Program Purpose

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The undergraduate linguistics program incorporates the broad aims of Brigham Young University, notably a commitment to religious and moral values as well as to academic excellence. It provides not only practical insights and applications but also theoretical understanding leading to scholarly research and creative endeavors in linguistics. It aims at providing a balanced, broad education in the disciplines of general linguistics and English language by providing an understanding of the principles of language and dissemination of that knowledge.

Curricular Structure

 Program Requirements    |    View MAP

1. Complete the following prerequisite course: 
   LING 201 : Introduction to Linguistics (Modern). (3:3:0)
2. Complete the following core courses:
   LING 210 : Sounds of Language. (3:3:0)
   LING 220 : Structure in Language. (3:3:0)
   LING 230 : Meaning in Language. (3:3:0)
   LING 240 : Linguistic Tools 1. (3:3:0)
3. Complete two courses from the following:
   ELANG 362 : Discourse Analysis. (3:3:0)
   LING 310 : Phonetics. (3:3:0)
   LING 315 : Phonology. (3:3:0)
   LING 320 : Morphology. (3:3:0)
   LING 325 : Theoretical Syntax. (3:3:0)
4. Complete one course from the following:
   LING 450 : Introduction to Historical-Comparative Linguistics. (3:3:0)
   LING 485 : Corpus Linguistics. (3:3:0)
   LING 550 : Sociolinguistics. (3:3:0)
5. Complete 15 credit hours (to a 200-level or higher) of university-level course work (or the equivalent) in a single foreign language (American Sign Language also qualifies). Students intending to pursue graduate studies in linguistics are strongly encouraged to study a non-Indo-European language. Non-native speakers of English may elect to use English to fill this requirement. They may choose to earn the credit by special examination or by taking classes (ESL 301, 302, 303, 304, and 305).
6. Complete three courses from the following electives:
   ELANG 362 : Discourse Analysis. (3:3:0)
   LING 310 : Phonetics. (3:3:0)
   LING 315 : Phonology. (3:3:0)
   LING 320 : Morphology. (3:3:0)
   LING 325 : Theoretical Syntax. (3:3:0)
   LING 440 : Linguistic Tools 2. (3:3:0)
   LING 450 : Introduction to Historical-Comparative Linguistics. (3:3:0)
   LING 460 : Typology. (3:3:0)
   LING 480 : Problems in Translation. (3:3:0)
   LING 485 : Corpus Linguistics. (3:3:0)
   LING 545 : Psycholinguistics. (3:3:0)
   LING 550 : Sociolinguistics. (3:3:0)
   LING 551 : Anthropological Linguistics. (3:3:0)

Any other courses such as internships, directed readings, and field project as presently constituted.

Note 1: Courses taken in requirements 3 and 4 cannot double count for requirement 6.
Note 2: Subject to approval by the Linguistics Area Coordinator, students may take up to two courses taught outside of the department to satisfy elective requirements.

7. Complete the following capstone course:
LING 495 : Senior Capstone. (3:3:0)

*Hours include courses that may fulfill university core requirements.

Learning Outcomes

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Linguistics is the scientific study of language in all its aspects-from the smallest units of sound to the largest units of text and discourse. Language permeates almost every human activity, and people who understand its workings are specially prepared to contribute to the advancement of our civilization and the mission of the Church.

Language Structure

Demonstrate knowledge of language structure, analytical techniques of linguistics, and linguistic theory in core and applied areas of linguistics. 

Linguistic Artifacts

Be able to produce linguistic artifacts (e.g. analyses of grammars, grammatical subsystems, lexicons, computer programs, building corpora with digital tools, experiments) that draw on knowledge of core and applied areas of linguistics and linguistic theories.

Effective Communication

Be able to effectively communicate findings of linguistic analyses or research in writing and speaking.

Evidence of Learning

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Direct Measures

1. A writing project that requires the student to bring to bear information learned during the course of major studies (completed during 495R)

2. Traditional formal class-level tools: class work, exams, papers, projects, quizzes, and oral presentations.

3. Student accomplishments such as ORCA grants, publications (co-authored with faculty or independently authored), and conference presentations.

Indirect Measures

1. Annual survey for graduating students.

2. Annual focus groups with graduating students where they discuss survey results.

3. University-administered online survey of alumni.

4. University course evaluations.

Learning and Teaching Assessment and Improvement

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Program Changes and Improvement

Changes in programs are considered, refined, and implemented through a curriculum committee. The committee is composed of faculty with representation from each of the sub-disciplines of linguistics and with an associate chair as an ex officio member. The committee receives input from a variety of sources as summarized below.

1. Linguistics major curriculum committee - The curriculum committee meets on an as-needed basis to discuss the curriculum and issues involved with it. These meetings provide opportunities to review and update course learning objectives in the context of program learning objectives. In these meetings members of the committee also examine program documents and discuss needs to revise curriculum.
2. Course coordinators – Each linguistics course has a course coordinator who oversees content and student outcomes across sections.
3. Individual faculty - As course assignments rotate among the faculty and as new faculty are hired, individual faculty members generate ideas for curriculum improvements reviewed by the curriculum committee.
4. Surveys and exit interviews – Data gathered from indirect measures such as surveys and exit inerviews with graduating majors are collected through the department, college, and university and are analyzed and used to make improvements to the curriculum.

Assessment and Improvement of Teaching

Teaching performance is assessed with a combination of student evaluations, peer reviews and annual stewardship interviews with the department chair. Student evaluations are collected for each course taught in the department. Although these online evaluations are not direct measures of either teaching or learning, they are effective gauges of student attitudes and their perceptions of the value that a course has added to their education. Numerical scores and student comments for each faculty member are reviewed at least annually by the department chair. Peer reviews of teaching play a critical role in rank and status reviews and complement student evaluations in providing an assessment of teaching performance.