Center for the Study of Languages & Cultures (CSLC)

Swahili is offered through the Less Commonly Taught Languages (LCTs) Program at the Center for the Study of Languages and Cultures (CSLC). Class days and times are TBA and will be determined based on the availability of the students who have registered for the course. Days and times will be selected after all students have registered but before the add/drop period has finished. This course will be taught by a visiting scholar for whom Swahili is a native language. For more information, please visit the CSLC website (cslc.nd.edu) and select the "Students" tab.

Swahili is offered through the Less Commonly Taught Languages (LCTLs) Program at the Center for the Study of Languages and Cultures (CSLC). Class days and times are TBA and will be determined based on the availability of students who have registered for the course. Days and times will be selected after all students have registered but before the add/drop period has finished. This course will be taught by a visiting scholar for whom Swahili is a native language.For more information, please visit the CSLC website or contact Dr. Denise Ayo, Director of Undergraduate Studies.

Quechua is offered through the Less Commonly Taught Languages (LCTLs) Program at the Center for the Study of Languages and Cultures (CSLC). Class days and times are TBA and will be determined based on the availability of the students who have registered for the course. Days and times will be selected after all students have registered but before the add/drop period has finished. This course will be taught by a visiting scholar for whom Quechua is a native language. For more information, please visit the CSLC website (cslc.nd.edu) and select the "Students" tab.

quechua is offered through the Less Commonly Taught Languages (LCTLs) Program at the Center for the Study of Languages and Cultures (CSLC). Class days and times are TBA and will be determined based on the availability of the students who have registered for the course. Days and times will be selected after all students have registered but before the add/drop period has finished. This course will be taught by a visiting scholar for whom Quechua is a native language. For more information, please visit the CSLC website (cslc.nd.edu) and select the "Students" tab.

Hindi is offered through the Less Commonly Taught Languages (LCTLs) Program at the Center for the Study of Languages and Cultures (CSLC). Class days and times are TBA and will be determined based on the availability of the students who have registered for the course. Days and times will be selected after all students have registered but before the add/drop period has finished. This course will be taught by a visiting scholar for whom Hindi is a native language. For more information, please visit the CSLC website (cslc.nd.edu) and select the "Students" tab.

Offered for the first time in the Winter 2020 session, this new course gives students the key to India, Kenya, and Ecuador's languages and cultures. Three of the Center for the Study of Languages and Cultures' Fulbright Foreign Language Teaching Assistants (FLTAs) from these countries will teach language for basic communication in their native languages of Hindi, Swahili, and Kichwa (Quechua) as well as share unique, fascinating details about their countries and cultures. The course will be split into three sections, each week focusing on one language and culture. Enroll to continue on the path toward being a global citizen. The CSLC offers course in these three languages and cultures every semester.

This course is for learners who have not taken Swahilii before and are starting as complete beginners. Each year, a native Swahilii speaker on the Fulbright program come to ND to be the instructor for the Swahili language and culture sections. Students will practice the four main linguistic skill areas: reading, writing, listening, and speaking in the context of learning about the regions of Tannzania and Kenya, the role of the Swahili language in daily life, its role in the African Union, and more.

Building on Swahili I foundations, students will continue to practice the four main linguistic skill areas: reading, writing, listening, and speaking by building vocabulary, engaging in role plays and simulated conversations, writing for the purpose of achieving tasks, and gist listening. Each year, a native Swahili speaker on the Fulbright program comes to ND to be the instructor for the Swahili language and culture sections. Students can expect authentic learning from a cultural ambassador to round out their foundations of learning the Swahili language.

This course is for learners who have completed Beginning Swahili I and II. As a traditionally spoken indigenous language, learners of Swahili often focus most on speaking and listening skills. This class will build on the foundations covered in the first year of Swahili courses and continue to incorporate grammar structures with limited activities related to reading or writing in Swahili. Primary attention will be placed on listening comprehension and speaking/pronunciation. Repeatable for advanced learners.

This course is for learners who have completed Beginning Swahili I and II. Although Swahili is a traditionally spoken indigenous language in east Africa, reading and writing can be empowering and important for languages which are regaining official status (as Swahili is an official language of Kenya and Tanzania, as well as the African Union). This class will build on the foundations covered in the first year of Swahili courses and incorporate literature authored by Swahili speaking people. Repeatable for advanced learners.

This is a topics course that covers a variety of cultural learning lectures and discussions related to the Swahili speaking people of Tanzania, Kenya, and Uganda. Led by our visiting Fulbright instructor, participants will have the opportunity to gain authentic insights, perspectives, and experiences from an international scholar. Conducted in English, no Swahili language proficiency required.

This course is for learners who have not taken Hindi before and are starting as complete beginners. Each year, a native Hindi speaker on the Fulbright program come to ND to be the instructor for the Hindi language and culture sections. Students will practice the four main linguistic skill areas: reading, writing, listening, and speaking in the context of learning about the regions of India, the role of the Hindi language in daily life, and more.

Building on Hindi I foundations, students will continue to practice the four main linguistic skill areas: reading, writing, listening, and speaking by building vocabulary, engaging in role plays and simulated conversations, writing for the purpose of achieving tasks, and gist listening. Each year, a native Hindi speaker on the Fulbright program comes to ND to be the instructor for the Hindi language and culture sections. Students can expect authentic learning from a cultural ambassador to round out their foundations of learning the Hindi language.

This course is for learners who have completed Beginning Hindi I and II and builds on the foundations established there but focuses on aural and oral (listening and speaking) skills with limited reading/writing. This class is also intended for heritage learners who want to build confidence in their spoken Hindi skills--enhancing fluency, building vocabulary, and incorporating more complex sentence structures. Primary attention will be placed on listening comprehension and speaking/pronunciation. Repeatable for advanced learners.

This course is for learners who have completed Beginning Hindi I and II and builds on the foundations established there but focuses on written language skills (reading and writing) with limited speech-based language learning. This class is also intended for heritage learners who are confident in their spoken Hindi but need to become more proficient in the written language, including grammar and different registers. Primary attention will be placed on reading comprehension and writing/spelling. Repeatable for advanced learners.

This is a topics course that covers a variety of cultural learning lectures and discussions related to the Hindi language and the cultural groups who use Hindi as a primary language. Led by our visiting Fulbright instructor, participants will have the opportunity to gain authentic insights, perspectives, and experiences from a native Hindi speaker and Indian national. Conducted in English, no Hindi language proficiency required.

This course is for learners who have not taken Quechua before and are starting as complete beginners. Each year, a native Quechua speaker on the Fulbright program come to ND to be the instructor for the Quechua sections. Students will practice the four main linguistic skill areas: reading, writing, listening, and speaking in the context of learning about the Quechua people, culture in the Andes mountains, and more.

Building on Quechua I foundations, students will continue to practice the four main linguistic skill areas: reading, writing, listening, and speaking by building vocabulary, engaging in role plays and simulated conversations, writing for the purpose of achieving tasks, and gist listening. Each year, a native Quechua speaker on the Fulbright program come to ND to be the instructor for the Quechua sections. Students can expect authentic learning from a cultural ambassador to round out their foundations of learning the Quechua language.

This course is for learners who have completed Beginning Quechua I and II. As a traditionally spoken indigenous language, learners of Quechua often focus most on speaking and listening skills. This class will build on the foundations covered in the first year of Quechua courses and continue to incorporate grammar structures with limited activities related to reading or writing in Quechua. Primary attention will be placed on listening comprehension and speaking/pronunciation. Repeatable for advanced learners.

This course is for learners who have completed Beginning Quechua I and II. Although Quechua is a traditionally spoken indigenous language, reading and writing can be empowering and important for documenting endangered languages. This class will build on the foundations covered in the first year of Quechua courses and incorporate literature authored by Quechua people. Repeatable for advanced learners.

This is a topics course that covers a variety of cultural learning lectures and discussions related to the Quechua indigenous people. Led by our visiting Fulbright instructor, participants will have the opportunity to gain authentic insights, perspectives, and experiences from a Quechua person. Conducted in English, no Quechua language proficiency required.

This course assists international graduate students in improving their academic and technical presentations. The course incorporates presentation assignments with opportunities for individualized feedback. It examines both performance issues (such as audience, delivery, visual aids, audience interaction, non-verbal behavior, and Q&A) and academic issues (such as introductions, descriptions, explaining procedures, persuasion, and defining concepts). Students also learn how to effectively prepare for three-minute thesis (3MT) presentations.

This course provides strategies and techniques for the improvement of clarity in spoken English. The course is centered on areas most critical in making speech more comprehensible: word and phrasal stress, intonation, and rhythm. In addition, there will be individual and classwork on specific vowel and consonant sounds focusing on the phonemes which frequently cause communication breakdowns. Approaches to improving pronunciation outside of class will also be incorporated.

This course assists international students in improving their academic writing. It incorporates multiple writing assignments with opportunities for individualized feedback. These writing activities are based on a diverse collection of disciplinary topics that will further develop students' vocabulary and grammar alongside writing style and usage. Students are encouraged to tailor the opportunities provided by the course to their own academic fields.

This course provides strategies and techniques for the improvement of clarity and precision in spoken English. The course is centered on areas most critical in making speech more comprehensible: word and phrasal stress, intonation, and the rhythm. In addition, there will be individual and class work on specific vowel and consonant sounds focusing on the phonemes which frequently cause communication breakdown. Approaches to improving pronunciation outside of class will also be incorporated.

Special studies course for students interested in learning Hindi.

Special studies course for students interested in learning Swahili.

This course explores major branches of linguistics, including: - phonetics & phonology (the production and perception of speech sounds) - morphology and lexicon (the structure of building meanings in words) - syntax (the logical 'rules' of language use in speech or writing) - semantics (the cognitive meaning conveyed through linguistic utterances). Through this course, students gain the fundamental knowledge needed to digest and analyze linguistic research in a variety of contexts. With these understandings, students will begin to explore how the distinct branches of linguistic study inform interdisciplinary research in fields like natural language processing, sociolinguistics, anthropological linguistics, historical linguistics, computational linguistics, and psycholinguistics.

In the Intermediate I Quechua class, students will be able to understand the main points of clear standard speech on a range of topics of general interest. They will be able to read and understand conventional narrative and descriptive texts, such as expanded descriptions of persons, places, and things and narrations about past, present, and future events. Students will be able to write about topics that are familiar or of personal interest with attention to accuracy and coherence, have good control of a range of grammatical structures and a fairly wide general vocabulary in present, past and future tenses. Students will be able to demonstrate a basic understanding of the impact of historical events.

In Intermediate Swahili I, students will be able to understand clearly the main points of standard speech on a range of topics of general interest, especially when the delivery is relatively slow and clear. Students will be able to read and understand conventional narrative and descriptive texts, this could include expanded descriptions of persons, places, and the things and narratives about past, present and future events, and write a variety of texts on topics that are familiar or of personal interest, this time, with increased attention to accuracy and coherence. They will begin to combine and link sentences into connected, paragraph-length discourse and will continue gaining gained good insights into many aspects of values, patterns, and institutions of the Swahili Culture and recognize the depth and complexity of cultural differences.

Swahili is offered through the Less Commonly Taught Languages (LCTLs) Program at the Center for the Study of Languages and Cultures (CSLC). Class days and times are TBA and will be determined based on the availability of students who have registered for the course. Days and times will be selected after all students have registered but before the add/drop period has finished. This course will be taught by a visiting scholar for whom Swahili is a native language.For more information, please visit the CSLC website or contact Dr. Denise Ayo, Director of Undergraduate Studies.

Hindi is offered through the Less Commonly Taught Languages (LCTLs) Program at the Center for the Study of Languages and Cultures (CSLC). Class days and times are TBA and will be determined based on the availability of the students who have registered for the course. Days and times will be selected after all students have registered but before the add/drop period has finished. This course will be taught by a visiting scholar for whom Hindi is a native language. For more information, please visit the CSLC website (cslc.nd.edu) and select the "Students" tab.

Hindi is offered through the Less Commonly Taught Languages (LCTLs) Program at the Center for the Study of Languages and Cultures (CSLC). Class days and times are TBA and will be determined based on the availability of the students who have registered for the course. Days and times will be selected after all students have registered but before the add/drop period has finished. This course will be taught by a visiting scholar for whom Hindi is a native language. For more information, please visit the CSLC website (cslc.nd.edu) and select the "Students" tab.

This course provides a background in several core areas of the study of human language: phonetics, phonology, morphology, syntax, semantics, and social aspects of language and language change.

In this course, you will learn sociolinguistic theories in relation to second/foreign language acquisition and teaching. You will also examine those places where language and culture come together to affect our interactions, concentrating on areas particularly important to language teaching, learning, and usage.

This course enhances students' understanding of English grammar and helps them to develop a pedagogical approach to teaching it.

This course offers a comprehensive understanding of digital literacy in relation to teaching and researching language acquisition. Students will learn a variety of digital writing technologies and be trained to think critically about cultural and communicative consequences of the digital media. Students will also gain the critical perspective and literacy tools needed to actively apply in language teaching and researching.

As a field of study, literacy entangles some of the most difficult problems in social analysis--among them the question of text, that is, of language, situation, and meaning--yet it is also a very familiar topic, the source of many proclaimed crises and the subject of many slogans and sound-bites about how to live, raise children, and prepare for the rigors and excitements of the new century"" (Collins & Blot, 2009, p.1). Literacy, as Collins and Blot, note, is a familiar topic--one so ingrained in our everyday practices, exchanges, and identities that we might take it for granted. This course, relevant not only to aspiring educators but to anyone interested in the politics of language, seeks to nuance both the concept and practice of literacy. Adopting a critical socio-cultural perspective on literacy, and with a focus on works from the New Literacy Studies and beyond, we will come to see reading and writing as pluralistic cultural practices shaped by (and giving shape to) larger contexts--social, political, historical, and always ideological. Beginning with a brief historical overview of literacy studies, we will investigate the larger economic, religious, and social forces that influence or ""sponsor"" literate practices. From there, we will more critically examine the relationship between language and power, unpacking the standards by which a person is deemed ""literate"" or ""illiterate"" in U.S. society, and better understanding how literacy, more than a cognitive ""skill,"" has implications for a person's identity and place within social structures. The second half of the semester will focus on assessing the implications of a more nuanced and critical conceptualization of language and literacies on literacy teaching and learning in U.S. school contexts. We will explore the language and literacy practices of youth culture, and ask how they might become a source of curriculum and pedagogy that honors students' plural identities. And, finally, we will ask what the purpose of language and literacy education might be--especially in a global, multilingual, multiethnic society? Assignments will include a short literacy autobiography, a presentation, and a project that will explore literacy practices in a traditional (e.g., shools) or nontraditional (e.g., a Bible study a group, a Spoken Word poetry club, an online special interest group, etc.) literacy education space.

Cross-list for linguistics minors of ANTH 20204. Language is fully embedded in human culture and society. It has both meaning and efficacy; that is, it both means things and does things. Our goal in this course is to become aware of some of the ways language functions in social life, often below the level of awareness of its users. Students will engage in a number of practical exercises that demonstrate some of the more astonishing features of language all around us. Topics include: the nature of language, including language origins, nonverbal communication, and electronic communication; language, culture, and thought (linguistic relativity); speech acts and what we do with words; conversational analysis; language and identity (class, race, gender); and language in the world (multilingualism, language endangerment and revitalization, language and education).

This course covers the inherently interdisciplinary underpinnings of sociolinguistics, the distinct subfield of linguistic study which seeks to understand the complexities of how human language is used in a myriad of contexts. More simply put: determining and measuring the relationship between language and society. Students examine spaces where language and constructs like class, gender, race, regional orientation, come together to affect our interactions on a micro (interpersonal) and macro (international) scale. With sociolinguistic lenses, we can evaluate how we use language to influence large-scale discourse like political rhetoric to anthropological understandings of diverse cultural identities and even internally investigating how our brains react to varieties of linguistic style, register, and dialect based on the social constructs informing the social group in question.

Most of us don't recall having to try to learn our mother tongue (L1) -- we acquired it before our formative years, in tandem with our consciousness. To be taught another language (L2) explicitly is a distinctly different experience and is processed, housed, and accessed differently in our brains. This course provides an overview of the principles of language learning--both L1s and L2s--which is knowledge for language learners and teachers alike. The course also delves into challenges of conducting and applying SLA research including issues in proficiency assessment, bilingualism, multicultural school settings, learner motivations/attitudes, and more.

This course assists students to develop an ability to describe and analyze words, phrases, clauses, and sentences of contemporary English and understand usage rules. Students explore how an individual's use of grammar affects human communication and how they can use the knowledge of grammar to recognize, describe, and address usage problems in context.

In this course, you will explore an overview of the principles of language structure, the processes of first and second language acquisition, and the issues involved in assessing language proficiency. You will be asked to pay special attention to the application of linguistic knowledge to the multilingual and multicultural setting.

This course is an overview of various methods used to teach a second language to non-native speakers of all ages. Topics include commonly-used methods and techniques, principles of second language pedagogy, connections between theory and classroom practice, and the roles of teachers and learners.

This course is a cross-list of ANTH 30400 "Language and Culture" where the relationship between these two distinct human phenomena is explored more deeply

This is a cross-list of ANTH 30403 for linguistics minors. Models of human communication developed in linguistic anthropology have long relied on empirical analysis and cross-cultural comparison of how people talk to other people, and to a variety of non-human “persons” as well. This course examines how anthropologists study communication between humans and non-humans, and how communication helps make persons out of non-humans. The class concerns research on seances and related scenes of spirit possession where the dead speak, talking with animals whether pets or prey, learning spiritual lessons from teacher plants, and contemporary conversations people have with artificial intelligence language models. We compare how anthropologists have asked questions about personhood when considering speech across species boundaries or across divides such as life and death. We ask how communication constructs interlocutors and makes relationships possible, and we consider the commonality and variety among communicative approaches and tactics. We ask if communication with non-humans connects people to other worlds of experience, or if it is more instructive as a projection of our own social life onto others.

This is the capstone course for the TESOL Minor. The student will log 30 teaching hours and 15 observation hours, be observed and evaluated by a TESOL professional, and complete a teaching e-portfolio.

Swahili is offered through the Less Commonly Taught Languages (LCTs) Program at the Center for the Study of Languages and Cultures (CSLC). Class days and times are TBA and will be determined based on the availability of the students who have registered for the course. Days and times will be selected after all students have registered but before the add/drop period has finished. This course will be taught by a visiting scholar for whom Swahili is a native language. For more information, please visit the CSLC website (cslc.nd.edu) and select the "Students" tab.

This course is meant to be taken after Adv. Conversational Swahili I. Swahili is offered through the Less Commonly Taught Languages (LCTL) Program at the Center for the Study of Languages and Cultures (CSLC). Class days and times are TBA and will be determined based on the availability of the students who have registered for the course. Days and times will be selected after all students have registered but before the add/drop period has ended. This course will be taught by a visiting Fulbright Foreign Language Teaching Assistant for whom Swahili is a native language. For more information, please visit the CSLC website (cslc.nd.edu).

This is the practicum option for students graduating with the Linguistics minor. Graduating seniors typically complete the practicum in their final spring semester after completing their core and elective courses. Students are paired with a local community partner school or academic support institution (such as a community center offering language support to local learners). The practicum results in a professional e-portfolio which students can refer to as they enter the job market after graduation with the intention to continue in the field of education, teaching abroad, second language acquisition research or graduate study. Components of the portfolio/practicum showcase a variety of professional skills and proficiencies, amounting to 30 hours of community engagement/practicum contact hours. There is no regular meeting pattern for this course, but students should plan to meet 1-2 times per week with their community partners in addition to regular check-ins with the CSLC DUS to track progress.

Linguistics minors typically take this course during the spring of their senior year, although some who finish the preceding minor courses early may instead choose to take it sooner. The course is designed to function similar to a directed reading; there are no official course meeting times nor any lectures, as the idea is that the student will take what he or she has learned in their previous linguistics courses to design or assist with a research project in consultation with their faculty advisor. Students should regularly meet with their faculty advisors to check in on progress throughout the semester. Students choose faculty advisors by determining topics they have come across in their past courses (those taken as part of the minor) that they are interested in researching, and then requesting advisement from a faculty advisor whose research interests align. Faculty advisors must agree to serve in this capacity prior to the start of the term that the student takes the Capstone course and will be listed as the instructor of each section.

This course offers an introduction to the foundational methods, tools, and analytical approaches used in linguistic research. Designed specifically for students pursuing a minor in linguistics, the course equips students with the skills necessary to design, conduct, and evaluate research across various subfields of linguistics, including phonetics, syntax, sociolinguistics, and psycholinguistics. Topics include formulating research questions, data collection techniques (e.g., surveys, experiments, corpora, fieldwork), ethical considerations, and qualitative and quantitative methods of analysis. Through hands-on activities, critical readings, and guided projects, students will gain practical experience with linguistic instruments and software while developing the methodological literacy essential for academic inquiry in the field. Prerequisites: At least two prior courses in linguistics or permission of instructor/DUS Required for: Linguistics minor (as an option for the capstone requirement in the minor sequence)

This course is an introduction to the Chinese sound and writing system, morphology, and syntax of the modern standard forms from a historical and linguistic perspective. The purpose of this course is to lead students who have the limited or no knowledge of Chinese to explore some interesting language phenomena by comparing Chinese and English, and to familiarize students with fundamental and systematical knowledge of the modern Chinese word formation and sentence structures.

In this class we analyze the many modes of human interaction, from our original invention/discovery of spoken language, to the invention of writing, to telegraphy, telephony, radio, movies, television, and the Internet, smart phones, and social media. We examine the affordances of each medium and modality, and develop tools to understand the ones that aren't even here yet. We draw on linguistic anthropology, biological anthropology, linguistics, cognitive science, psychology, sociology, conversation analysis, media studies, and communications.

This is a crosslist of ANTH 45842 "Doing things with Words" for linguistics minors

For Foreign Language Internship Program (FLIP) participants -- pre-departure modules, discussions, and preparations.

The Center for the Study of Languages and Cultures works with organizations in the South Bend community who are in need our talented students' language skills. Beginning in Spring 2024, the South Bend Symphony Orchestra (SBSO) is partnering with the CSLC to translate their website and promotional materials into multiple languages to be inclusive of our multilingual community here in South Bend. Students can register for this course to obtain hands-on, practical translation experience in their target language and repeat the course for as many semesters as needed until SBSO's target texts and materials are translated. Native speakers are welcome to enroll. Language learners are recommended to have completed at least the 4th semester (or equivalent) of their translation language. Satisfactory grades are received at the end of the semester by each student has completed the sections to translate for which they signed up (approximately 45 - 60 minutes of translation per week). Enrolling after Roll Call is possible with department and advisor approval.

This is the required pre-departure course for those accepted to the upcoming summer cohort of the CSLC's Foreign Language Internship Program (FLIP). We meet weekly as a group for 50 minutes and on a semi-monthly basis/as-needed one-on-one with the instructor for individualized feedback and preparation. Outside of these meeting times, students can expect to spend an average of 60-90 minutes of preparation for the next week's content. Through this course, cohort participants hone career-readiness skills like résumé writing, interviewing, and networking in an global and multilingual context. The first half of the semester, energies will be dedicated to securing internship placements. The second half will focus on developing intercultural communication skills to lay the groundwork for success and resilience during summer experiential placements.

Students in their final semester of the Linguistics minor will complete an independent, article-length research paper under the direction of an approved faculty member and overseen by the Director or Assistant Director of the CSLC. The research practicum guides students through the writing process and requires regular updates and presentations on their individual projects. This final paper is graded and signed off on by the approved faculty member.

This is a zero-credit course offered by Notre Dame International. The course helps visiting undergraduate international students make a meaningful transition to collegiate life at Notre Dame and in the United States by integrating their academic, co-curricular and residential experiences. Students will also study intercultural communication theories which will help them to navigate cultural differences in the US. Lectures, group discussions, group activities.