MA Hispanic and Portuguese Linguistics
Program Purpose
Full program information, including detailed descriptions of measures of student learning and current data generated by those measures is available on the College of Humanities assessment summary
The specializations in Hispanic Lingistics and Portuguese Linguistics are liberal arts programs that aim to master skills in critical thinking, written expression and oral proficiency in the Spanish or Portuguese language. The specialization should provide a depth of understanding of and an appreciation for linguistic issues in these languages and the literatures and culture that each language represents.
The programs are designed to serve students who plan to enter the learned professions or pursue other career paths (especially teaching) that require perceptive reading, orderly and clear thinking, intellectual maturity, effective writing and advanced oral communication.
They are designed to establish habits of broad spiritual thought and appreciation that will provide a source of life-long personal betterment and service to the extended community.
Curricular Structure
Curricular structure for these programs can be found on the department website:
Emphasis in Hispanic Linguistics: http://spanport.byu.edu/spanish/spanlinguistics/info/
Emphasis in Portuguese Linguistics: http://spanport.byu.edu/portuguese/portlinguistics/info/
Learning Outcomes
Understanding Theory
Demonstrate an understanding of historical trends and current issues in linguistic theory.
Apply tools of the discipline to plan, conduct, and report research.
Demonstrate (a) a broad understanding of professional academic issues and protocols, (b) the ability to successfully teach courses in the target language, and (c) preparation to enter doctoral or other professional programs and careers.
Evidence of Learning
Please see the alignment table for explanations of program-level assessments.
Learning and Teaching Assessment and Improvement
1. The department has a curriculum committee made up of members from the different specialty sections. Proposals for curriculum change are discussed at section meetings, executive committee meetings, faculty meetings and decided by a faculty vote. Periodically (typically every three to five years) the department has undertaken an extensive curriculum review involving the work of task committees and lengthy discussions at department faculty retreats.
2. Student evaluations and questionnaire results are analyzed and evaluated as they come in. The state of the department and its programs is usually the chief topic of discussion at the annual pre-school meeting. Faculty meetings throughout the year may be devoted to program issues.
3. Plans for improvement are typically formulated by the curriculum committee or appointed task committees and tracked to completion by the department executive committee.
4. Proposals for curriculum change are submitted to the college curriculum committee.