Courses

2011-2012

H. Samy Alim

EDUC 389X (ANTHRO 320A, LING 253):
Race, Ethnicity, and Language
This seminar explores the linguistic construction of race and ethnicity across a wide variety of contexts and communities. Throughout the course, we will take a comparative perspective and highlight how different racial/ethnic formations participate in similar, yet different, ways of "doing race" though language, interaction and culture. Readings draw heavily from perspectives in (linguistic) anthropology and sociolinguistics. WINTER.

CSRE 15:
OccupyArt: Immigration, Nation, and the Art of Occupation
This course consists of film screenings, dialogues, and performances that engage critically with the theme of Occupation across contexts, exploring both the potential and limitations of the "Art of Occupation." Students will engage some of the most provocative artists, writers, and thinkers of our times to consider the purpose of the arts across diverse communities that engage Occupation in local, transnational and global perspective. SPRING (with Jeff Chang).

EDUC 121X (AFRICAAM 121X, AMSTUD 121X, ANTHRO 121A, CSRE 121X, LINGUIST 155):
Hip Hop, Youth Identities, and the Politics of Language
Focus is on issues of language, identity, and globalization, with a focus on Hip Hop cultures and the verbal virtuosity within the Hip Hop nation. Beginning with the U.S., a broad, comparative perspective in exploring youth identities and the politics of language in what is now a global Hip Hop movement. Readings draw from the interdisciplinary literature on Hip Hop cultures with a focus on sociolinguistics and youth culture. SPRING.

EDUC 301X (LINGUIST 253A):
Workshop on Race, Ethnicity, and Language in Schools
The Workshop on Race, Ethnicity, and Language in Schools is a new School of Education initiative that examines the profound and enduring relationships between race, ethnicity, and language in education in the U.S. and elsewhere. The seminar brings together an inderdisciplinary group of leading scholars and graduate students in language in education to address the role of race and ethnicity in a host of complex and controversial language educational issues that cut across the areas of practice, policy, and pedagogy. SPRING.

John R. Rickford

LINGUIST 65, LINGUIST 265 (AFRICAAM 21):
African American Vernacular English
The English vernacular spoken by African Americans in big city settings, and its relation to Creole English dialects spoken on the S. Carolina Sea Islands (Gullah), in the Caribbean, and in W. Africa. The history of expressive uses of African American English (in soundin' and rappin'), and its educational implications. Service Learning Course (certified by Haas Center). WINTER.

LINGUIST 66, LINGUIST 266:
Vernacular English and Reading
Discusses some of the literature on the relation between use of vernacular English varieties (e.g. African American Vernacular English, Chicano English) and the development of literacy (especially in Standard English). But our primary focus is on improving the reading skills of African American and Latino students in local schools through the Reading Road program developed at the University of Pennsylvania. Students must commit to tutoring one or more elementary students weekly, using the program. SPRING.

LINGUIST 250:
Sociolinguistic Theory and Analysis
Methods of modeling the patterned variation of language in society. Emphasis is on variation, its relation to social structure and practice, and its role in linguistic change. Intersection between quantitative and qualitative analysis, combining insights of sociology and linguistic anthropology with quantitative linguistic data. AUTUMN.

LINGUIST 259:
Topics in Sociolinguistics
Topics vary by quarter. Current topic is language attitudes. SPRING.