Up Next: "Focus in Hindi and Indian English Late and Simultaneous Bilinguals"

2015 / 2016 ACADEMIC YEAR
Linguistics Colloquium Series
2015 / 2016 ACADEMIC YEAR

Monday, September 21, 2015, 6:30 - 7:30 p.m, Student Union (SU) 216
“Large Scale Classification of Personality in Bloggers”  ()
, Assistant Professor, Department of Computer Science, NEIU

Tuesday, October 27, 2015, 6:30 - 7:30 p.m, Student Union (SU) 003
“African-American English in School:  Teacher Attitudes and Acquisitions”
, Adjunct Faculty, Department of Linguistics, NEIU

Monday, November 2, 2015, 6:30 - 7:30 p.m, Student Union (SU) 214
“Null v. Overt:  Subject/Topic Effects on Determining the Referent of Vietnamese
Prononus”  ()
Binh Ngo, PhD Candidate, MA Linguistics, NEIU

Wednesday, Nov 11, 2015, 6:30 - 7:30 p.m, Student Union (SU) 216
"Where You Can be South but not Downriver of a Tree: Observations on Spatial Language in Australia” ()
, Postdoc and Lecturer, Department of Linguistics, University of Chicago/Lecturer, NEIU

Professional Development Speaker Series

PAST COLLOQUIA

April 1, 2015, 5:30 - 6:30 p.m., Lech Walesa Hall (LWH) 1001
“Spanish Dialect Contact in Chicago: Lexical and Phonological Outcomes”
, Associate Professor of Hispanic Linguistics, Department of Hispanic and Italian Studies, University of Illinois at Chicago

March 10, 2015, 7:15 - 8:15 p.m., Student Union (SU) 115
“The Development of Language as a Social Category”
Dr. Katherine Kinzler, Neubauer Family Associate Professor, Department of Psychology, University of Chicago

November 17, 2014
“Language contact in the East Slavic contact zone: the Russian, Ukrainian (& Belarusan) conflict”
, John Matthews Manly Distinguished Service Professor, Department of Linguistics and Humanities Collegiate Division, University of Chicago

November 7, 2011
“Typology and the Origin of Language”
Dr. Lewis Gebhardt, Department of Linguistics, NEIU

March 11, 2009
"Why Dude Abides." 
Scott F. Kiesling, Ph.D., Assistant Professor & Department Chair, Department of Linguistics, University of Pittsburgh.

December 1, 2008
"The Ph.D.: From Search to First Semester."
Dustin DeFelice, NEIU Alum and Ph.D. Student, University of South Florida, Tampa

November 6, 2008
"Mexican Heritage English: Language Variation in Chicago." 
Kenneth Konopka, NEIU Alum and Ph.D. Candidate, Linguistics Department, Northwestern University

October 15, 2008
"The structure of sentence fragments: Evidence from split questions." 
Dr. Karlos Arregi, University of Chicago. 

September 5, 2008
"…The Goal Is to Learn It [English], Not Just To Have the Program…": How Spanish-Speaking Migrants Produce Identities and Language Ideologies through the Consumption of Inglés Sin Barreras (English Without Barriers). 
Dr. Char Ullman, University of Texas at El Paso. 

September 17, 2007
"What the Public Can Learn from Linguists, and What Linguists Can Learn from the Public".
Nathan Bierma, Author of the Chicago Tribune's weekly "On Language" column and Communications and Research Coordinator, Calvin Institute of Christian Worship: 

September 5, 2007
Dr. Marcia Farr, Professor of Education and English, The Ohio State University.
She has recently completed a long-term ethnographic study of language and culture among a transnational social network of Mexican families in Chicago and in their village-of-origin in Michoacan, Mexico:  Rancheros in Chicagoacan: Language and Identity in a Transnational Community (University of Texas Press, 2006).

April 24, 2008
"What are Discourse Markers?"
Dr. Bruce Fraser, Professor of Linguistics and Education, Boston University:

March 5, 2008
Dr. Jason Merchant, Associate Professor, Department of Linguistics, University of Chicago

April 5, 2007
Erin McKean, Chief Consulting Editor, American Dictionaries for Oxford University Press, Editor of VERBATIM: The Language Quarterly and Author of several language books.

November 6, 2006
"The Lexical Approach: A Case Study Of Theory-To-Practice Dilemmas In Second Language Teaching"
Dr. Sandra Silberstein, University of Washington

March 27, 2006
"Learning to Write through Others' Words: The Role in Textual Interactions in L2 Genre Learning"
Dr. Christine Tardy, DePaul University

October 5, 2005
"English in Costa Rica: A Case Study in Instrumental Bilingualism"
Dr. Rory Donnelly, ����Թ�

November 18, 2004
"On First Language Attrition and the Organization of Grammar"\
Dr. Steven Gross, East Tennessee State University

April 15, 2004
"National Handwriting Day"
Dr. Dennis Baron, University of Illinois at Urbana-Champaign

March 4, 2004
"Parlez-vous franglais? Addressing French Consumers with Code-Mixed Discourses and Global Imagery"
Dr. Elizabeth Martin, University of Illinois at Urbana-Champaign

January 26, 2004
“The Fundamental Similarity Hypothesis: Child L1A and Adult SLA”
Dr. Bill VanPatten, University of Illinois at Chicago

March 31, 2003
"Sociolinguistic Dimensions of Europeanness and Euro-English"
Dr. Margie Berns, Purdue University

January 23, 2003
"Why Do Language Ideologies Matter to Linguists and Anthropologists?"
Dr. Susan Gal, University of Chicago

November 4, 2002
"Interactional Competence"
Dr. Richard Young, University of Wisconsin at Madison

September 18, 2002
"Intralexical Codeswitching: A Test for the Nominal Status of the Infinitive in Kirundi, French and English"
Dr. Jeanine Ntihirageza, ����Թ�

Ph.D. Linguistics.  University of Delaware, Newark, DE 1991
Doctoral Studies in Spanish Literature. University of Maryland, College Park, MD 1985-1986
M.A. Hispanic Literature.  University of Delaware, Newark, DE 1985
Graduate Studies. Centro de Estudios Hispánicos en Madrid, Bryn Mawr College, 1983
B.A. Spanish, Minor in English.  University of Delaware, Newark, DE 1983

Books:

Contornos del habla: fonología y fonética del español. New Haven and London: Yale University Press, (August, 2009) ©2010

!Anda! Curso Intermedio, Native Speaker Activities Ancillary. Pearson/Prentice Hall, (2009) in Heining-Boynton, Leloup, Cowell. ©2010.

Invited Articles:

“El español de Chicago”, Contratiempo [Chicago] 80 (Diciembre 2010): 9. 

Articles:

“Mother Culture Impact on Foreign Language Reading Comprehension,”    Language Across Boundaries, published in British Studies in Applied Linguistics, Cambridge, UK, 16:  (185-200), 2001, Continuum Press.

“Una aplicación de la teoría pedagógica de Paulo Freire.” Paper published in Conference Proceedings of the VII Simposio Internacional de Comunicación Social: Centro de Lingüística Aplicada, Santiago de Cuba, January 23-26, 2001.

Book Reviews:

“Heritage Language Education: A New Field Emerging,” Brinton, Donna M., Olga Kagan and Susan Bauckus, eds. 2008. New York and London: Routledge, 2008. Modern Language Journal, 94:3, 2010.

“Idioms—Description, Comprehension, Acquisition, and Pedagogy,” by Dilin Liu. New York and London: Routledge, 2007. Modern Language Journal 93: 2, 2009.

"ESOL Tests and Testing". Stephen Stoynoff and Carol A. Chapelle. Modern Language Journal, 90: 4, 2006.

“Language Assessment: Principles and Classroom Practices,” H. Douglas   Brown. Longman Press, 2004. Modern Language Journal, 90: 3, 2006.

“Discovering Grammar: An Introduction to English Sentence Structure,” by Anne Lobeck. Oxford University Press, 2000. Modern Language Journal, 86:2, 2002.

“Meaning in English: An Introduction to Language Study” by Lesley Jeffries. Modern Language Journal, 84: 3, 2000.       

Manuscripts--In Preparation:

“The native speaker and the heritage speaker: a comparison of their lexicon” manuscript in preparation.

Book Manuscript Reviewer:

Doing Foreign Language: Bringing Concordia Language Villages into Language Classrooms, by Heidi Hamilton, Cori Crane and Abigail Bartoshesky. Pearson Merrill Prentice Hall, 2005.

Building Reading Comprehension Habits in Grades 6-12. A Toolkit of Classroom Activities, by Jeff Zwiers. International Reading Association, 2004.

Developing Academic Thinking Skills in Grades 6-12. A Handbook of Multiple Intelligence Activities, by Jeff Zwiers. International Reading Association, 2004.

International

"Using regional literature to promote understanding of dialectal variation in Spanish". Paper proposal accepted for presentation at the 46th Annual Meeting of the British Association for Applied Linguistics (BAAL): The Impact of Applied Linguistics:  September 5-7, 2013, Heriot-Watt University, Edinburgh, Scotland

“How listening strategies develop through collective scaffolding in role play”. Paper presented at the 42nd Annual Meeting of the British Association for Applied Linguistics (BAAL): “Language, Learning, and Context”, Newcastle University, United Kingdom, September 3-5, 2009.

“Measuring and evaluating the lexicon of the non-native, native and heritage speaker in Spanish”. Paper presented at the 41st Annual Meeting of the British Association for Applied Linguistics (BAAL): “Taking the Measure of Applied Linguistics” Swansea University, Swansea, Wales, UK, September 11-13, 2008.

"The L2 Reading Process--An Introspective View.”  Paper presented at the 35th Annual Meeting of the British Association for Applied Linguistics (BAAL): “Applied Linguistics and Communities of Practice.” Cardiff, Wales, September 12-14, 2002.

“La gramática contextualizada por medio de la actuación.” Paper presented at the II Simposio Regional de Lectura y Vida: “La escuela y la formación de lectores y escritores,” (Asociación Internacional de Lectura--IRA). Buenos Aires, Argentina, October 11-13, 2001.

“Taking a Freirean Approach to Meet the Individual Needs of the Diversified Classroom.” Paper presented at the 34th Annual British Association for Applied Linguistics (BAAL) Conference: “Unity and Diversity in Language Use.”  The University of Reading, UK: September 6-8, 2001.

“Una aplicación de la teoría pedagógica de Paulo Freire.” Paper presented   at the VII Simposio Internacional de Comunicación Social: Centro de Lingüística Aplicada, Santiago de Cuba, January 23-26, 2001.

“La Gramática Contextualizada por la Técnica de Strategic Interaction.” Paper presented at the “X Encuentro para profesores de español: gramática y metodología en la enseñanza del español,” Universidad Autónoma de México (UNAM) Campus Estados Unidos. San Antonio, TX, Simulcast to Universidad Autónoma de México (UNAM), (Mexico City); Centro de Enseñanza para Extranjeros (CEPE), Mexico City; Escuela para Extranjeros en Canadá (ESECA) and Universidad de Quintana Roo, October 28, 2000.

“Mother Culture Impact on Foreign Language Reading Comprehension.” Paper presented at the British Association for Applied Linguistics (BAAL) 33rd Annual Meeting in Cambridge U.K. “Language across Boundaries” September 7-9, 2000.

National

“How to Select Materials for the Major Portfolio that Embrace Student Diversity.”  Paper presented with Dr. Mary Ellen McGoey to the AAHE National Conference on Higher Education: “Learning in Context: Who are our students? How do they learn?”  Chicago, IL, March 16-19, 2002.

“How to Assess Undergraduate Programs: A Model.” Paper presented with  Mary Ellen McGoey at the American Association for Higher Education (AAHE) 2001 National Conference on Higher Education, (March 24-27, 2001) “Balancing Private Gain and Public Good,” Washington D.C., March 27, 2001.

“Employing a Freirean Approach to Meet the Individual Needs of the Diversified Classroom.” Paper presented at the Annual Meeting of the Association of Teacher Educators (ATE), “Teacher Educator as Advocate,” New Orleans, LA, February 17-21, 2001.

“Design for the Foreign Language Major Portfolio: An Outcome Template.” Paper presented with Mary Ellen McGoey and Vicki Román-Lagunas at the American Association for Higher Education (AAHE) Assessment Conference 2000: “Rising Expectations for Assessment: Can We Deliver,” Charlotte, NC, June 14-18, 2000.

Regional

Invited Talk: Chicago Area Translators and Interpreters Association (CHICATA) “DIALECTOLOGY: What is it? Its significance in language prestige and cross-cultural understanding”, Open Books, Chicago, April 26, 2014.

“Assessment of Major Programs: A Design Template.”  Paper presented with Dr. Mary Ellen McGoey at the 2001 Assessment Institute in Indianapolis, IN, November 4-6, 2001.

“Designing an Assessment Template for the Undergraduate Major.” 5th Annual Assessment Conference Sponsored by the College of Business and Economics, California State University at Fullerton, Fullerton, CA: “Outcome Assessment: From Chaos to Clarity,” March 1-2, 2001.

“Strategic Interaction Workshop: Learning Languages through Scenarios.” Workshop presented at the Illinois Council on the Teaching of Foreign Languages (ICTFL) Conference: “Languages: Take Two,” Itasca, October 19-21, 2000.

“Encouraging and Assessing Reading Comprehension through Text Completion Tasks.” Paper presented at the 27th Plains International Reading Association (IRA) Regional Conference: “Literacy--Gateway to New Horizons.” St. Louis, MO, October 12-14, 2000. 

“A Framework to Facilitate Student Teachers’ Self Assessment.” Paper presented  at the 14th Annual Midwest Association of Teacher Educators (ATE) Conference: “Preparing Teachers to Create Successful School Environments,” Davenport, IA, April 8-9, 2000.

“Assessment of culture in the Communicative Foreign Language Classroom,” Paper presented at the 1999 Illinois Council on the Teaching of Foreign Languages (ICTFL) Conference: “Capitalizing on Foreign Languages”, Springfield, IL, October 22, 1999.

“Preliminary Assessment Practices for Foreign Languages--A Work in Progress.”   Paper presented at ����Թ�, Assessment Workshop, Chicago, IL, March 10, 1999.

Acting Department Chair. Department of World Languages and Cultures, ����Թ�, Chicago, IL 05/2013-12/2013.
Professor of Spanish. Department of World Languages and Cultures, ����Թ�, Chicago, IL 09/09-present.
Associate Professor of Spanish. Department of Foreign Languages and Literatures, ����Թ�, Chicago, IL 09/2003-08/2009
Assistant Professor of Spanish. Department of Foreign Languages and Literatures, ����Թ�, Chicago, IL 08/1997-08/2003

Advisor: Teaching Certification for Professionals (TCP) Advisor; Liaison to the College of Education, Undergraduate advisor

LWH 2039
5500 N. St. Louis Ave.
Department of World Languages and Cultures
Chicago, IL 60625
United States

The University of Akron, Akron OH

Hollis-Sawyer, L. (2021). Differential treatment of older workers due to COVID-19 accommodations: Potential issues of ageism and age discrimination. Journal of Elder Policy, 1(3), 155-174.

Patrick, J., Hayslip, B., & Hollis-Sawyer, L. (2020).  Adult development and aging. Sage.

Sawyer, T., Nebl, P., & Hollis-Sawyer, L. (2020). Black belt statistics: A competency-based approach (plus SPSS and R). Cognella.

Cole, E., & Hollis-Sawyer, L. (Editors) (2020). Older women who work: Resilience, choice, and change. APA Books.

Hollis-Sawyer, L. (2020). Use it or lose it: Older women and civic engagement. In Cole, E., & Hollis-Sawyer, L. (Editors), Older women who work: Resilience, choice, and change. APA Books.

Selected Professional Awards

Recipient of the 2021 CHOICE Outstanding Academic Titles for Older Women Who Work: Resilience, Choice, and Change (APA Books, 2020).

Recipient of the 2017 British Medical Association (BMA) “Highly Commended” book   recognition designation for the Hollis-Sawyer, L. A., & Dykema-Engblade, A. (2016). Women and positive aging: An international perspective. Academic Press book. Awarded at the BMA Award Ceremony in London, UK on September 11, 2017.  

Recipient of the 2017 American Psychological Association Division 35 Denmark Women  and Aging Award. Awarded at the APA Conf. in Washington, DC on August 5, 2017.   

Recipient of the 2014 American Psychological Association (APA) Division 20 Mentorship Award in Adult Development and Aging. Awarded at the APA Conference in      Washington, DC on August 9, 2014.    

Recipient of the 2014-2018 Association for Gerontology in Higher Education (AGHE) Program of Merit Award (as Gerontology Coordinator). Awarded at the AGHE Conference in Denver, CO on March 1, 2014.    

Room BBH 307E
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5500 North St. Louis Avenue
Chicago, IL 60625
United States

Ph.D. Northwestern University, Chicago, Il

MSc. DePaul University, Chicago, Il 

Ingeniero Civil Informático, Universidad Diego Portales, Santiago, Chile

Room CBT 173
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5500 North St. Louis Avenue
Chicago, IL 60625
United States

Ph.D. with distinction in English from the University of Louisiana (1999)

M.A. in English from the University of Missouri (1994)

B.A. with honors in English from Southern Illinois University (1992)

Books
Schroeder, Christopher. 2011. Diverse by Design: Literacy Education within Multicultural Institutions. Logan, Utah: Utah State University Press.
• recipient of 2012 CCCC Research Impact Award

Schroeder, Christopher, Helen Fox, and Patricia Bizzell, eds. 2002. ALT DIS: Alternative Discourses and the Academy. Portsmouth, N.H.: Heinemann/Boynton-Cook.
• reprinted by Heinemann in 2004
• college best-seller for Heinemann in 2002

Schroeder, Christopher. 2001. ReInventing the University: Literacies and Legitimacy in the Postmodern Academy. Logan, Utah: Utah State University Press.
• reviewed in College English
• nominated for the 2002 David H. Russell Award sponsored by the National Council of Teachers of English

Articles, Chapters, and Essays
Schroeder, Christopher. 2016. “Continuity and Community in a Cosmopolitan World: Code Switching and Its Effects on Community Identity.” In Crossing Borders, Drawing Boundaries: The Rhetoric of Lines Across America, ed. Barbara Couture and Patricia Wojahn, 43-59.  Boulder, Colo.: Utah State University Press.

---. 2010. “Web Authoring Software and Electronic Expertise.” In Digital Tools in Composition Studies: Critical Dimensions and Implications, ed. Ollie O. Oviedo, Joyce R. Walker, and Byron Hawk, 95-113. Cresskill, N.J.: Hampton Press, Inc.

---. 2009. “English Teachers We Have Known.” In Transforming English Studies: New Voices from an Emerging Genre, ed. Lori Ostergaard, Jeff Ludwig, and Jim Nugent, 212-228. West Lafayette, Ind: Parlor Press.

---. 2007. “Notes Toward a Dynamic Theory of Literacy.” In Locations of Composition, ed. Christopher Keller and Christian Weisser, 267-287. Albany, N.Y.: State University of New York Press.

---. 2006. “The Limits of Institutionalized Literacies: Minority Bilinguals at One U.S. University.” Community Literacy Journal 1: 67-82.

---. 2005. “Natural Diversity: A Response to David Quammen.” In Writing Environments: Rhetoric, Texts, and the Construction of Nature, ed. Sidney Dobrin and Chris Keller, 99-107. Albany, N.Y.: State University of New York Press.

---. 2004a. Review of Introducing English: Essays in the Intellectual Work of Composition, by James Slevin. Composition Studies 32: 143-146.

---. 2004b. “The Ethnographic Experience of Postmodern Literacies.” In Ethnography Unbound: From Shock Theory to Critical Praxis, ed. Stephen Brown and Sidney Dobrin. Albany, N.Y.: State University of New York Press.

---. 2002. “From the Inside Out (or the Outside In, Depending).” In ALT DIS: Alternative Discourses and the Academy, ed. Christopher Schroeder, Helen Fox, and Patricia Bizzell, 178-190. Portsmouth, N.H.: Heinemann/Boynton-Cook.

---. 2002. “Rereading the Literacy Crisis in Colleges and Universities in the United States.” In Professing Rhetoric: Selected Papers from the 2000 Rhetoric Society of America Conference, ed. Frederick J. Anczak, Cinda Goggins, and Geoffery D. Klinger, 187-192. Mahwah, N.J.: Lawrence Erlbaum.

---. 2001. “Academic Literacies, Legitimacy Crises, and Electronic Cultures.” The Journal of Literacy and Technology

---. 1999. “Blurring Boundaries: Rhetoric in Literature (and Other) Classrooms.” In Teaching in the 21st Century: Adapting Writing Pedagogies to the College Curriculum, ed. Alice Robertson and Barbara Smith, 297-311. New York: Garland Press.

---. 1998. “Writing, Reading, and Resistant Meanings: Teaching Students to Fish.” Inquiry: Critical Thinking Across the Disciplines 17: 61-72. (all footnotes were omitted without permission)

---. 1997. “Knowledge and Power, Logic and Rhetoric, and Other Reflections in the Toulminian Mirror: A Critical Consideration of Toulmin’s Contributions to Composition.” JAC: A Journal of Composition Theory 17: 95-107.

Room LWH 2023
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5500 North St. Louis Avenue
Chicago, IL 60625
United States

Spring Semester 2018

Undergraduate and Graduate Schedule - Spring 2018

Summer Semester 2018

Undergraduate and Graduate Schedule - Summer 2018

Fall Semester 2018

Undergraduate and Graduate Schedule - Fall 2018

Career Opportunities in Linguistics

CNN reports that linguistics is one of the 10 overlooked majors that can get you a job

"Linguistics majors study language -- its structure, how it's acquired, how people use it, its history, etc. As globalization continues as an emerging trend in business, those with a linguistics background will become more valued in several fields."

An M.A. in linguistics is a recognized asset for careers within social and behavioral sciences, especially those concerned with language policies and practices in multilingual settings as well as in the following professions from the 

With a degree in Linguistics, graduates can seek careers in such fields as:

• Work in the Computer Industry. Training in linguistics can equip you to work on speech recognition, text-to-speech synthesis, artificial intelligence, natural language processing, and computer-mediated language learning.
• Work in education. People with a background in linguistics and education can develop materials for different populations, train teachers, design assessments, find effective ways to teach language- related topics in specific communities, or use the language of a community effectively in instruction. Many applied linguists are involved in teacher education and educational research.
• Teach English as a Second Language (ESL) in the United States or abroad. If you want to teach ESL in the US, you will probably need additional training in language pedagogy, such as credentials in Teaching English as a Second or Other Language (TESOL). Many teaching positions abroad require only an undergraduate degree, but at least some specialized training in the subject will make you a much more effective teacher. Linguistics can give you a valuable cross-language perspective.
• Teach at the university level. Teach in departments such as Linguistics, Philosophy, Psychology, Speech/Communication Sciences, Anthropology, English, and departments focused on specific foreign languages. 
• Work as a translator or interpreter. Skilled translators and interpreters are needed everywhere, from government to hospitals to courts of law. For this line of work, a high level of proficiency in the relevant language(s) is necessary, and additional specialized training may be required. 
• Work on language documentation or conduct fieldwork. Some agencies and institutes seek linguists to work with language consultants in order to document, analyze, and preserve languages (many of which are endangered). Some organizations engage in language-related fieldwork, conducting language surveys, establishing literacy programs, and translating documents of cultural heritage.
• Teach a foreign language. Your students will benefit from your knowledge of language structure and your ability to make certain aspects of the language especially clear. You will need to be very proficient in the relevant language, and you may need additional training in language pedagogy. 
• Work in the publishing industry, as a technical writer, or as a journalist. The verbal skills that linguists develop are ideal for positions in editing, publishing, and writing.
• Work for a testing agency. Linguists help prepare and evaluate standardized exams and conduct research on assessment issues. 
• Work with dictionaries (lexicography). The development of good dictionaries requires the help of qualified linguistic consultants. Knowledge of phonology, morphology, historical linguistics, dialectology, and sociolinguistics is key to becoming a lexicographer.
• Become a consultant on language in professions such as law or medicine. The subfield of forensic linguistics involves studying the language of legal texts, linguistic aspects of evidence, issues of voice identification, and so on. Law enforcement agencies such as the FBI and police departments, law firms, and the courts hire linguists for these purposes. 
• Work for an advertising company. Companies that specialize in advertising often do extensive linguistic research on the associations that people make with particular sounds and classes of sounds and the kind of wording that would appeal to potential consumers.
• Work for the government. The federal government hires linguists for the Foreign Service, the Federal Bureau of Intelligence (FBI), the National Security Agency (NSA), the Central Intelligence Agency (CIA), the Department of Defense, the Department of Education, and so on. Similar opportunities may exist at the state level.
• Become an actor or train actors. Actors need training in pronunciation, intonation, and different elements of grammar in order to sound like real speakers of a language or dialect. They may even need to know how to make mistakes to sound like an authentic non-native speaker. 

M.A. STUDENTS

MINORS

• Linguistics Minor Academic Course Record

Linguistics Events Abstracts

September 21, 2015 - Dr. Francisco Iacobelli

"Large Scale Classification of Personality in Bloggers" - Student Union (SU) 216, 6:30 - 7:30 PM

ABSTRACT
Previous work on automatic personality classification has emerged from disparate sources: Varieties of algorithms and feature-selection across spoken and written data have made comparison difficult. Here, we use a large corpus of blogs to compare classification feature selection; we also use these results to identify characteristic language information relating to personality. We obtained accuracies of personality classification that range from 84.36% (openness to experience) to 70.51% (neuroticism). To achieve these results, the best performing features were a combination of: (1) stemmed bigrams; (2) no exclusion of stopwords and (3) the presence or absence of types, rather than their frequency. We take these findings to suggest that both the structure of the text and the presence of common words are important. To get a better sense of how personality is expressed in the blogs, we explore the best performing features and discuss how these can provide a deeper understanding of personality language behavior online.

NOVEMBER 2, 2015 - BINH NGO

“Null v. Overt:  Subject/Topic Effects on Determining the Referent of Vietnamese
Prononus” -  Student Union (SU) 214, 6:30 - 7:30 PM

Pronoun resolution refers to determining the referent of pronouns, e.g. what potential referents of words like she are.  Pronouns are among kinds of nominal structures that can be referential, although not all kinds of NPs are equally referential.  A hierarchy of referential forms regarding discource saliency has been proposed:  Null anaphors > pronouns > ... > full NPs, with full NPs being the most referential (Givón, 1983a; Ariel, 1990).  This study focuses on the use of the null anaphor vs. overt pronoun.

NOVEMBER 11, 2015 - DOROTHEA HOFFMAN
"Where You Can be South but not Downriver of a Tree: Observations on Spatial Language in Australia”

A common distinction concerning the usage of different Frames of Reference within one language is based on scale, where large-scale descriptions might utilize absolute terms, e.g. go two blocks east, then head north, but not for small-scale (table-top) descriptions, e.g. the cup is east of the saucer.  However, differences in usage within orientation (I am facing the house) and FoR settings (I am in front of the house) have, to my knowledge, not been described so far. Thus, the aim of this paper is to describe and analyze a curious restriction on the use of different types of absolute terms within FoR and orientation settings in three Australian languages MalakMalak, Jaminjung, and Kriol. All three employ landmark-based ‘un-fixed’ absolute terms based on river-flow and prevailing winds restricted to orientation settings and those where the the speaker is also the deictic center (ground) from which angles are projected. If a language also utilizes cardinal directions based on the direction of the rising and setting sun, no such restrictions are observed.

This paper thus aims to provide a thorough usage-based analysis of Frames of Reference and Orientation in two Indigenous and one creole language of traditionally highly settled, non-nomadic hunter-gatherer societies.

February 25, 2016 - LEWIS GEBHARDT
“Crow Determiners and DP Across Languages"

Wednesday, March 30, 2016 - DR. VANDANA PURI
"Focus in Hindi and Indian English Late and Simultaneous Bilinguals"
In American and British English, focus is the relative metrical strength manifested as a pitch accent, increase in duration, amplitude, fundamental frequency and by deaccenting other elements.  In Hindi, focus has been associated with greater pitch excursion and longer duration, post focal pitch compression, but not with an increase in amplitude. This study examines duration, RMS amplitude and F0 in late and simultaneous bilinguals of Hindi and English to explore if there is any language interaction in focus conditions in the two groups.

BA in Marketing Communication from Columbia College Chicago.

Chicago native, worked seven years in shipping and receiving at Wrigley Co.  Occasional web author and web game designer.

Student Union, SU207
5500 N. St. Louis
Chicago, IL 60625
United States

Ph.D. in Linguistics, Georgetown University

M.A. in Linguistics, ����Թ�

B.A. in International Studies and French, DePaul University

Lech Walesa Hall (LWH) 4090
5500 North St. Louis Avenue
Chicago, IL 60625
United States

Ph.D., University of South Carolina

M.A., Louisiana State University

B.A., Indiana University

I am the campus representative for the U.S. Fulbright scholarship program.  

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Chicago, IL 60625
United States

Main Office

(773) 442-5871
linguistics@neiu.edu
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Department Faculty

Ph.D., University of South Carolina

M.A., Louisiana State University

B.A., Indiana University

I am the campus representative for the U.S. Fulbright scholarship program.  

LWH 2029
����Թ�
5500 North St. Louis Avenue
Chicago, IL 60625
United States

Ph.D. Northwestern University

LWH 4090
����Թ�
5500 North St. Louis Avenue
Chicago, IL 60625
United States

Assistant Professor, Ph.D., Northwestern University

LWH 2028
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5500 North St. Louis Avenue
Chicago, IL 60625
United States