process by which humans assign meaning to utterances. To do so, we combine insights from linguistic theory and cognitive science more broadly with experimental and computational methods. Contact: [email protected]

Cornell Linguistics Circle

The Cornell Linguistics Circle (CLC) is the graduate student group of the Cornell Department of Linguistics.  Students from linguistics and related fields are welcome to attend CLC meetings and participate in planned activities. The CLC serves to promote exchange of ideas among graduate students in the field and to advocate for the graduate student body within the department. Throughout the course of the academic year the CLC invites a series of outside speakers from linguistics departments around the country and the world.  Speakers deliver talks attended by faculty and graduate students (followed by a CLC-sponsored reception, of course!) and are often available for one-on-one meetings with interested students. The CLC also publishes The Proceedings of SALT, which contains articles developed from work presented at the annual Semantics and Linguistic Theory conference. All volumes of the Proceedings of SALT are available online through the LSA.

CLC Officers 2023-24

Ph.D. Program

The Ph.D. program in linguistics is designed with the interdisciplinary research goals of the department in mind.

Our curriculum aims to combine the best features of the knowledge-intensive model that is common in the humanities and the skills-intensive apprenticeship model that is more common in the physical and life sciences. The course requirements provide more flexibility than most linguistics programs, allowing students to acquire the broad training that is most appropriate to individual goals. Course loads are designed to leave time for students to become involved in original research at an early stage of the program. Many students continue to pursue research in multiple areas through their dissertation, and it is common for students to be co-advised by multiple faculty members.

Application

Join a community where new ideas develop in conversation, stimulated by the steady activity of our labs and research groups, frequent student meetings with faculty and regular talks by local and invited scholars.  Discover how to apply.

Our internationally recognized Ph.D. program combines current theoretical research in phonology, morphology, syntax and semantics with state-of-the-art experimental research in psycholinguistics, first language acquisition, language processing, neurolinguistics and computational linguistics. Explore our curriculum.

• Living Here

Our area also offers special resources for linguists. It is home to speakers of countless languages from around the world and home base to many national research agencies, including the National Science Foundation, the National Institutes of Health and the Linguistic Society of America.  Learn more about living here.

Who to Contact

William idsardi.

Professor, Linguistics

1401 A Marie Mount Hall College Park MD, 20742

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Linguistics PhD

The program emphasizes intellectual breadth and connections integrating many areas of Linguistics, as well as connections with neighboring disciplines.

Faculty expertise in the department spans an unusually diverse range of endeavors. The graduate program accordingly includes a broad range of advanced coursework focusing on analyzing linguistic structure, variation and change, and cognition, using methods including archival research, field methods, experimental and corpus-based analyses, and computational modeling.

The Linguistics department has strong commitments to language documentation and reclamation, theoretical training and research, and the interdisciplinary study of language and cognition. Graduate students in the Linguistics department are eligible to apply to Graduate Designated Emphases , including the Designated Emphasis in Indigenous Language Revitalization , and the Designated Emphasis in Cognitive Science .

The department has an excellent record of placing graduates in professional careers in academia, in private industry (e.g. research and development, technology), and non-profit organizations.

Contact Info

[email protected]

1203 Dwinelle Hall

Berkeley, CA 94720

At a Glance

Department(s)

Linguistics

Admit Term(s)

Application Deadline

December 1, 2024

Degree Type(s)

Doctoral / PhD

Degree Awarded

GRE Requirements

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PhD in Linguistics: Theoretical and Applied Linguistics

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The Linguistics Section is unique in the UK in that it integrates theoretical and applied linguistics in a single academic department. The Linguistics Section provides great variety and flexibility in course contents as well as subject-specific training and diversity of intellectual interactions. PhD topics in the range of research specialisms represented in the Section and beyond the Section in the MMLL Faculty are accepted. Students may choose to focus on a theoretically oriented study of the language sciences (e.g. interest in the syntactic organisation or sound structure of different languages or in the analysis of meaning in semantics and pragmatics), but may also be interested in a more applied direction of Linguistics (e.g. language acquisition, language processing, data mining of language corpora) or may choose to look at Linguistics from a specific language point of view (e.g. Italian linguistics). 

In British universities, the PhD (Doctor of Philosophy) is traditionally awarded solely on the basis of a thesis, a substantial piece of writing that reports original research into a closely defined area of enquiry. Within linguistics, some PhD students may do most of their work in libraries, spend part of their time collecting and analysing fieldwork data, or carry out experiments in the phonetics laboratory or psycholinguistics laboratory. The completion of the PhD thesis is generally expected to take three to four years. It is also possible to take a part-time route, and the expected timeframe would be five to seven years.  

In addition to providing special supervision, both the Linguistics Section and the MMLL Faculty run a programme of professional training for the benefit of all research students.  The programme includes seminars and workshops on library resources, giving conference papers, publishing, applications and interviews, teaching skills, specialist linguistic training, and film-making. The University runs a central programme covering a range of topics from PhD research development to language training and writing and editing skills. Students also have access to a Social Sciences research methods training programme. If you wish, you are likely to be given the opportunity of gaining experience in small group teaching for colleges. There may also be opportunities to gain some experience in language teaching in the MMLL Faculty.

Learning Outcomes

By the end of the programme, candidates will have acquired excellent skills, experience and knowledge to undertake postdoctoral work (research and teaching) or another related profession.

For Cambridge students applying to continue from the MPhil by Advanced Study to PhD, the minimum academic requirement is an overall distinction in the MPhil.

For Cambridge students applying to continue from the MPhil by Thesis to PhD, the usual academic requirement is a pass in the MPhil.

All applications are judged on their merits, and students must demonstrate their suitability to undertake doctoral level research.

If the Master's degree from which the applicant is progressing is not the MPhil in Theoretical and Applied Linguistics, the Master's degree has to contain a substantial Linguistics component. 

The Postgraduate Virtual Open Day usually takes place at the end of October. It’s a great opportunity to ask questions to admissions staff and academics, explore the Colleges virtually, and to find out more about courses, the application process and funding opportunities. Visit the  Postgraduate Open Day  page for more details.

See further the  Postgraduate Admissions Events  pages for other events relating to Postgraduate study, including study fairs, visits and international events.

Departments

This course is advertised in the following departments:

• Faculty of Modern and Medieval Languages and Linguistics
• Department of Theoretical and Applied Linguistics

Key Information

3-4 years full-time, 4-7 years part-time, study mode : research, doctor of philosophy, department of theoretical and applied linguistics this course is advertised in multiple departments. please see the overview tab for more details., course - related enquiries, application - related enquiries, course on department website, dates and deadlines:, lent 2024 (closed).

Some courses can close early. See the Deadlines page for guidance on when to apply.

Michaelmas 2024 (Closed)

Funding deadlines.

These deadlines apply to applications for courses starting in Michaelmas 2024, Lent 2025 and Easter 2025.

Similar Courses

• Theoretical and Applied Linguistics by thesis MPhil
• Theoretical and Applied Linguistics by Advanced Study MPhil
• Machine Learning and Machine Intelligence MPhil
• Education (Research in Second Language Education) PGCE entry only MEd
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Linguistics

About the Program

The program emphasizes intellectual breadth and connections integrating many areas of Linguistics, as well as connections with neighboring disciplines.  

Faculty expertise in the department spans an unusually diverse range of endeavors. The graduate program accordingly includes a broad range of advanced coursework focusing on analyzing linguistic structure, variation and change, and cognition, using methods including archival research, field methods, experimental and corpus-based analyses, and computational modeling.

The Linguistics department has strong commitments to language documentation and reclamation, theoretical training and research, and the interdisciplinary study of language and cognition. Graduate students in the Linguistics department are eligible to apply to  Graduate Designated Emphases , including the Designated Emphasis in Indigenous Language Revitalization , and the  Designated Emphasis in Cognitive Science .

The department has an excellent record of placing graduates in professional careers in academia, in private industry (e.g. research and development, technology), and non-profit organizations.

Visit Department Website

Admission to the University

Applying for graduate admission.

Thank you for considering UC Berkeley for graduate study! UC Berkeley offers more than 120 graduate programs representing the breadth and depth of interdisciplinary scholarship. The Graduate Division hosts a complete list of graduate academic programs, departments, degrees offered, and application deadlines can be found on the Graduate Division website.

Prospective students must submit an online application to be considered for admission, in addition to any supplemental materials specific to the program for which they are applying. The online application and steps to take to apply can be found on the Graduate Division website .

Admission Requirements

The minimum graduate admission requirements are:

A bachelor’s degree or recognized equivalent from an accredited institution;

A satisfactory scholastic average, usually a minimum grade-point average (GPA) of 3.0 (B) on a 4.0 scale; and

Enough undergraduate training to do graduate work in your chosen field.

For a list of requirements to complete your graduate application, please see the Graduate Division’s Admissions Requirements page . It is also important to check with the program or department of interest, as they may have additional requirements specific to their program of study and degree. Department contact information can be found here .

Where to apply?

Visit the Berkeley Graduate Division application page .

Departmental Requirements

In additional to the general materials required by the University we ask that you include:

Writing Sample : A writing sample is required of all applicants. Ideally, this sample would be a research paper on a linguistic topic, but it should in any event demonstrate the applicant's competence in writing analytic expository prose. The writing sample is to be submitted/uploaded with your online application.

For detailed information as to what we are looking for please go to our website at Linguistics .

Doctoral Degree Requirements

All students in the Department of Linguistics graduate program, including those holding a  Master’s degree from another institution, must earn a Berkeley MA in Linguistics en route to the  PhD.

Research training is part of the MA/PhD program from the start. As part of the MA phase of the program, students write an MA Capstone Paper. The MA Capstone Paper represents a piece of original research, undertaken with guidance from two faculty members. After the MA and before advancing to PhD candidacy, students write a PhD Qualifying Paper, with guidance from two additional faculty members. Throughout the program, students participate in professional activities, including research, writing, and presenting their work at conferences.

The usual timeline of program milestones, including both the MA and PhD portions is as follows:

Year 1: Research training and coursework.  This includes  LINGUIS 200 (Graduate Proseminar). Towards the end of the year, a required MA Capstone Planning Meeting with (at least) two faculty members launches students into working on their MA Capstone Paper.

Year 2: Continued training and coursework. Completion of MA Capstone Paper.

Year 3: LINGUIS 201 (Advanced Graduate Proseminar in Linguistics), PhD Qualifying Paper and Qualifying Exam . Advancement to PhD candidacy.

Year 4: Annotated Bibliography and Dissertation Prospectus + Prospectus Review, begin dissertation writing.

Year 5 (and 6):  Continue Dissertation Writing + Dissertation Committee Meetings

The MA Course Requirements

Students must complete a minimum of 24 semester units of graduate coursework in Linguistics, which include the Proseminar LINGUIS 200 , two Methods courses (any two of LINGUIS 240A , LINGUIS 240B , LINGUIS 260 Statistical Methods, or LINGUIS 252 Computational Modeling), and at least one course each from four of the five bins shown below.  

To find more specific information and details about our PhD, please review our Department website and the Grad Program Webpage .

LINGUIS 200 Graduate Proseminar in Linguistics 1 Unit

Terms offered: Fall 2024, Fall 2023, Fall 2022 Required of graduate students during first year in program. An introduction to linguistics as a profession, its history, subfields, and methodologies. Graduate Proseminar in Linguistics: Read More [+]

Hours & Format

Fall and/or spring: 15 weeks - 2 hours of seminar per week

Additional Format: Two hours of Seminar per week for 15 weeks.

Additional Details

Subject/Course Level: Linguistics/Graduate

Grading: Offered for satisfactory/unsatisfactory grade only.

Graduate Proseminar in Linguistics: Read Less [-]

LINGUIS 201 Advanced Graduate Proseminar in Linguistics 2 Units

Terms offered: Fall 2024, Fall 2023, Fall 2022 The course is designed to help students become professional linguists by showing them how to write abstracts of papers, how to prepare papers for presentation at conferences, and how to prepare written versions of papers for submission as qualifying papers (and for journal publication), as well as to give students practical experience in the public presentation of their work. Advanced Graduate Proseminar in Linguistics: Read More [+]

Rules & Requirements

Prerequisites: M.A. requirements should be completed or instructor approval

Advanced Graduate Proseminar in Linguistics: Read Less [-]

LINGUIS 201A Second-Year Proseminar in Linguistics 1 Unit

Terms offered: Fall 2015, Fall 2014 The goal of the course is to help second-year graduate students navigate the graduate program and develop professional skills. Second-Year Proseminar in Linguistics: Read More [+]

Prerequisites: Second-year standing (or equivalent) in the Linguistics graduate program

Fall and/or spring: 15 weeks - 1 hour of seminar per week

Additional Format: One hour of Seminar per week for 15 weeks.

Second-Year Proseminar in Linguistics: Read Less [-]

LINGUIS 201B Advanced Graduate Proseminar in Linguistics 2 Units

Terms offered: Fall 2015, Fall 2014 The course is designed to help students become professional linguists by showing them how to write abstracts of papers, how to prepare papers for presentation at conferences, and how to prepare written versions of papers for submission as qualifying papers (and for journal publication), as well as to give students practical experience in the public presentation of their work. Advanced Graduate Proseminar in Linguistics: Read More [+]

Credit Restrictions: Course must be taken at the beginning of graduate student's third year.

Formerly known as: Linguistics 201

LINGUIS 205 Advanced Cognitive Linguistics 3 Units

Terms offered: Fall 2021, Fall 2020, Spring 2018 This will be an advanced course in cognitive linguistics. Among the topics covered will be cognitive bases for aspects of grammatical structure, cognitive constraints on language change and grammaticalization, and motivations for linguistic universals (i.e., constraints on variability). Advanced Cognitive Linguistics: Read More [+]

Prerequisites: 105. Graduate standing or consent of instructor

Fall and/or spring: 15 weeks - 3 hours of lecture per week

Additional Format: Three hours of Lecture per week for 15 weeks.

Grading: Letter grade.

Advanced Cognitive Linguistics: Read Less [-]

LINGUIS 208 Advanced Psycholinguistics 3 Units

Terms offered: Spring 2022, Fall 2019, Spring 2019 This is a graduate-level introduction to psycholinguistics. This course provides an overview of key questions and research findings in psycholinguistics. Psycholinguistics focuses on the mechanisms underlying human language production and comprehension. Central to psycholinguistics is the formulation of conceptual and computational models of those mechanisms. Advanced Psycholinguistics: Read More [+]

Prerequisites: Graduate standing in Linguistics or consent of the instructor

Fall and/or spring: 15 weeks - 3 hours of seminar per week

Additional Format: Three hours of seminar per week.

Instructors: Gahl, Johnson

Advanced Psycholinguistics: Read Less [-]

LINGUIS 210 Advanced Phonetics 3 Units

Terms offered: Fall 2024, Spring 2023, Fall 2021 A reading course focusing on theories of speech production, perception, and acoustics as they relate to phonetic and phonological patterns found in the languages of the world. Students write 5-8 "responses" to target articles, and the class as a whole reads background articles and books that place the target articles into their context. Advanced Phonetics: Read More [+]

Prerequisites: Linguistics 110. Graduate standing or consent of instructor

Additional Format: Three hours of Seminar per week for 15 weeks.

Advanced Phonetics: Read Less [-]

LINGUIS 211A Advanced Phonology I 3 Units

Terms offered: Spring 2024, Spring 2023, Spring 2022 Introduction to phonological theory at the graduate level with an emphasis on cross-linguistic phonological patterns. Advanced Phonology I: Read More [+]

Prerequisites: Linguistics 111. Graduate standing or consent of instructor

Additional Format: Three hours of lecture per week.

Advanced Phonology I: Read Less [-]

LINGUIS 211B Advanced Phonology II 3 Units

Terms offered: Fall 2023, Fall 2021, Fall 2020 Continuation of 211A focusing on topics of current interest in phonological theory. Advanced Phonology II: Read More [+]

Prerequisites: Linguistics 211A

Advanced Phonology II: Read Less [-]

LINGUIS 213 Advanced Experimental Phonetics 3 Units

Terms offered: Spring 2021, Spring 2019, Spring 2016 The goal of this course is to provide graduate students with advanced practical training in experimental methods within phonetics. This is a rotating topics course. The specific techniques taught will depend on the instructor. Advanced Experimental Phonetics: Read More [+]

Prerequisites: Graduate student status or consent of instructor

Repeat rules: Course may be repeated for credit when topic changes.

Instructors: Lin, Johnson

Advanced Experimental Phonetics: Read Less [-]

LINGUIS 215 Advanced Morphology 3 Units

Terms offered: Spring 2023, Spring 2018, Fall 2015 Examination of complex morphological systems. Issues in the theory of word morphology. Advanced Morphology: Read More [+]

Prerequisites: 211A. Graduate standing or consent of instructor

Repeat rules: Course may be repeated for credit without restriction.

Advanced Morphology: Read Less [-]

LINGUIS 220A Advanced Syntax I 3 Units

Terms offered: Fall 2024, Fall 2023, Fall 2022 This course aims at developing a solid conceptual, analytical, and empirical foundation for doing research in syntax and semantics. The emphasis is on gaining familiarity with the central empirical phenomena, as well as core theoretical notions, methodology, and argumentation. Advanced Syntax I: Read More [+]

Prerequisites: Graduate standing or consent of instructor

Advanced Syntax I: Read Less [-]

LINGUIS 220B Advanced Syntax II 3 Units

Terms offered: Spring 2024, Spring 2022, Spring 2021 This course continues 220A with an in-depth examination of selected syntactic and semantic phenomena and the methods of their analysis. The phonomena investigated varies with each offering of the course. Advanced Syntax II: Read More [+]

Prerequisites: Linguistics 220A

Advanced Syntax II: Read Less [-]

LINGUIS 221 Advanced Formal Semantics I 3 Units

Terms offered: Fall 2024, Spring 2023, Spring 2021 This course is designed to introduce graduate students to the core principles and empirical issues addressed by formal semantics and to familiarize them with the analytical tools involved in conducting research in this domain. The focus of this class is truth-conditional aspects of meaning and the compositional interpretation of phrases and sentences. Students will develop skills in semantic analysis and argumentation by focusing on semantic questions that arise in the analysis of a range of different phenomena, including quantification, the semantics of definite/indefinite descriptions, and relative clauses. Advanced Formal Semantics I: Read More [+]

Instructor: Deal

Advanced Formal Semantics I: Read Less [-]

LINGUIS 221B Advanced Formal Semantics II 3 Units

Terms offered: Fall 2023 Students will continue to be introduced to various foundational issues and results in formal semantics. This course will provide a thorough introduction to intensionality as a phenomenon of natural language, as well as the core techniques and results of intensional (possible-world) semantics and the semantics of tense. In particular, we will examine in depth the semantics of sentential complements, the de re / de dicto distinction, modal auxiliaries, and tense and aspect morphemes. We will pay special attention to the ways that languages may vary with respect to these phenomena. Students will gain exposure to primary literature in the field of semantics through: key course readings, in-class presentations and final research project Advanced Formal Semantics II: Read More [+]

Prerequisites: Linguistics 221 or permission of the instructor

Advanced Formal Semantics II: Read Less [-]

LINGUIS 222 Advanced Linguistic Typology 3 Units

Terms offered: Spring 2024, Spring 2021, Spring 2019 This course is a graduate level introduction to linguistic typology that covers quantitative, formal, and functional approaches to the typology of morphosyntactic and phonological phenomena. Students will be introduced to: 1) influential frameworks and tools for typological research including implicational hierarchies, semantic maps, and combinatorial typologies; 2) the status of universals in typology and formal, functional, and diachronic explanations for universals; 3) key topics in typology, including word order correlations and sampling methodology, grammatical relations typology, areal typology, and phonological typology. Advanced Linguistic Typology: Read More [+]

Instructors: Jenks, Michael

Advanced Linguistic Typology: Read Less [-]

LINGUIS 225 Construction Grammar: The Relationship Between Thought and Language 3 Units

Terms offered: Spring 2015 Construction grammar arose in cognitive linguistics from phenomena showing how thought structures language and how language also structures thought, and from grammatical phenomena that could not be accounted for by transformational grammars. Over the past three decades two major theoretical approaches have evolved: One based on embodied cognition results, conceptual metaphor, and the neural modeling of brain mechanisms necessary to account for thought and language; and another theoretical approach that is disembodied, purely formal, and uses feature structures and head-driven grammars. The course will discuss these and other approaches. Construction Grammar: The Relationship Between Thought and Language: Read More [+]

Prerequisites: Either Linguistics C105, C106, or 205. Or permission of instructor

Instructor: Lakoff

Construction Grammar: The Relationship Between Thought and Language: Read Less [-]

LINGUIS 230 Advanced Comparative and Historical Linguistics 3 Units

Terms offered: Fall 2024, Spring 2023, Spring 2022 The scholarly tradition of historical and comparative linguistics. Methods of reconstruction. Advanced Comparative and Historical Linguistics: Read More [+]

Advanced Comparative and Historical Linguistics: Read Less [-]

LINGUIS 234 Indo-European Linguistics 3 Units

Terms offered: Spring 2016, Fall 2013, Spring 2012 A survey of Indo-European (IE) linguistics, intended for general linguists interested in learning about the most fully developed sub-area of historical linguistics and for language-area specialists interested in how specific language areas relate to IE as a whole. All areas of the field will be surveyed (phonology, morphology, syntax, lexical semantics, cultural reconstruction, and subgrouping and diversification), with special emphasis on issues of broad current research interest. Indo-European Linguistics: Read More [+]

Prerequisites: An introductory historical linguistics course or a good knowledge of an older Indo-European language

Additional Format: Three hours of lecture/discussion per week.

Indo-European Linguistics: Read Less [-]

LINGUIS 240A Advanced Field Methods 4 Units

Terms offered: Fall 2024, Fall 2022, Fall 2021 Training in elicitation and analysis of linguistic data in a simulated field setting. The same language is used throughout the year. Linguistics 240B is the continuation of 240A. Advanced Field Methods: Read More [+]

Prerequisites: Linguistics 211A and Linguistics 220A. Graduate standing or consent of instructor

Fall and/or spring: 15 weeks - 4 hours of session per week

Additional Format: Four hours of session per week.

Advanced Field Methods: Read Less [-]

LINGUIS 240B Advanced Field Methods 4 Units

Terms offered: Spring 2023, Spring 2022, Spring 2021 Training in elicitation and analysis of linguistic data in a simulated field setting. The same language is used throughout the year. Linguistics 240B is the continuation of 240A. Advanced Field Methods: Read More [+]

Prerequisites: Linguistics 240A

LINGUIS 243 Language, Computation, and Cognition 3 Units

Terms offered: Spring 2023, Spring 2022, Spring 2021 This course provides a graduate-level introduction to the relation of language and cognition, through the lens of computation. We will explore universal aspects of cognition that underlie language, and the effect of one's native language on cognition. We will do this by: (1) reading a mixture of classic and recent papers on these issues,(2) replicating or extending computational analyses in those papers,(3) identifying interesting questions that are left open by the material covered, and (4) designing and conducting research to answer those open questions. Language, Computation, and Cognition: Read More [+]

Prerequisites: Graduate students in linguistics or one of the other cognitive sciences or consent of instructor

Instructor: Regier

Formerly known as: Linguistics 290R

Language, Computation, and Cognition: Read Less [-]

LINGUIS 245 Anthropological Linguistics 3 Units

Terms offered: Fall 2016, Spring 2010 Graduate level survey of anthropological linguistics which seeks to understand the role of culture in linguistic meaning, language use, and the development of linguistic form and, conversely, the role of linguistic form and structure in social action and in cultural practices. Anthropological Linguistics: Read More [+]

Instructor: Michael

Anthropological Linguistics: Read Less [-]

LINGUIS 250A Sociolinguistic Analysis: Variation 3 Units

Terms offered: Fall 2021, Fall 2020, Fall 2008 This series of courses is designed to give graduate students in linguistics and related fields advanced training in current theories and methods in sociolinguistics. The five courses (Variation; Language Contact; Language and Gender; Conversation/Discourse Analysis; Endangered Languages) represent five major foci of current sociolinguistic interest. Students will be exposed to historical overviews, readings, discussions, and demonstrations of methods and will be expected to do original field research, the results of which are to be presented orally and in a 15- to 25-page research paper. Sociolinguistic Analysis: Variation: Read More [+]

Instructor: Bleaman

Sociolinguistic Analysis: Variation: Read Less [-]

LINGUIS 250B Sociolinguistic Analysis: Language Contact 3 Units

Terms offered: Fall 2018, Fall 2008 This series of courses is designed to give graduate students in linguistics and related fields advanced training in current theories and methods in sociolinguistics. The five courses (Variation; Language Contact; Language and Gender; Conversation/Discourse Analysis; Endangered Languages) represent five major foci of current sociolinguistic interest. Students will be exposed to historical overviews, readings, discussions, and demonstrations of methods and will be expected to do original field research, the results of which are to be presented orally and in a 15- to 25-page research paper. Sociolinguistic Analysis: Language Contact: Read More [+]

Instructors: R. Lakoff, Michael

Sociolinguistic Analysis: Language Contact: Read Less [-]

LINGUIS 250C Sociolinguistic Analysis: Language and Gender 3 Units

Terms offered: Fall 2010, Spring 2009, Spring 2005 This series of courses is designed to give graduate students in linguistics and related fields advanced training in current theories and methods in sociolinguistics. The five courses (Variation; Language Contact; Language and Gender; Conversation/Discourse Analysis; Endangered Languages) represent five major foci of current sociolinguistic interest. Students will be exposed to historical overviews, readings, discussions, and demonstrations of methods and will be expected to do original field research, the results of which are to be presented orally and in a 15- to 25-page research paper. Sociolinguistic Analysis: Language and Gender: Read More [+]

Sociolinguistic Analysis: Language and Gender: Read Less [-]

LINGUIS 250D Sociolinguistic Analysis: Conversation/Discourse Analysis 3 Units

Terms offered: Spring 2012, Fall 2009, Fall 2007 This series of courses is designed to give graduate students in linguistics and related fields advanced training in current theories and methods in sociolinguistics. The five courses (Variation; Language Contact; Language and Gender; Conversation/Discourse Analysis; Endangered Languages) represent five major foci of current sociolinguistic interest. Students will be exposed to historical overviews, readings, discussions, and demonstrations of methods and will be expected to do original field research, the results of which are to be presented orally and in a 15- to 25-page research paper. Sociolinguistic Analysis: Conversation/Discourse Analysis: Read More [+]

Sociolinguistic Analysis: Conversation/Discourse Analysis: Read Less [-]

LINGUIS 250E Sociolinguistic Analysis: Endangered Languages 3 Units

Terms offered: Spring 2008 This series of courses is designed to give graduate students in linguistics and related fields advanced training in current theories and methods in sociolinguistics. The five courses (Variation; Language Contact; Language and Gender; Conversation/Discourse Analysis; Endangered Languages) represent five major foci of current sociolinguistic interest. Students will be exposed to historical overviews, readings, discussions, and demonstrations of methods and will be expected to do original field research, the results of which are to be presented orally and in a 15- to 25-page research paper. Sociolinguistic Analysis: Endangered Languages: Read More [+]

Sociolinguistic Analysis: Endangered Languages: Read Less [-]

LINGUIS 251 Indigenous Language Revitalization: Contexts, Methods, Outcomes 3 Units

Terms offered: Fall 2020, Spring 2019 This course provides consistent engagement with indigenous languages, speakers, and texts. It gives an overview of historical and social contexts that produce language endangerment and loss; definitions and debates over terms and methods associated with language revitalization; ethical and methodological issues in language revitalization work; practical skills in language documentation and linguistic analysis; and case studies and outcomes in language revitalization. Indigenous Language Revitalization: Contexts, Methods, Outcomes: Read More [+]

Indigenous Language Revitalization: Contexts, Methods, Outcomes: Read Less [-]

LINGUIS C251A Indigenous Language Revitalization: Contexts, Methods, Outcomes 3 Units

Terms offered: Spring 2024, Fall 2022 This is the core course for graduate students who intend to complete the interdisciplinary Designate Emphasis in Indigenous Language Revitalization, and is open to non-DE graduate students as well. The course will provide consistent engagement with indigenous languages, speakers, and texts. The course will provide an overview of historical and social contexts that produce language endangerment and loss; definitions and debates over terms and methods associated with language revitalization; ethical and methodological issues in language revitalization work; practical skills in language documentation and linguistic analysis; and case studies and outcomes in language revitalization. Indigenous Language Revitalization: Contexts, Methods, Outcomes: Read More [+]

Instructor: Baquedano-Lopez

Also listed as: EDUC C251A

LINGUIS 252 COMPUTATIONAL LINGUISTICS 3 Units

Terms offered: Spring 2024, Fall 2021 This course provides a graduate-level introduction to computational linguistics. We will explore computational principles and methods that cross-cut different branches of linguistics, and will apply those principles to replicate and extend computational analyses in a selection of published papers. COMPUTATIONAL LINGUISTICS: Read More [+]

Objectives & Outcomes

Student Learning Outcomes: Familiarity with computational principles and methods in linguistics, and experience in conducting computational analyses.

Prerequisites: The course is open to graduate students in linguistics or related disciplines. Access for other students is by permission of instructor. Some basic prior experience with programming is necessary, but no prior experience with computational linguistics is required. Starter code for homework assignments will be provided, giving students a basis on which to build further. Programming will be in Python

Instructor: REGIER

COMPUTATIONAL LINGUISTICS: Read Less [-]

LINGUIS 253 Language Contact 3 Units

Terms offered: Prior to 2007 This course is an introduction to the study of the linguistic and social phenomena that arise when speakers of different languages come in contact with one another, or when a community of speakers makes use of multiple languages. We will attend closely both to the grammatical dimensions of language contact processes and outcomes, and to the socio-historical and cultural conditions under which these processes take place. A major focus of the course will be to critically examine the notion that language contact gives rise to a set of clearly distinguishable language types (pidgins, creoles, and mixed languages), as well as the notion that each of these types arise under determinate socio-historical conditions. Language Contact: Read More [+]

Credit Restrictions: Students will receive no credit for LINGUIS 253 after completing LINGUIS 253 . A deficient grade in LINGUIS 253 may be removed by taking LINGUIS 253 .

Language Contact: Read Less [-]

LINGUIS 255 Advanced Sociolinguistics 3 Units

Terms offered: Fall 2023, Spring 2023, Spring 2022 This course is a graduate-level introduction to the major theories and methodologies of sociolinguistics, which addresses the relationship between linguistic structure and the social and cultural contexts in which language is embedded. The course focuses on the variationist tradition but includes readings from allied areas (linguistic anthropology, the sociology of language, etc.). Advanced Sociolinguistics: Read More [+]

Advanced Sociolinguistics: Read Less [-]

LINGUIS 256 Advanced Sociolinguistics: Variation 3 Units

Terms offered: Prior to 2007 This course addresses the theoretical status and grammatical locus of sociolinguistic variation and develops practical research skills in the quantitative analysis of sociolinguistic variables. Advanced Sociolinguistics: Variation: Read More [+]

Prerequisites: LINGUIS 255 or permission of instructor (graduate standing)

Advanced Sociolinguistics: Variation: Read Less [-]

LINGUIS 260 Advanced Quantitative Methods in Linguistics 3 Units

Terms offered: Not yet offered This course provides a graduate-level introduction to statistical models often used in linguistics, primarily mixed-effects linear and logistic regression (LMER) models and Generalized Additive Mixed Models (GAMM). We will discuss, replicate and extend published analyses drawing on various branches of linguistics, using the R programming environment. Advanced Quantitative Methods in Linguistics: Read More [+]

Student Learning Outcomes: You will gain the ability to understand and critique (many) statistical models in primary literature in Linguistics, to construct, evaluate, and describe statistical models, and to make good modeling decisions.

Prerequisites: Graduate student standing in Linguistics or a related discipline AND successful completion of Linguistics 160 (‘Quantitative Methods in Linguistics’) or equivalent experience with statistics and with the R programming environment. Access for students other than Linguistics graduate students is by permission of instructor

Advanced Quantitative Methods in Linguistics: Read Less [-]

LINGUIS 270 Structure of a Particular Language 3 Units

Terms offered: Fall 2024, Fall 2023, Fall 2018 An analysis of the language structure of a particular language. The language investigated changes from year to year. Structure of a Particular Language: Read More [+]

Prerequisites: 211A and 220A

Fall and/or spring: 15 weeks - 3 hours of session per week

Additional Format: Three hours of Session per week for 15 weeks.

Structure of a Particular Language: Read Less [-]

LINGUIS 290A Topics in Linguistic Theory: Syntax 3 Units

Terms offered: Fall 2021, Fall 2016, Spring 2016 Seminars or special lecture courses. Topics in Linguistic Theory: Syntax: Read More [+]

Prerequisites: Consent of instructor

Topics in Linguistic Theory: Syntax: Read Less [-]

LINGUIS 290B Topics in Linguistic Theory: Semantics 3 Units

Terms offered: Spring 2021, Fall 2020, Fall 2015 Seminars or special lecture courses. Topics in Linguistic Theory: Semantics: Read More [+]

Topics in Linguistic Theory: Semantics: Read Less [-]

LINGUIS 290D Topics in Linguistic Theory: Pragmatics 3 Units

Terms offered: Spring 2022, Spring 2020, Fall 2019 Seminars or special lecture courses. Topics in Linguistic Theory: Pragmatics: Read More [+]

Topics in Linguistic Theory: Pragmatics: Read Less [-]

LINGUIS 290E Topics in Linguistic Theory: Phonology 3 Units

Terms offered: Fall 2021, Fall 2019, Spring 2017 Seminars or special lecture courses. Topics in Linguistic Theory: Phonology: Read More [+]

Topics in Linguistic Theory: Phonology: Read Less [-]

LINGUIS 290F Topics in Linguistic Theory: Diachronic Linguistics 3 Units

Terms offered: Fall 2014, Fall 2012, Fall 2010 Seminars or special lecture courses. Topics in Linguistic Theory: Diachronic Linguistics: Read More [+]

Topics in Linguistic Theory: Diachronic Linguistics: Read Less [-]

LINGUIS 290H Topics in Linguistic Theory: Linguistic Reconstruction 3 Units

Terms offered: Fall 2011, Fall 1999, Fall 1998 Seminars or special lecture courses. Topics in Linguistic Theory: Linguistic Reconstruction: Read More [+]

Topics in Linguistic Theory: Linguistic Reconstruction: Read Less [-]

LINGUIS 290L Additional Seminar on Special Topics to Be Announced 3 Units

Terms offered: Spring 2024, Fall 2021, Fall 2020 Seminar or special lecture courses on linguistic topics. Additional Seminar on Special Topics to Be Announced: Read More [+]

Additional Format: Hours to be arranged.

Additional Seminar on Special Topics to Be Announced: Read Less [-]

LINGUIS 290M Topics in Linguistic Theory: Psycholinguistics 3 Units

Terms offered: Spring 2023, Spring 2021, Spring 2018 Seminars or special lecture courses. Topics in Linguistic Theory: Psycholinguistics: Read More [+]

Topics in Linguistic Theory: Psycholinguistics: Read Less [-]

LINGUIS 297 Research Mentorship 1 - 2 Units

Terms offered: Fall 2021, Fall 2020, Fall 2019 Mentor undergraduates in research on projects in the subfields of linguistics, sponsored by a faculty member; written report required. Research Mentorship: Read More [+]

Fall and/or spring: 15 weeks - 1-2 hours of fieldwork per week

Additional Format: One to two hours of fieldwork per week.

Research Mentorship: Read Less [-]

LINGUIS 298 Special Group Study 2 - 8 Units

Terms offered: Fall 2024, Fall 2023, Spring 2023 Special Group Study: Read More [+]

Prerequisites: One full year of graduate study at Berkeley or consent of graduate adviser

Fall and/or spring: 15 weeks - 2-8 hours of seminar per week

Additional Format: Two to eight hours of seminar per week.

Special Group Study: Read Less [-]

LINGUIS 299 Special Individual Study 2 - 12 Units

Terms offered: Spring 2021, Spring 2014, Spring 2013 Special Individual Study: Read More [+]

Fall and/or spring: 15 weeks - 2-8 hours of independent study per week

Additional Format: Two to eight hours of independent study per week.

Special Individual Study: Read Less [-]

LINGUIS 301 Teaching Practice and Instruction 2 or 4 Units

Terms offered: Fall 2024, Fall 2023, Fall 2022 Course may be repeated for credit, but credit for the instructional training portion is to be given only once for each individual course taught by a T.A. For graduate students currently serving as T.A.s in the Department's undergraduate courses. Two units of credit are given for the teaching experience each time a student serving as T.A. enrolls in this course; two more units are given for teaching instruction, this taking the form of weekly consultations between instructors and their T.A.s. Teaching Practice and Instruction: Read More [+]

Fall and/or spring: 15 weeks - 2-4 hours of independent study per week

Subject/Course Level: Linguistics/Professional course for teachers or prospective teachers

Teaching Practice and Instruction: Read Less [-]

LINGUIS 375 Training for Linguistics Teaching Assistants 2 Units

Terms offered: Fall 2024, Fall 2023, Fall 2022 A teaching-methods "clinic" for first-time Linguistics GSI's. Sessions will deal with the presentation of linguistic concepts in each of the foundation courses, the creation of homework assignments and examination, policies and practices regarding correction of students' work, grading, and feedback. Training for Linguistics Teaching Assistants: Read More [+]

Prerequisites: 110, 120 and 130 or consent of instructor

Fall and/or spring: 15 weeks - 2 hours of independent study per week

Additional Format: Two 90-minute sections per week.

Formerly known as: Linguistics 302

Training for Linguistics Teaching Assistants: Read Less [-]

LINGUIS 601 Individual Study for Master's Students 1 - 8 Units

Terms offered: Spring 2014, Spring 2013, Fall 2012 Individual study for the comprehensive or language requirements in consultation with the field adviser. Individual Study for Master's Students: Read More [+]

Credit Restrictions: Course does not satisfy unit or residence requirements for master's degree.

Fall and/or spring: 15 weeks - 0 hours of independent study per week

Subject/Course Level: Linguistics/Graduate examination preparation

Individual Study for Master's Students: Read Less [-]

LINGUIS 602 Individual Study for Doctoral Students 1 - 8 Units

Terms offered: Spring 2014, Spring 2013, Fall 2012 Individual study in consultation with the major field adviser, intended to provide an opportunity for qualified students to prepare themselves for the various examinations required of candidates for the Ph.D. Individual Study for Doctoral Students: Read More [+]

Prerequisites: One full year of graduate work at Berkeley or consent of graduate adviser

Credit Restrictions: Course does not satisfy unit or residence requirements for doctoral degree.

Individual Study for Doctoral Students: Read Less [-]

LINGUIS 700 Colloquium 0.0 Units

Terms offered: Fall 2021, Fall 2020, Fall 2019 Colloquium lecture presentations by Berkeley faculty and students, and invited visitors, on topics in language and linguistics. Department students and faculty offer feedback, suggestions, and critiques on work in progress. Colloquium: Read More [+]

Fall and/or spring: 15 weeks - 0 hours of colloquium per week

Additional Format: Zero hour of colloquium per week.

Grading: The grading option will be decided by the instructor when the class is offered.

Formerly known as: Linguistics 999

Colloquium: Read Less [-]

Contact Information

Department of linguistics.

1203 Dwinelle Hall

Phone: 510-642-2757

[email protected]

Department Chair

Terry Regier, PhD

1221 Dwinelle Hall

[email protected]

Graduate Student Affairs Officer

Johnny Morales Arellano

1207 Dwinelle Hall

Phone: 510-643-7224

[email protected].

Head Graduate Advisor

Susanne Gahl

1220 Dwinelle Hall

[email protected]

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PhD in Linguistics

The PhD in linguistics is intended for students who wish to pursue an academic career in research and teaching of linguistics. Students complete coursework in all major subfields of linguistics and work closely with an advisor to design an individualized plan of study beyond these core courses that allows them to achieve depth and specialization in a chosen subfield.

We offer 5 years of financial aid to PhD students in the form of teaching assistantships, research assistantships, instructor positions, and fellowships.

Requirements 

• MA coursework
• Advanced level courses covering core areas of language structure (phonology & syntax) (6 credits), a second semester course in field methods (4 credits), and at least three 5xxx or 8xxx-level Topics or Seminar courses in linguistics, to be determined in consultation with your advisor
• 9 credits in a related field and 24 thesis credits
• Students will need to pass preliminary written and oral exams, as well as complete and defend their dissertation

Students must demonstrate competence (the equivalent of two or more years of study) in one language other than English. Competence can be demonstrated in a number of ways including: transcripts showing the highest level of language courses completed, results of a placement test, and native speaker status.

College Resources for Graduate Students

Visit CLA’s website for graduate students to learn about collegiate funding opportunities, student support, career services, and more.

Student Services      Career Services     Funding & Support

• English Department
• PhD Applied Linguistics

Applied Linguistics, Doctor of Philosophy

If language is humanity's most useful tool, then applied linguistics, as the study of language, puts that tool to work. The focus of applied linguistics is on trying to resolve language-based issues that people encounter in the real world (Grabe 2002). This dissertation-based degree allows students to customize their coursework and research around such areas as second language studies, teaching and assessment of language skills, corpus linguistics, grammar and discourse, pragmatics, psycholinguistics, and speech perception and production.

Degree Info Tab Open

Faculty tab closed, requirements tab open, overview tab closed, details tab closed, availability tab closed, requirements accordion open.

To receive a Doctor of Philosophy Degree (PhD) at Northern Arizona University, you must complete a planned group of courses, from one or more disciplines, ranging from at least 60 - 109 units of graduate-level courses. Most plans require research, a dissertation, and comprehensive exams. All plans have residency requirements regarding time spent on the Flagstaff campus engaged in full-time study. The full policy can be viewed here.

Overview Accordion Closed

In addition to University Requirements:

• Complete individual plan requirements.

Purpose Statement

PhD students pursue a diverse range of applied linguistic issues in preparation for their careers as researchers, teacher trainers, or leaders in fields related to teaching and learning second languages, including:

• computer-assisted language learning (CALL)
• corpus linguistics
• grammar and discourse
• language planning and policy
• language testing and program evaluation
• language variation
• literacy       
• register analysis
• second language acquisition
• second language teaching and learning
• speech perception and production

Our faculty work closely with individual students, helping them to develop as colleagues in applied linguistics. As a result, our PhD students have outstanding records of publication and participation in major conferences such as TESOL and AAAL. Graduates of our program have also been highly successful at obtaining tenure-track faculty positions at major universities. Student Learning Outcomes Upon completion of the PhD in Applied Linguistics, students will have:

• Advanced critical and analytical knowledge of the structure and uses of the English language, English language discourse processes and genres, the development of second language learning processes in their diverse cultural contexts, and the assessment of both language program effectiveness and individual language proficiency.
• Ability to address issues of language learning in real world settings
• Ability to address both language program effectiveness and individual language proficiency.
• Ability to contribute to innovative and effective English language teaching practices in the State of Arizona and elsewhere.
• Ability to integrate use of technology into language instruction and research.
• Ability to synthesize information and approaches across a range of core topics in Applied Linguistics, such as language acquisition, language in society, English grammar, and the development of language curricula and programs.
• Understanding of the many issues relevant to cross-cultural communication.
• Comprehensive preparation and professional orientation for advanced research in PhD programs.
• Ability to design, conduct, analyze, and interpret original and important empirical research.
• Ability to contribute as active professionals in Applied Linguistics and related fields.
• Expertise and qualifications to contribute significantly in professorial positions to the growth and development of Applied Linguistics.

Details Accordion Closed

Graduate admission information.

The NAU graduate online application is required for all programs. Admission to many graduate programs is on a competitive basis, and programs may have higher standards than those established by the Graduate College. Admission requirements include the following:

• Transcripts.
• Undergraduate degree from a regionally accredited institution with a 3.0 GPA on a 4.0 scale ("A" = 4.0), or the equivalent.

Visit the NAU Graduate Admissions website for additional information about graduate school application deadlines, eligibility for study, and admissions policies. Ready to apply? Begin your application now.

International applicants have additional admission requirements. Please see the International Graduate Admissions Policy .

Additional Admission Requirements

Individual program admission requirements over and above admission to NAU are required.

• GRE® revised General Test
• Two letters of recommendation
• Writing Sample
• Personal statement or essay
• Resume or curriculum vitae

Official TOEFL iBT/IELTS scores taken within the last 2 years are required for international applicants. Please see department website for information regarding minimum score requirements.

Doctoral Requirements

This Doctoral degree requires 81 units distributed as follows:

• Master's-level Coursework: 36 units
• Statistics Coursework: 9 units
• Seminars: 9 units
• Graduate Electives: 12 units
• Dissertation: 15 units

Take the following 81 units:

Master's-level Coursework (36 units)

• Coursework relevant to your research interests. (36 units)

Statistics Coursework (9 units)

• ENG 668 , ENG 768
• Approved PhD Seminars

Seminars (9 units)  

Graduate Electives (12 units)

• Graduate electives, chosen in consultation with your dissertation committee. (12 units)

Dissertation (15 units)

• ENG 799 , for the research, writing, and oral defense of an approved dissertation (15 units)
• 15 units of dissertation credit may be applied to your degree; however, you may end up taking additional units since you must enroll each term while you're working on your dissertation.

Additional Information

In addition, you must:

• Complete a screening process.
• Complete a qualifying exam.
• Fulfill Northern Arizona University's residency requirements (For more information about residency and other requirements that pertain to this degree, see the policy on Requirements for the Doctoral Degree, PhD .
• Pass an oral exam on your dissertation (Dissertation Defense).

Be aware that some courses may have prerequisites that you must also successfully complete. For prerequisite information, click on the course or see your advisor.

Availability Accordion Closed

• Corpus linguistics
• English linguistics
• Linguistics skills
• Curriculum & program evaluation
• Grammar and vocabulary
• Grammatical variation
• Language testing and assessment
• Psycholinguistics
• Research methods
• Register and discourse analysis
• Second language acquisition
• Second language listening and speaking
• Second language reading and writing
• Speech perception and production
• Spoken discourse
• World Englishes

Why pursue an Applied Linguistics doctorate at NAU?

Personal faculty-student relationships, outstanding research labs, corpus research lab, applied linguistics speech lab (alsl), language and memory lab, program in intensive english (pie), general information, questions please contact us., department of english, mailing address.

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Linguistics (PhD)

Program description.

The Doctor of Philosophy (Ph.D.) in Linguistics offered by the Department of Linguistics in the Faculty of Arts is a research-intensive program that emphasizes specialized and well-researched learning opportunities. The program's objective is to equip students with skills in self-direction, visionary thinking, and scientific communication to pursue professional opportunities in academia or industry.

The program may also be taken with a Language Acquisition option where students focus their thesis on the research area of language acquisition.

Keywords: Theoretical linguistics, experimental linguistics, computational linguistics, quantitative methods, linguistic field work, language acquisition, sociolinguistics, psycholinguistics, linguistics

Unique Program Features

• The program which provides training in the fundamentals of theoretical and experimental linguistics also offers a competitive funding package (covering living expenses, tuition and fees) for the length of the program (i.e., five years);
• Students benefit from access to a rich research landscape in cognitive science where many Faculty members are associated with leading research centers including the Centre for Research on Brain, Language and Music (CRBLM) and Mila - Quebec AI Institute;
• The Department has several labs for conducting research including rooms for elicitation, running experiments including in sound booths and with an eye-tracker, and access to high performance computing infrastructure.

University-Level Admission Requirements

• An eligible Bachelor's degree with a minimum 3.0 GPA out of a possible 4.0 GPA
• English-language proficiency

Each program has specific admission requirements including required application documents. Please visit the program website for more details.

Visit our Educational credentials and grade equivalencies and English language proficiency webpages for additional information.

Program Website

PhD in Linguistics website

Department Contact

Graduate Program gradprogram.linguistics [at] mcgill.ca (subject: PhD%20in%20Linguistics) (email)

Available Intakes

Application deadlines.

Note : Application deadlines are subject to change without notice. Please check the application portal for the most up-to-date information.

Application Resources

• Application Steps webpage
• Submit Your Application webpage
• Connecting with a supervisor webpage
• Graduate Funding webpage

Application Workshops

Consult our full list of our virtual application-focused workshops on the Events webpage.

Department and University Information

Graduate and postdoctoral studies.

• Utility Menu

Department of Linguistics

Graduate students.

Daria Bikina

Research interests: syntax, semantics, fieldwork.

Anabelle Caso

Research interests: syntax, morphology, historical linguistics, indo-iranian linguistics, polynesian linguistics, syntax-prosody interface.

Research interests:  Theoretical phonology, first language acquisition, tonology

Nayantara Das

Research interests: semantics, philosophy of language and psycholinguistics, anup dhamala, hailang jiang.

Jacob Kodner

Research interests: syntax and its interfaces, syntax-prosody, morphology, fieldwork, endangered languages.

Jae Heon (James) Lee

Research interests: syntax, semantics, pragmatics, philosophy of language.

Research interests: Syntax, morphology, fieldwork, Bantu linguistics

Aljoša Milenković

Research interests: phonetics, phonology, prosodic theory and acoustic manifestation.

Jack Rabinovitch

Research interests: syntax, phonology, chinese linguistics, word order typology, manchu.

Nofar Rimon

Research interests: syntax, morphology and phonology.

Hayley Ross

Research interests:....

Ankana Saha

Research interests: formal semantics, pragmatics, experimental semantics, fieldwork  .

Hande Sevgi

Research interests:  morphosyntax, sign language linguistics, turkish linguistics, language acquisition.

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Department of English

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English Department

Physical Address: 200 Brink Hall

Mailing Address: English Department University of Idaho 875 Perimeter Drive MS 1102 Moscow, Idaho 83844-1102

Phone: 208-885-6156

Email: [email protected]

Web: English

Explore a Degree in English

M.F.A. in Creative Writing

• Writing Center

Pure Poetry

A Decade Working in a Smelter Is Topic of Alumnus Zach Eddy’s Poems

M.A. in English

A place of peace

Grad student attends peace seminar in Hiroshima

First-Year Writing

English B.A./B.S.

University of Idaho’s Department of English is a vibrant community of scholars, writers, teachers, and students. The department offers a broad array of courses and majors in linguistics, literature, and writing, and is known particularly for its excellence in creative writing and ecocriticism.

The English Department is a hub of creative and scholarly activity, organizing frequent literary readings, scholarly lectures, conferences, and student gatherings.

We offer the following degree programs:

Undergraduate Degrees

Intensive writing training, analyzing a spectrum of literary genres, and critical thinking form the foundation of all undergraduate majors , minors and certificates  offered through the Department of English. This foundation allows students to improve their writing, speaking, and textual interpretation skills while examining the nature of language and significance of English and American literary traditions in cultural and historical contexts.

From here, degree programs proceed onto more advanced-level courses in literature, expository and creative writing, literary criticism and theory, pedagogy, linguistics, and cultural studies. Small classroom settings allow students to discuss their observations, debate their perspectives, and share their works.

Undergraduates majoring in English  choose a focused course of study from one of four concentrations:

• Creative Writing
• Linguistics
• Professional Writing

Additionally, the Department of English partners with the School of Journalism and Mass Media  to offer an interdisciplinary Bachelor’s degree in film and television studies .

A bachelor’s degree earned through the University of Idaho’s Department of English opens up a range of career paths, including in education, communications, publishing, politics, and other fields requiring strong writing and analytical skills. Considering these pathways, undergraduate students are recommended to plan out their curriculum and course based on their career goals, be it taking more literature-and linguistic-centered courses or selecting a professional or creative writing track. 

Graduate Degrees

The Department of English offers MFA and MA programs, which build on the foundation students acquired in their bachelor’s degree or while working scholarly or creative fields. Graduate candidates develop specialized skills in our literature, and creative writing based programs while conducting independent research, producing original work, and learning the theoretical and practical skills needed to teach English in a postsecondary education setting. 

The Department of English offers two graduate degree programs:

• M.F.A. creative writing
• M.A. English

Over our 100-year history, the University of Idaho has turned into a world-class institution for creative writing, literature and environmental studies. Candidates will have the opportunity to participate in or submit works to the publication Fugue , our literary journal, or intern at the Confluence Lab , an interdisciplinary research program bringing together scholars in the humanities, social sciences, and natural sciences to discuss the state’s specific environmental issues. As well, the department’s graduate students coordinate and run the annual University of Idaho Graduate English Conference .

Further attesting to our graduate programs’ quality, the Department of English has a strong track record of placing our master’s candidates into Ph.D. programs and teaching positions at colleges and universities. As well, many of our candidates begin careers in a writing or analysis role in business, industry, commerce, or government. 

Other Department Services

For all undergraduate students at U of I, writing skills are integral to the curriculum. Coordinating this effort across campus, the First-Year Writing program  lives in the Department of English. Through small classes and a collaborative environment, students hone their critical reading and writing skills to not only be successful here but to start their careers as effective, inquisitive, and organized communicators who can clearly and convincingly present their ideas.

The Writing Center  also falls in the Department of English’s spectrum. For all students, the Writing Center offers one-on-one tutoring and assistance through all stages of the process, be it brainstorming and structuring an essay or refining a draft into a final version. Covering all types and formats of writing, the Writing Center is open for on-campus and online appointments.

Learn More About the Department of English

If you’re thinking about earning a bachelor’s or graduate degree in English at the University of Idaho but want to learn more about our programs, reach out to the Department of English by email or by phone at 208-885-6156, or request additional information today .

The English Department is part of the College of Letters, Arts and Social Sciences.

Learn more about CLASS

• Confluence Lab
• First-Year Writing at U of I
• Fugue Journal
• Semester in the Wild

PhD students

This page lists the current PhD students. For a list of previous years, see Our PhD Graduates .

Atefa Abdallah

Email: [email protected]

Atefa Abdallah is a PhD student in English Literature at the University of Waterloo. She holds a BA(Honours) in English Studies from the American University of Science and Technology and an MA in Literary Studies from the University of Waterloo. Her research has been about Arab women and their contributions to literature and society, and the misrepresentations of their roles and contributions. Outside of her academic pursuits, she works in education, freelance writing, and freelance editing. She loves family time, traveling, expanding her book collection, and trying local coffee shops!

Sadia Afrin

Email : [email protected] Linkedin: https://www.linkedin.com/in/sadia-afrin-a96567176/

Sadia Afrin  is a PhD Candidate under the stream of Rhetoric and Communication Design (RCD) at the Department of English Language and Literature in the University of Waterloo. As a sessional instructor, she teaches in Arts First and English Department.

Sadia sees herself as an energetic and dedicated teacher, researcher, and learner with 10 years of teaching and academic service experiences at the post-secondary education in the U.S., Canada, and Bangladesh. She has her B.A and M.A in English Literature from Bangladesh. Then Sadia did her second master’s degree in the College of Education at the University of Oklahoma, U.S. To be specific, she did M.Ed. majoring in Instructional Leadership and Academic Curriculum with an area of concentration: English Education. She has published a book chapter as the first author titled: “Trajectories of Language, Culture, and Geography in Postcolonial Bangladesh” in the book Handbook of the   Changing World Language Map  publishedby Springer International Publishing. She has and continues to present in various prestigious conferences such as IWCA, CCCC, and MLA. She is originally from Bangladesh. Her areas of expertise are Post-colonial Literature and Theory, Writing Center studies, Writing studies, Critical Pedagogy, and Academic Writing.

Sadia’s research is invested in Writing Studies and classroom practices of the Western Academia, advocating for liberatory writing practices, creating equity in the learning environment, and challenging colonial power structures. She wants to contribute her knowledge, lived experiences, and creativity in teaching of writing in English, so that multilingual students can use their languages and cultural practices consciously in the Western Academia for their rights to their own languages and rhetorical traditions. Her current focus is on critical writing practices to integrate cultural capitals and knowledge domains of the Hybrid Generation in Canadian universities. Sadia strongly advocates for anti-racist pedagogy and believes that liberatory writing practices can transform boundaries into bridges among various cultures and scholarships.

Maab Al-Rashdan

Email : [email protected]

Maab Al-Rashdan  completed her first MA in English Language from the University of Jordan, her second MA in English Literature from the University of Waterloo and is currently a PhD candidate at the latter. She is the recipient of the UWaterloo’s Graduate Creative Writing Award - Doctorate (2024) ,  Rhetoric Essay Prize - Doctorate (2022), and Beltz Prize in Literature - Doctorate (2021). Maab is also the recipient of the RhetCanada’s Michael Purves-Smith Student Paper Award (2021). Her research interests include Postcolonial Literature and Postcolonial Life Writing, Critical Race Theory (CRT) and Counterstory, Critical Discourse Analysis and Rhetorical Analysis.

Maab cherishes her coffee accompanied by reading and writing and admires watching documentary crime shows in her free time – if such time can be captured in any way… Her motto during her academic journey is:  if your studies scare you with their mounting complexity, and infinite amount, scare them back with your passionate motivation, solid determination and ferocious organization! – At the end, the victory is all yours!

Ayesha Altaher

Email : [email protected]

Ayesha Altaher completed a BA (English Literature) at AAU and her MA (Literary Studies) at UWaterloo. Ayesha is currently a Ph.D. candidate in the department of English Language and Literature at the University of Waterloo. Her secondary field of research is Composition Studies and Pedagogy, and her primary research interest is American Literature. Ayesha is interested in exploring cultural productions, particularly literary texts, by African, Muslim, and Arabic speaking people who were forcefully relocated to the United States (enslaved) or immigrated between the late 1700s and early 1900s, as well as the representations of these groups circulating in North America print culture at the time. Ayesha is interested in how this history challenges what it means to be American.

Becky Anderson

Email: becky.anderson Twitter: @beckyanderson35 LinkedIn: Becky Anderson

Becky Anderson (she/her) completed a BA (English; French Studies), MA (Literary Studies), and GDip (Cognitive Science) at Waterloo. Becky is the recipient of the Provost Doctoral Entrance Award; a Jack Gray Fellowship; a W.K. Thomas Graduate Scholarship; two Ontario Graduate Scholarships; and a SSHRC Doctoral Fellowship. Becky’s research examines the immersive potential of fantastic ontologies across different forms of media. She’s also concurrently pursuing a Certificate in University Teaching from the Centre for Teaching Excellence to complement her extensive instructional experience with a firm theoretical grounding in the scholarship of teaching and learning.

In addition to her doctoral studies, Becky is a Career Advisor at the Centre for Career Development where she supports folks navigating their path to further education.

Jonathan Baltrusaitis

Email : [email protected] Website: www.jonbaltrusaitis.com

Jonathan Baltrusaitis , BA (Film and Communication/Culture Studies at McGill) and MA (Experimental Digital Media at Waterloo) is a PhD student in the department of English Language and Literature. He comes from a film and television background with a drive to extend documentary storytelling into new media, particularly locative augmented reality. His masters research project “The Civic Monument Reinvented and Extended through Enfranchising Documentary AR” explored how augmented reality can alter the narrative potential of civic spaces, particularly by enfranchising traditionally marginalized voices in the context of civic monuments. Jonathan’s current research continues this exploration of “Space, Time and Story” viewing AR as an opportunity to promote community, belonging, civil discourse and cultural understanding by creating meaningful ‘places’ around us, healing the schism of the dual universes we inhabit (the physical and the digital). To this end he’s exploring the cognitive underpinnings of narrative, the effects of stereoscopy and developing a new locative-documentary grammar. Jonathan received the Graduate Grade Average Award (2017-2018) and he is an enthusiastic teacher.

Mahnoor Bano

Email : [email protected]

Mahnoor Bano is a Ph.D. student in the department of English Language and Literature. She completed her BS Hons and MPhil from Pakistan working on Historiography and the female self in Postcolonial Literature.

As a Ph.D. student at the University of Waterloo, Mahnoor’s research interests include postcolonial and post-partition narrative produced by female authors focusing on South Asian and African Literature particularly. Mahnoor is mainly interested in exploring thedivide seen between the literature produced by women and men and the themes it explored in connection to colonization and the partition of the subcontinent. In doing so, the work aims to centralize the marginalized female narrative while tracing the notion of ‘subaltern female self’.

Christopher Cameron

Christopher Cameron is a PhD candidate. He completed his BA and MA at the University of Windsor. Areas of research interest include Tolkien studies, constructions of national identity, walking literature, and Renaissance drama.

Justin Carpenter

Justin Carpenter is a PhD candidate in English Language and Literature at the University of Waterloo. His current research traces the use of the term 'generative' from literary to computational contexts. He argues that such a genealogy can help better situate game studies scholarship in dialogue with modernist and postmodernist literary studies, as well as cinema and other media. His other research interests include poetry, philosophy of technology, and aesthetics. Justin is generously funded by a SSHRC Doctoral Scholarship.

Sarah Casey

Email: [email protected]

Sarah Casey is an English PhD student at the University of Waterloo, with over fifteen years experience as a communications professional in the health, wellness and fitness industry.  Her research project, Alternative Risk, focuses on the rhetoric of risk and disinformation, engaging with the study of risk across disciplines (sociology, anthropology, political and management sciences) to understand how risk discourse contributes to social and political polarization. She holds an MA in English (Rhetoric and Communication Design) and a BA in Rhetoric, Media, and Professional Communication, both from the University of Waterloo. 

Sarah is an honoured recipient of the Michael Purves-Smith Paper Award from The Canadian Society for the Study of Rhetoric (2024), the UW Beltz PhD Essay Prize (2024), the Provost Doctoral Entrance Award for Women (2023) and the UW English Master’s Essay Prize (2023), and has served as a research assistant on multiple federally funded research grants. 

In her spare time, Sarah can be found on the squash court, where she will be joining the Waterloo Warriors squash team for the 2024-2025 season. 

Kellie Chouinard

Email : [email protected]

Kellie Chouinard (she/they) is a PhD candidate in English. She holds a BA (Hons.) in English, Creative Writing, and History from the University of Windsor, an MA in English and Creative Writing from the University of Calgary, and a graduate certificate in Public Relations from Fanshawe College. Kellie is also an accomplished writer and was awarded a literary creation grant from the Ontario Arts Council (2020) for a novel in progress.

Her SSHRC-funded dissertation research examines young women's transmedia stories about living with and beyond breast cancer.

Alyssa Clarkson

Alyssa Clarkson (she/her) is a PhD student in English Language and Literature at the University of Waterloo. She holds a BA in History from the University of Waterloo and an MA in English Rhetoric and Communication Design from the University of Waterloo. She is completing her PhD on a part-time basis whilst working full-time as a technical writer at a tech company focused on mental health. Her research hopes to examine the rhetoric and discourse surrounding mental health and the care provider - patient relationship, as well as the language used in mental health apps online. Outside of school and work, she enjoys spending time with her two children, reading for fun, fixing her crumbling 130-year-old house, and needlework.

Julia-Rose DiPalo

Email : [email protected]

Julia-Rose DiPalo is a PhD student in English Language and Literature at the University of Waterloo with a BA Hons (English Literature and History) from Trent University and MA (English and Film Studies) from Wilfrid Laurier University. Julia’s research is based on Canadian Literature with a keen focus on Italian Canadian women’s immigrant narratives, both fiction and non-fiction. Moreover, she is very interested in what these narratives can say about how multiculturalism functions in Canada for both, immigrants, and first-generation Italian Canadians. She takes great pride in telling the stories of her family members, ancestors, and others who underwent a similar plight on their way to Canada.

Michael Domonchuk

Michael Domonchuk is a PhD candidate in the English Language and Literature department. He received a BA (Hons) from Algoma University and an MA in Literature Studies from the University of Waterloo. His research areas focus mainly on Horror and Mystery cinema and Psychoanalysis. Other areas include Gothic and Romantic literature, Mid-20th century American poetry and Detective Fiction.

Email: [email protected]

Haley Down (she/her) is a poet and PhD student in English with an MA (Wild Writing) from the University of Essex and a BKI (Knowledge Integration) from the University of Waterloo. Her areas of interest are creative writing, eating studies, and gender and queer studies. Haley’s research is focussed on contemporary women’s writing about hunger and appetite, particularly that which is free of shame and full of enjoyment. 

Haley has been a recipient of the Provost Doctoral Entrance Award for Women. She is currently pursuing the Fundamentals of University Teaching certificate through the Centre for Teaching Excellence. 

In addition to her doctoral studies, Haley is an assistant editor and contributing writer for Blank Spaces magazine. 

Kavi Duvvoori

Kavi Duvvoori is a PhD candidate researching the algorithmic mediation of language.

How is it that people seem to talk with software systems like large textual models (such as ChatGPT and similar vast apparatuses joining material infrastructures, human labor, data, and algorithms) and what effects may this have on language itself? How can these systems’ harms be resisted or how could language technologies be made differently? They are approaching these questions through experiments in computational rhetoric influenced by construction grammars; through the study of algorithmic delivery and elocution; and through research/creation in conversation with queer and feminist media studies.

They studied math (Sc.B) and literary arts (A.B. Hon.) at Brown, and digital arts and new media (MFA) at UC Santa Cruz. They have a practice of writing prose and poetry with code and computational elements, with pieces in Taper, the Language Arts Observer, and the Electronic Literature Organization Conference, and a residency at the Banff Centre. Talk to them also about OrganizeUW, the campaign to form a union for teaching and research assistants at UW.

Their non-professional interests include speculative fiction, lists, linguistics, the limits of language, birds, borders, the search for ways of being that reject hierarchy and domination, simulation games, sketching,literary constraint, and sauteing. What does the language game of a profile blurb do, what does it say in implication, what does it limit and obscure?

Carolyn Eckert

Carolyn Eckert , BA (English at Waterloo) and MA (Experimental Digital Media at Waterloo) is a PhD student in the department of English Language and Literature. Bridging studies in English and Communication Departments, the Rhetoric of Science, Technology, and Medicine (RSTM) is the field of study where I situate my research into how messages are crafted for persuasive effect and where those messages may fail. Broadly, my research investigates 1) who produces news content about pandemics (e.g., traditional news media, citizen journalists, public health officials, political leaders) 2) persuasive strategies used to inform and engage audiences and 3) intended and unintended communication impact of these messages on compliance (or resistance). This research explores pandemic rhetoric and examines figural language and argument from the perspective of Canada’s history of epidemics and pandemics, including the Spanish Flu, Polio, SARs and H1N1 as a comparative analysis to COVID-19. Following a twenty-plus year career in communications, public relations and marketing, she returned to the University of Waterloo to complete her MA (2020), begin her PhD (2020) and continues to teach part-time for Conestoga College and the Humber College School of Business. In 2021, she joined the Graduate Studies Endowment Fund (GSEF) as the graduate student Arts representative on the Project Review Committee, to review and approve funding projects that improve the graduate student experience.

Omnia Elsakran

Email : [email protected]

Omnia Elsakran  is a PhD student in English with a BA (Major English Language and Literature, Minor Translation Studies) and MA (Teaching English to Speakers of Other Languages). Her research focuses on information warfare, media studies, and critical discourse analysis to explore contemporary propaganda tools.

Omnia is the recipient of the Provost Doctoral Entrance Award. She has completed The Fundamentals of University Teaching Program from the Centre for Teaching Excellence, gaining hands-on professional development opportunities and exploring evidence-based teaching strategies, which complement her extensive instructional experience.

Giuseppe Femia

Email : [email protected] Twitter: @ _ foolsbait

Giuseppe Femia  is an English PhD Candidate at the  University of Waterloo . He previously completed a double major for his Bachelor of Arts, in English, Rhetoric, Media, and Professional Communication & Honours Arts and Business, as well as a Master of Arts, in Rhetoric and Communication Design, both at Waterloo.

Giuseppe’s current research in game studies, media studies, queer studies, disability studies, and performance studies observes different types of gaming media and the appeal it has to its audience. He previously presented his work on queer reparative play and  Dungeons & Dragons  at the Transformative Play Initiative Seminar in Visby, Sweden, and then had it published as a peer-reviewed article in the  International Journal of Role-Playing . His current work observes disability representation and disabling mechanics in TTRPG narratives and systems.

Giuseppe is now partnering up with other scholars researching the intersection of disability studies and game studies to broaden the horizons of the growing field.

Alexander Fleck

Email : [email protected]

Alex Fleck , B.A. (Waterloo), M.A. (Waterloo), is a second-year English PhD student examining virtual reality hardware and software through a media archeology and philosophy of technology lens. This research subject coincides with Alex’s other research into interfaces, FPGA (clone) videogame consoles, various histories of computer technology, the remastering/adaptation of old videogames, modding and piracy/ownership, and game design.

Aleksander Franiczek

Aleksander Franiczek completed his BA and MA in English Literature at Western University and is currently a PhD candidate for the University of Waterloo’s English program. His doctoral research synthesizes perspectives from game studies, phenomenology, narrative theory, and critical design to consider how a player's sense of immersion in the world of a videogame can provide a means towards self-reflection through creative engagements both during and outside gameplay. As a member of both the Games Institute and Critical Media Lab, he is interested in exploring critical and alternative approaches to analyzing gameplay experiences that focalizes how personal meaning is generated in the meeting between player and program. He also helps other game enthusiasts publish their work as the Section Head of Essays at First Person Scholar , where he also features on the journal’s podcast.

Kyle Gerber

Email: [email protected]

Kyle Gerber , BA (Laurier) MA (Waterloo) BEd (Laurier), is a PhD candidate in the department of English Language and Literature. He works under the supervision of Dr. Randy Harris on a dissertation titled "Figures of Forgiveness: Rhetorical Foundations of the Mennonite Ethos of Forgiveness." Kyle is a recipient of the W. K. Thomas Graduate Scholarship, several Ontario Graduate Scholarships, and is the grateful recipient of a SSHRC Doctoral Scholarship. He enjoys teaching courses in rhetoric, academic writing, and science communication, and has several nominations for the TA Award for Excellence in Teaching. Kyle enjoys collaboration and academic community, and serves on the executive committee for RhetCanada. Previous research collaborations include working with RhetFig at the intersections of rhetorical figures and AI/NLP, the Critical Media Lab, and an expanded Mennonite/s Writing bibliographic database. He is interested in rhetoric (especially Burkean) and understandings of forgiveness, as well as Canadian Literature (especially “Mennonite” writing): the question at the nexus of these interests is “what action do we symbolize when we say ‘I forgive’?” In particular, his interest has broadened to include figuration, so a central question he is pursuing is "what rhetorical figures cluster around statements of forgiveness?" When not taking up space on campus, Kyle enjoys working with his wife Tracy to care for their three daughters, serving as an associate pastor at a church near Wellesley, and moonlighting as a mandolin player in his side-hustle bluegrass band.

Kasturi Ghosh

Email : [email protected]

Kasturi Ghosh   is a PhD candidate in the Department of English Language and Literature at UW. Focusing on the portrayal of vampires and other monstrous entities created by Anne Rice, Poppy Z. Brite, and Charlaine Harris, her research studies contemporary Gothic Fiction of the American South, reading it as a body of fiction that reflects both the homogeneous identity forced upon the region and the uncanny re-emergence of its global past and its diverse population. This approach complements psychoanalytical approaches by tracing the changing socio-political imaginary of the American South and its influence on the Southern Gothic, which, by the end of the 20th century, came to challenge the region’s supposedly uniform cultural and political identities. She has presented her research at international conferences like the IAMAS, NEPCA, SFU-IGA, and Louisville Conference on Lit. and Culture. Kasturi has served as the International Student Representative of SAGE for three terms (2021-2024).

Prior to coming to UW for her PhD in 2020, Kasturi served as an Assistant Professor of English for eight years in her home country, India. She holds an MPhil and an MA in English from Jadavpur University Kolkata, another MA in Women’s and Gender Studies from IGNOU, New Delhi, and a BA Honours in English from Loreto College Kolkata, India. She has published papers in peer-reviewed journals . Her interests are Gothic Studies, Gender Studies, Popular Literature and Culture, and Adaptation Studies.

Chris Giannakopoulos

Email: [email protected] Profile: Academia.edu Project Alumni: The Life of Words & Shakespeare’s Common Language

Christopher Giannakopoulos (BA, MA Waterloo) is a PhD candidate specializing in rhetorical studies and contemporary literature of the UK. Chris’s research investigates how a handful of late-modernist poets engage various knowledge domains (eg: philosophy, history, theology) to develop the idea of poetry as an epistemological medium. Drawing on gestalt psychology, the rhetoric of riddles, and the poetics of theology, Chris’s research explores how language and literature produce—and in some cases necessarily obstruct—the paths towards knowledge.

Vanya Gnaniah

Vanya Rachel Gnaiah is a PhD Student whose research interests include Animal Studies, Posthumanism, Food Culture and Media Theory. She previously completed an Integrated MA in English Studies with a minor in Development Studies at the Indian Institute of Technology, Madras. She was also the recipient of the Erasmus Mundus scholarship and was selected for an exchange program to Aarhus University, Denmark. She currently holds the Exceptional Doctoral Student Scholarship and her PhD research examines the conditions that make the animal killable in the abattoir and the biopolitical consequences of technological innovations centered around lab-grown meat and plant-based proteins.

Thomas Hanson

Zahra Jafari

Zahra Jafari is a fourth-year PhD candidate of Rhetoric in the department of English Language and Literature. She completed her BA in English Language and Literature and her first MA in Translation Studies, both at University of Isfahan. She did a second MA in Rhetoric and Communication Design at the University of Waterloo. Currently, she is working on her dissertation under the supervision of Dr. Michael MacDonald. Her project is a comparative, multimodal analysis of the representation of Iranian women in media. Zahra’s book chapter titled “Iranian Women and the Media: The Good, the Bad, and the Untold” has appeared in Minority Women and Western Media: Challenging Representations and Articulating New Voices .

Some of her academic interests include: Rhetoric, Women’s Studies, Metaphor Studies, Postcolonial Literature, Shakespeare, 19th-century British Literature, and Translation Quality Assessment (TQA).

Melissa Johnson

Email: [email protected]

Melissa Johnson is a PhD student in the Department of English Language and Literature. Her dissertation examines how the rhetorical history of hysteria has informed and continues to inform current societal and medical perceptions of contemporary women with illness and/or disability. Melissa graduated with distinction from Western University with a BA (Hons.) in English and a Minor in Sociology. She received her MA in Interdisciplinary Studies from the University of Northern British Columbia where she examined the negative social and health ramifications of disseminating, legitimating, and perpetuating pathologizing discursive representations of Indigenous peoples in Canadian media. Melissa is the recipient of the Provost Doctoral Entrance Award (2018/2019). She is also an Executive Member of the Student Association for Graduates in English (SAGE) serving as Equity Liaison (2019/2020). She is committed to investigating inequities and oppression, violence, discourse and power, and especially, ableism.

Chitra Karki

Chitra Karki  is a PhD student, Department of English Language and Literature. He received an MA in English Language and Literature in 2002 from Tribhuvan University, Nepal, and an MA in Rhetoric and Communication Design in 2015 from the University of Waterloo. His research interests are: Critical Race Theoretical Praxis, African American Rhetoric, Critical Pedagogy, Postcolonial Studies,  Nuances in South Asian Diaspora(s) and Critical Sociolinguistics.

Jin Sol Kim

Jin Sol Kim is a PhD candidate in English with a BA (Hons. English Literature and Rhetoric, Minor Speech Communication) and MA (Rhetoric and Communication Design) from the University of Waterloo. Her research focusses on digital media, visual culture, and postcolonial/critical race theory to consider the ways in which [digital] photography shapes and negotiates racial ideologies.

Jin Sol is also a recipient of the Ontario Graduate Scholarship and is part of the SSHRC-funded project "(Re)Marked Tattoos" , which studies commemorative Holocaust tattoos as new sites of public Holocaust memory.

Alicia Latimer

Alicia Latimer (she/her) completed a BA (English Literature), MA (English, Rhetoric and Communication Design), and is currently a PhD candidate at the University of Waterloo. Alicia is the recipient of the Provost Doctoral Entrance Award for Women (2020). Alicia’s research examines the representation of disability in Young Adult literature and how readers respond to this representation in online spaces. She has completed the Fundamentals of University Teaching program and is currently pursuing a Certificate in University Teaching from the Centre for Teaching Excellence.

Christopher Lawrence

Email: [email protected] During my undergraduate studies at Carleton I double majored in English Literature and Linguistics, and played a lot of video games. During my Masters in English Literature at Carleton I specialized in science fiction and dystopia, and played a lot of video games. At some point I realized that I ought to combine these interests. Video games are everywhere now: in books, in film, on your TV, on your phone, in the classroom, in the workplace. I want to make sense of their impact on our lives. People today spend as much time playing games as they might have spent reading books fifty years ago. How does that restructure our cognition? McKenzie Wark summarizes that “Games are no longer a pastime, outside or alongside of life. They are now the very form of life, and death, and time itself." So "play" isn't just about play anymore. Play has become work. I believe that it's essential to understand how we are using what we learn in games to approach challenges in our real lives. To plead ignorance is to allow external forces to co-opt those influences and manipulate them in their favour. Nick Dyer-Witheford and Grieg de Peuter warn that "video games are a paradigmatic media of empire." To this I ask: what is our alternative? How can we take this cognitive capital back from the gamified office and leverage it positively? Big questions. I can't answer them on my own. That's why I'm here at the University of Waterloo.

Rency Luan (she/her) is a PhD student in English with a BA (Hons. English; Rhetoric) from the University of Waterloo and MA (Rhetoric) from Carnegie Mellon University. Rency’s research examines the intersection between mental health, immigration, and race to explore the ways in which [mental health] discourse is circulated within an intergenerational level.

Kem-Laurin Lubin

Email: [email protected]

Kem-Laurin Lubin is a Ph.D. candidate at the University of Waterloo, where she focuses on Artificial Intelligence (AI) biases and how their inherent discursivity informs the material effect on the lived experience of people, particularly the marginalized. Her research is predicated on the idea that technology is nothing short of a digital colony, mathematizing and amplifying the analogic biases and that an understanding of how AI models work can better inform how they make decisions, void of bias but also to further hermeneutic methods of assessing AI models as advanced textual forms. She is also the 2021-2022 OGS/QEII-GSST Scholarship (2021-2022) as well as President’s Graduate Scholarship (PGS) 2021. Kem-Laurin completed an Honours B.A. at the University of Ottawa and an M.A in the Rhetoric and Professional Writing stream at the University of Waterloo.

Christopher Martin

Chris Martin is a PhD student at the University of Waterloo, building on the concepts learned there during his Masters in English Rhetoric and Communication Design. Currently, he is spending his time researching the formation of ideological communities on YouTube, focusing on the interactions between the rhetorical techniques employed by popular content creators and the platform’s algorithmically driven content recommendation systems. When not testing the limits of his sanity by gazing into the abyss of the internet, Chris writes and edits screenplays, and even engages in the occasional acting role.

Anna McWebb

Anna McWebb (she/her) is a PhD student in English with a BA (Creative Industries) from Toronto Metropolitan University, and an MA (Art History and Visual Culture) from the University of Guelph. Her research focuses on contemporary digital media rhetoric and aesthetics through considerations of satirical and artistic responses to Internet archetypes as digital forms of protest.

Anna is the recipient of the Provost’s Doctoral Entrance Award (PDEA) for Women and is currently pursuing the Fundamentals of University Teaching certificate through the Centre for Teaching Excellence.

Diana Moreno Ojeda

Diana Moreno Ojeda , BA (Art History and Theory; Philosophy minor, Los Andes University), MA (English Language Teaching, University of Tabriz), and MA (Rhetoric and Communication Design, University of Waterloo) is a PhD candidate at the University of Waterloo.

Her research work is anchored at the intersection of Attitude, Artificial Intelligence (AI), and Cognitive Narratology. More specifically, Diana looks at how authors deploy patterns of Attitude in science fiction to present their evaluation of AI to their readers. Attitudinal appraisal is ultimately a device for the positioning of discussions on the cultural value of our technological artifacts and their construction; but, also, for the exploration of our current definitions of intelligence, reason, and cognition.

Diana is also Associate Editor of Essays for First Person Scholar , and she enjoys cooperative table-top games just as much as reading Science and Speculative Fiction.

Dakota Pinheiro

Email: [email protected] Twitter: @DakotaPinheiro

Dakota Pinheiro (he/him) is a PhD Candidate and Sessional Instructor in the Department of English Language and Literature and a Graduate Educational Developer (GED) for the Centre for Teaching Excellence. He completed his BA in Honours English Literature at the University of Waterloo and his MA in English at the University of Toronto. He has also completed the Fundamentals of University Teaching (FUT) certificate and is currently completing his Certificate in University Teaching (CUT) from the Centre for Teaching Excellence. Dakota has served as Treasurer and Co-President of the Student Association for Graduates in English (SAGE), as a voting member on the English Chair succession committee, as a chair for the graduate student stage of 2022’s English faculty interviews, and as an Editor and Section Head of Commentaries at First Person Scholar (FPS).

Dakota’s dissertation project critically examines socially-conscious works of contemporary American literature and their representations of labour protest, in/justice, and intersectional solidarity. His project, divided into three sections, examines representations of labour in corporate fiction, superhero satire, and in the COVID-19 pandemic’s literary corpus. His work employs an interdisciplinary approach, integrating economic theory, critical labour studies, and literary theory (to name a few) into his investigation of the social implications of labour and equity advocacies in some of America’s most recent literary works. Dakota presently has forthcoming articles being published by First Person Scholar and English Studies in Canada and has presented his research at several prestigious venues including MLA, ACCUTE, CAAS, NeMLA, and CASDW.

Dakota has been the recipient of a number of merit-based scholarships including a Viola Whitney Pratt Memorial Scholarship, two Ontario Graduate Scholarships (OGS), a Jack Gray Graduate Fellowship, an Arts Graduate Enhancement Scholarship, UW President’s Scholarship, the Lea-Vogel Nimmo Graduate Professionalization Award, and a W.K. Thomas Graduate Scholarship. He has also been the recipient of his cohort’s Grade Average Award and Betty G. Headley Senior Essay Award during his undergraduate studies.”

Alison Purnell

Email : [email protected]

Alison Purnell is a PhD student in English Language and Literature at the University of Waterloo. She has a BA in Religious Studies from the University of Waterloo, an MA in Medieval Studies from the University of Toronto, and studied at the Centre for Medieval Studies at the University of York (UK) for several years. Her interdisciplinary work explores the social discourses and rhetoric around mental disability in 14th and 15th century England through the lens of critical disability theory. Alison's translation of her manuscript source material was included in the Medieval Disability Sourcebook published by Punctum Press (2020) and she tweets about disability history and amusing medieval shenanigans at @14thCdisability .

Toben Racicot

Email: [email protected]

Toben Racicot 's research focuses on role-playing games; loot systems, character creation, adaptation, and digital magic circles. His dissertation examines affordances and constraints of RPGs to suggest revised mechanics to lessen the barrier of entry for gamers. Loot should be more findable, character creation include fewer long-range choices, and more viable options for progression through combat, social interaction, and exploration.

Toben is the co-host and producer of The Games Institute Podcast, interviewing student and faculty researchers from the Games Institute and The University of Waterloo. He’s the recipient of the English Department's TA Award for Teaching Excellence (2020-2021). He also designs tabletop games for the Environments of Change project headed by Dr. Steven Bednarski.

In addition to academic work, Toben creates comic books as a writer and letterer. He writes Crown & Anchor and Pilgrim’s Dirge. He letters Beastlands (Dark Horse Comics), Juniper (Scoot!), and Sidequest.

Supervisor: Dr. Neil Randall

Jennifer Rickert

Email: [email protected] LinkedIn: @jennrickert Twitter: https://twitter.com/JennRickert

Jenn Rickert is an interdisciplinary-trained academic, currently in the English PhD program, who specializes in the study of people, technology, and culture. Currently, her research focuses on gender, power structures, and social dynamics surrounding competitive gaming communities, particularly within World of Warcraft. She is also interested in gaming cultures (more broadly), identity, embodiment, gamification, gaming narratives, world building, storytelling, cultural reciprocity, and human-technology interactions.

Her research interests and object-texts have included 3D printing of archaeological artifacts & semiological meanings (MA thesis), modification & cheating in (video)games, emotion and game-investment, microtransactions/DLCs, role-playing (traditional & non-traditional), paratext, video game lore & narrative, and Twitch.

Christopher Rogers

Email: [email protected]

Christopher Rogers is a PhD student in English. He completed his BA in Political Science at the University of Toronto and his MA in Experimental Digital Media at Waterloo. His research explores the rhetoric of watery spaces – shores, riverbanks, beaches – as places where the vibrancy of the material world comes into focus. Chris’ work asks what hopeful paths forward we can imagine, observe, and create when we pause and consider our entanglements with the nonhuman world.

Stephanie Samboo

Email: [email protected] LinkedIn: Stephanie Samboo

Stephanie Samboo is a PhD candidate at the University of Waterloo’s English Language and Literature department. She has a Bachelor of Arts (English) and Master of Arts (English Studies) from the National University of Singapore. She is also an Ontario Certified English Language Teacher (OCELT), a CLBPT (Canadian Language Benchmarks Placement Test) assessor and a certified ISW (Instructional Skills Workshop) facilitator. Her research interests include Intercultural Rhetoric, Composition Pedagogy, the Scholarship of Teaching and Learning, Postcolonial Studies, and Language Acquisition.

Her PhD research project seeks to foreground rather than elide the lived experiences of Black, Indigenous, and People of Colour (BIPOC) speakers and writers of World Englishes; to critique mainstream writing pedagogies that participate in that elision; and to theorize a translingual pedagogy that provides safe and open spaces for the identities, languages, epistemologies, and discourses of BIPOC to prevail in North American writing classrooms.

In addition to her doctoral studies, Stephanie is an Associate Dean in the Faculty of Humanities and Social Sciences at Sheridan College. She oversees the cross-college English and Communications portfolio, the English Language Studies (ESL) program and the TESOL (Teaching English to Speakers of Other Languages) Plus graduate certificate.

Jerika Sanderson

Email: [email protected] LinkedIn: Jerika Sanderson

Jerika Sanderson is a PhD candidate at the University of Waterloo. She completed her MA (English) and her BSc (Biological Sciences and English) at Brock University. Her doctoral research is funded by a Joseph-Armand Bombardier Canada Graduate Scholarship (2021-2024) and investigates representations of biotechnology and biomedicine in 21 st -century science fiction and science journalism. In general, she is interested in the intersections of biotechnology, biomedicine, environmental issues, and discourse, and her research engages with critical posthumanism and critical medical humanities. She is the recipient of the Provost Doctoral Entrance Award for Women (2019), the Waterloo Special Graduate Student Entrance Award (2019), the Lea Vogel-Nimmo English Graduate Professionalization Award (2020), and the Rhetoric Essay Prize (2021).

Sabrina Sgandurra

Email: [email protected]

Sabrina Alicia Sgandurra (HBA Toronto Metropolitan University, MA University of Waterloo) is a PhD student specializing in games studies. As a resident of the Games Institute and as a student, her research focuses on the intersection of oral storytelling traditions in the act of streaming story-focused video games. Sabrina has won two OGS awards, has presented her research at distinguished conferences such as DiGRA 2023, PCA 2021 & 2022, MLA 2022, CGSA 2021 , and ACCUTE 2022 , and has published her research in Simulation & Gaming . In addition to her role as a student, she is also currently working at First Person Scholar as the Editor-in-Chief.

Mohsina Shafqat Ali

Email : [email protected]

Mohsina Shafqat Ali completed her BA (High Distinction) from the University of Toronto, MA from York University, and World Literature Diploma from York University. She is currently a PhD Candidate in the Department of English Language and Literature at the University of Waterloo. Her research interests include South Asian Women’s Life Writing, Postcolonial Studies, Discourse Analysis, Diaspora Studies, Translation Studies, and World Literature. Her MRP responded to the paucity of life writing texts by South Asian women writers who have not been analyzed in the discourse of Postcolonial Studies, Diaspora Studies, and Translation Studies. In order to close the gap of this understudied field, in her dissertation, she plans to continue her investigation of women’s Diasporic Intersubjectivity by examining South Asian Women’s Memoirs from a Transcolonial perspective.

Besides writing for her dissertation, Mohsina likes to expand her teaching skills by attending the courses provided by the University of Waterloo. She has tutored students from Access ibility at the University of Toronto, and was a TA and a GA at the University of Waterloo. She is currently a GI at the University of Waterloo. She has also served as the Co-President for SAGE (Student Association for Graduate in English) at the University of Waterloo. Besides that, she reads for the Puritan Magazine. In her free time (if she has any), she likes to set up her telescope in her backyard to gaze at the moon.

Elizaveta Shatalova

Email : [email protected]

Elizaveta (Liz) Shatalova is a PhD candidate in English Language and Literature at University of Waterloo, Canada. Liz attended the Faculty of Philology for her Bachelor’s Degree at the Lomonosov Moscow State University and received her Master of Arts Degree from the University of Leeds in England, where she specialized in Modern and Contemporary Literature. Her current dissertation thesis, titled “The Post-Literary Public Sphere and the Digital Assembled Culture: Towards the Structural Transformation of Criticism”, theorizes the post-literary public sphere in the digital media context, examining the tension between institutionalized practices of criticism and public communication online. The genre of a video essay online is her primary focus. She specifically interrogates the digital communicative forms vis-a-vis their hybridized adoption (and countercultural rejection) of the legitimized norms and conventions of scholarly criticism, inclusive of the critical methods of cultural studies. Her research interests include new media studies, popular culture, the Frankfurt School, and communication theory.

Rebecca Sherlock

Profile forthcoming

Humaira Shoaib

Email : [email protected]

Humaira Shoaib,  B.A. (University of the Punjab), M.A. (University of the Punjab), is a PhD candidate in the Department of English Language and Literature. Humaira’s research focuses on Canadian Muslim fiction and its engagement with the “Bad Muslim” stereotype through a Critical Muslim Studies lens. Her research is enriched with ideas from post-colonial studies, Diaspora Studies, and social justice rhetoric. 

Since 2021, Humaira has been involved as a research assistant for a collaborative research project between the Coalition of Muslims Women-KW and Researchers from the University of Waterloo. She is also volunteering to organize a Muslim Writers Festival to be held in the US in the year 2025. Humaira has been an influential member of the university community, taking on leadership roles that have made a significant impact. For SAGE (Student Association for Graduates in English), which is the departmental GSA, she has served as the Equity Liaison (2021-2022), President (2022-2023), and the current Co-President (2023-2024). In 2024-25, she is employed as a Teaching Assistant Workshop Facilitator with the Center for Teaching Excellence.

At Waterloo, her research is supported by the Ontario Graduate Scholarship (OGS), and she is the grateful recipient of numerous awards, including the Lea Vogel-Nimmo English Graduate Professionalization Award, the TA Award for Excellence in Teaching, and the W.K. Thomas Graduate Scholarship. Her research work was also nominated for the Beltz Essay Prize in Literature. Humaira likes to spend her free time with her family of three boys and a loving husband.

Kirk Sullivan

Profile forthcoming.

Valerie Uher

Email : [email protected] Twitter: @valerieuher LinkedIN: Valerie Uher

Valerie Uher, B.A. (University of Toronto), M.A. (Toronto Metropolitan University), is a PhD candidate in the department of English Language and Literature. Valerie’s research focusses on Canadian fiction (20 th and 21 st century) portraying labour unrest in the context of Canada’s resource economy. Her dissertation addresses the myriad ways worker subjectivity is imagined in this literature, and how those representations are impacted by shifting notions of race, ability and gender in settler-colonial Canada. Valerie’s research interests include labour studies, critical theory, modernism, and energy humanities. She is a co-editor and managing editor of The Johns Hopkins Guide to Critical and Cultural Theory and her work has been published in ESC: English Studies in Canada, Canadian Literature and The Routledge Encyclopedia of Modernism . She has book chapters forthcoming in 2 edited volumes (McGill-Queens University Press & West Virginia University Press) and presents her research regularly, domestically and internationally. Valerie is the proud recipient of the 2023 Barbara-Godard Prize for best paper by an emerging scholar, awarded by The Association for Canadian and Québec Literatures (ALCQ-ACQL).

As an active member of the university, Valerie has served her colleagues in a variety of ways: as amember of the S.A.G.E., Valerie served as Member-at-Large and G.S.A councillor for English; as a volunteer for the UW chapter of the Fight for Fifteen and Fairness (now Justice for Workers), she led an advocacy group that supports students in their fight for improved working conditions. Valerie is a proud organizer and advocate for the campaign to unionize sessionals, TAs and RAs at the university (OUW). At Waterloo, Valerie’s research is supported by a SSHRC Doctoral Fellowship and an Ontario Graduate Scholarship (OGS), and she is the grateful recipient of numerous awards including the Lea Vogel-Nimmo English Graduate Professionalization Award; Arts Senate Award; and the TA Award for Excellence in Teaching, amongst others.

Julie Veitch

Email : [email protected]

Julie Veitch  completed a BA (Honours English, Minor History) at Toronto Metropolitan University and MA (English Language and Literature) at Brock University. Now a PhD candidate in the English Language and Literature department at the University of Waterloo, her research focuses on modern children's and YA horror-mystery books, movies, and video games. She is especially interested in character agency, depictions of monstrosity, and the lingering legacy of the Gothic within these narratives. Julie is also an executive member of SAGE and an associate editor for First Person Scholar.

Email : [email protected]

Andrew Weiler

Email: [email protected]

Andrew Weiler is a PhD candidate in English Language and Literature at the University of Waterloo. He is the recipient of the Ontario Graduate Scholarship for his work on novelist and poet Charlotte Brontë. His MA thesis, Charlotte Brontë’s Spiritual Vision , was published in 2019.

His dissertation research includes embodied learning, cognitive literary studies, and composition pedagogies. These diverse academic interests stem from professional experience and prior education. Teaching a variety of subjects from grades K-12, and first-year writing courses at multiple universities, Andrew has worked with the Ojibwa people of Shoal Lake 40 Indigenous Reserve (near Winnipeg), in southwest Saskatchewan, and southern Ontario. He graduated from the University of Western Ontario with a bachelor of education and from the University of Windsor with an MA Thesis in English Language and Literature.

Andrew currently instructs ENGL 109 Academic Writing and Somatic Literacies at the University of Waterloo, and has been published with the Brontë Studies Journal (Taylor and Francis):

“An Orphan’s Dissent: Charlotte Brontë’s Spiritual Vision in Jane Eyre” (2022). https://www.tandfonline.com/doi/full/10.1080/14748932.2022.2121626

Blaze Welling

Email: [email protected] LinkedIn: Blaze Welling

Blaze Welling (she/her) completed her Honours BA (English), MA (English and Film Studies) at Wilfrid Laurier University, and is now entering her Ph.D. in English Language and Literature at the University of Waterloo. Blaze is primarily interested in Canadian and Indigenous Literature of the nineteenth century with a specific investment in comparing both Métis and settler texts through representations of ‘nation’ and ‘identity.’ Moreover, she is interested in finding answers to questions surrounding settler semantics, what it might mean to be ‘Canadian,’ and literary depictions of nation-building to uncover gaps of Indigenous representation in the national narrative. As a settler, she maintains a respectful and considerate methodology, deeply committed to using her privilege to uplift Indigenous voices in literature.

In addition to her doctoral studies, Blaze is also a representative for the Student Association for Graduates in English (SAGE) at the University of Waterloo with hopes of helping her fellow graduate students feel represented and acknowledged.

Sonia Zafar

Email : [email protected]

Sonia Zafar is a PhD student in English Literary Studies. Her research interests include Feminist and Post-colonial Research Studies. She did her MS from Lahore College for Women University, Pakistan, in English Literature. She has also worked at the University of Engineering and Technology Lahore, Pakistan as a Lecturer under the Higher Education Commission of Pakistan. Her previous research at the University of Waterloo focused on the South Asian Muslims as Model Minorities within the diaspora fiction of the South Asian Anglophone writers. She is particularly interested in exploring the experiences of postcolonial diaspora and depicting the identity deconstructions due to their displacements.

Fatima Zohra

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• idaho college murders

Defense asks to move Bryan Kohberger trial in Idaho college murders case, citing 'mob mentality'

MOSCOW, Idaho -- Bryan Kohberger's attorneys are asking for his trial to be moved, citing a "mob mentality" in the town where four college students were killed.

Kohberger is accused of killing four University of Idaho students in their off-campus home in 2022.

This defense requested to move the case out of town, saying in a recent memorandum he can't receive a fair trial in Latah County because of "inflammatory" publicity.

Kohberger's lawyers are citing a survey they conducted of potential jurors.

However, prosecutors rejected that argument in a filing, saying the court could put in place other measures to ensure a fair trial.

On March 22, Judge halted the surveys being conducted by the defense team, leading to discussions on the matter during hearings on April 4 and April 10, but it was later allowed to continue "without modification."

The judge ruled that most of the survey questions were not in violation of the court's non-dissemination order in the case. Many of the questions included in the defense surveys came from the probable cause affidavit that was not sealed in the case, the judge argued.

The filings are the latest pre-trial developments in Kohberger's quadruple murder trial, which is set to begin in June 2025.

It's been a long and winding road since the four students - Kaylee Goncalves, Ethan Chapin, Xana Kernodle and Madison Mogen - were fatally stabbed in the overnight hours of November 13, 2022, at a home just off the school's main campus in Moscow, Idaho.

Kohberger, a Washington State University graduate student in criminology, was arrested in the killings on December 30, 2022, in his home state of Pennsylvania. A not-guilty plea was entered on his behalf in May 2023, and his attorneys have indicated the 29-year-old intends to present an alibi as part of his defense. Prosecutors have said they will seek the death penalty.

The progression of the case has been slowed by a series of pre-trial motions and hearings that have frustrated the family of one of the victims as well as the judge overseeing the case.

The hearings largely fall into a few different buckets. One relates to the defense attorneys' access to evidence, particularly how the prosecution used investigative genetic genealogy in building the case. A second set of hearings concerns Kohberger's proposed alibi for his innocence. Third, there have been a number of hearings related to a gag order that restricts what the parties can publicly say about the case.

ABC News contributed to this report.

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The University of Tokyo, Komaba Graduate School of Arts and Sciences, College of Arts and Sciences

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HOME > General Information > Education > Graduate School of Arts and Sciences > Language and Information Sciences

Last modified on September 1, 2014

Department of Language and Information Sciences

At the Department of Language and Information Sciences, the main purpose of research is to consider, from a multi-dimensional perspective, what may be seen as the basis of human intellection - language activities and linguistic processes. The perspectives vary enormously, from humanities and social scientific approaches seeking to capture language as part of human activities in cultures and societies, to natural scientific and engineering approaches seeking to capture language in relation to the human brain and computer sciences. The department, in this sense, may be seen an embodiment of the academic principle of the Graduate School of Arts and Sciences - cross-cutting interdisciplinarity - with 'language' at its core. Another important feature is the broad range of languages studied, covering almost all of the major European, American and Asian languages, making the most of the Graduate School of Arts and Sciences, which boasts the expertise of the staff who teach foreign languages to the University of Tokyo's undergraduate students.

The two pillars of teaching at the department are taught courses and personal tutoring centred on thesis writing. In the taught courses, a key aim, naturally, is to provide an arena for academics and students to make the best of the latest research and explore new directions of inquiry together, but the department also takes into account the fact that many students choose their specialism for the first time upon entering the graduate school, and makes sure to equip the students with basic knowledge and approaches. It is also for this reason that some courses set required introductory courses, which is rare for graduate schools in Japan.

Personal tutoring is mostly provided by a thesis supervisor, allocated in accordance with student preference soon after enrolment. In the case of both Master's and doctoral theses, guidance is provided by multiple instructors, with the supervisor playing the central role, forming a thorough supervision system. Under such principles and teaching, graduates of the department are active, not only in research and education at universities and research institutes, but also in the outside world, in practical fields including the civil service and private sector corporations.

For further information, please visit the Department's website.

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Follow our news, recent searches, former ntu researcher fined for stalking phd student she developed feelings for, sent him 116 emails, advertisement.

The victim obtained a protection order against the 34-year-old woman, but she kept sending him emails and even visited his workplace.

File photo of a student entering the Nanyang Technological University. (Photo: Calvin Oh/CNA)

This audio is generated by an AI tool.

SINGAPORE: A researcher at the Nanyang Technological University (NTU) developed feelings for a PhD student who was helping with her project.

She began sending him long messages, persisting in sending him 116 emails and stalking him despite the man obtaining a protection order against her.

The woman also visited the man's workplace in Fusionopolis and asked to see him.

Han Xiaobing, a 34-year-old Chinese national who is no longer a researcher at NTU, was fined S$8,000 (US$6,124) by a court on Wednesday (Aug 21) for her actions.

She pleaded guilty to two charges under the Protection from Harassment Act of unlawful stalking and contravening a protection order, with a third charge taken into consideration.

The court heard that the victim, a 29-year-old Chinese national, got to know Han while he was obtaining a PhD degree at NTU. A software developer and analyst, he assisted Han on a research project.

Han began having personal feelings for the victim, which he rebuffed.

In February 2021, after the victim grew uncomfortable with Han sending him long messages and repeatedly expressing her feelings for him, the victim blocked all electronic communications from Han.

However, Han still tried to contact him, and the victim eventually obtained a protection order under the Protection from Harassment Act against Han on Oct 25, 2023.

The order prohibited Han from stalking the victim through any means, making any communication to him or attempting to do so. It also barred Han from entering or loitering in any place near the victim's workplace or any other place he frequents.

Between Oct 25, 2023 and Dec 12, 2023, Han sent 116 emails to the victim's NTU email account. In them, she demanded to see him and speak to him in person.

On Dec 7, 2023, she went to the victim's workplace and asked the counter staff at the lobby if she could see him. However, he was not there.

Han returned five days later and asked to see the victim again.

The victim made a police report later that day, saying Han was not abiding by the terms of the protection order and that her actions were making him "extremely stressed".

The police questioned Han about a week after this, and she admitted to stalking the victim. She promised to adhere to the protection order conditions and cease all communications with him.

However, she visited the victim again on Jan 3 this year, when the victim was working in a school laboratory at NTU as part of his research.

Han approached his office and saw him through the window. The victim registered her presence and left his office to tell Han that he would be calling the police.

Han then left the university without saying a word to the victim.

SENTENCING SUBMISSIONS

The prosecution sought a fine of S$7,500 for Han, saying her actions affected the victim emotionally. The frequency of her stalking was also high, he said.

Han was not represented. She told the court through an interpreter that she had been jobless for a year and eight months because of this incident and asked for leniency.

The judge said the victim had gone to the extent of obtaining a protection order, but Han failed to stop her conduct.

In response to queries from CNA, a spokesperson for NTU said Han's employment at NTU ended in December 2022, adding that all employees are "expected to uphold the highest standards of ethical and professional conduct".

For unlawful stalking, she could have been jailed for up to 12 months, fined up to S$5,000, or both.

For contravening a protection order, she could have been jailed for up to six months, fined up to S$5,000, or both.

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Welcome to our incoming Ph.D. students!

We are excited to introduce our incoming Ph.D. cohort, who will be joining the department in the fall of 2024! Please give them all a warm welcome – we’re so glad you’re joining us!

Below are the students’ self-provided profiles:

Tilden "Tilly” Brooks

I come to Stanford from Yale University, where I received a BA in linguistics in 2023 and where I am concurrently pursuing a JD. I am broadly interested in two areas: the language of law and the law of language. I focus both on the effects of law and policy decisions on marginalized linguistic communities (the law of language) and the application of linguistic theories, research methods, and tools to interpretive legal processes (the language of law). My linguistic interests are concentrated in formal semantics, pragmatics, and sociolinguistics, though I have a background in historical linguistics and a growing interest in computational methods.

Junseon Hong

I received my B.A. and M.A. in English Language and Literature from Seoul National University. My research interests lie in formal semantics and pragmatics, particularly how conventional meaning interacts with discourse context in non-canonical sentence forms. My thesis investigates the semantics and pragmatics of English rising declaratives, and I look forward to broadening my scope to encompass other languages and exploring other non-canonical sentence forms in my future work.

Aslı Kuzgun

I completed my BA in English Language Teaching at İstanbul Bilgi University, where I met the field of linguistics and went on to earn an MA in Linguistics at Boğaziçi University in İstanbul, Turkey. I am mainly interested in the morpho-syntax of Turkic languages with a focus on case, agreement, and nominalizations. I am also an NLP enthusiast with research and professional experience in the development of various linguistic corpora in Turkish and English. I am looking forward to combining my two interests together at Stanford by continuing research in theoretical linguistics while equipping myself with the computational tools available at Stanford.

Kim Tien Nguyen

I grew up in Vietnam and earned my BA in Linguistics from Goethe University Frankfurt in Germany. In my BA thesis and a subsequent study, I experimentally investigated the pragmatic effects of topicality encoded by intonation and sentence structure on scope interpretation in German. Alongside pursuing my primary research interests in semantics/pragmatics and psycholinguistics, I also look forward to delving into computational linguistics during my graduate studies. By combining insights from formal linguistic analysis, psycholinguistic experimentation, and computational methods, I seek to explore language production and comprehension as fundamentally probabilistic processes. I am very excited to embark on my PhD journey and become a part of the Stanford community!

Nathan Roll

I'm a Bay Area local who graduated with a B.A. in Linguistics and Economics from UC Santa Barbara in 2023. (My senior thesis tested how speech-to-text models can be modified to automatically detect intonation units in conversational speech.) I've since focused on developing variation-robust language technologies as a research assistant at the University of Cambridge while also working as a freelance data scientist. At Stanford, I'm excited to collaborate on projects related to sociophonetics, prosody, and NLP, while also exploring connections to cognitive science and economics.

Yuka Tatsumi 

I graduated from Middlebury College in May 2022 with degrees in Neuroscience (major) and Linguistics (minor). For the past two years, I have been working as a lab manager at the Center for Language Science at Pennsylvania State University. Broadly, I am interested in acoustics, phonetics, and psycholinguistics. Since my sophomore year, I have been intrigued by the perception and production of emotional prosody, and to what extent it is universal and language/culture-specific. I am excited to continue exploring this topic through various approaches—behavioral, computational, and neural—at Stanford. My other research projects include: the production effect in lexical memory processing, cross-linguistic comparison of pragmatic particle acquisition, and acoustic adaptation in interactive speech. I am thrilled to be joining the Stanford Linguistics community!