Mission Statement:

The only linguistics major in Maine is located in its major urban center where linguistic and cultural diversity abounds and opportunities to interface with community programs and businesses are plentiful. The mission of the linguistics major is to offer students empirically grounded, explanatory accounts of the major phenomena of human language — whether spoken or signed. It addresses the structure and organization of languages, their variety, and the commonalities underlying their apparent differences, stressing links to child language development, neurolinguistics, and language variation. It also gives careful attention to how insights are gained in these domains.

We provide a foundation for students planning careers in ASL/English interpreting, Deaf services, clinical disciplines (e.g., speech-language pathology, audiology), and French and Spanish K-12 education. Our major also provides an entry point for careers in language-related technologies (e.g., query analysis, machine translation, speech recognition), and ESOL (English as a Second or Other Language), among diverse others. These foci serve specific employment needs identified at the local, state and national level.

Practical application and community involvement apply and extend the student’s knowledge of the field, and help to compile a record of achievement, enhancing employability and opportunities for graduate education. Students participate in faculty-driven, often grant-funded, research programs. In addition, service learning and internship experiences are threaded throughout the curriculum. Examples of projects where students have played central roles include the annual Maine Deaf Film Festival, a state-wide program providing sighted guides to deaf/blind people, ESL tutoring in the community, research on child language, and the development of automated language analysis tools for a start-up company.

Student Learning Outcomes:

The following 22 learning outcomes are divided by concentration.

All linguistics majors will be able to:

  1. Explain the nature and goals of the discipline of linguistics and its major subfields.
  2. Explain in broad outline the research process in linguistics and allied disciplines (e.g., cognitive science, neurolinguistics, etc.), especially with respect to quantitative and experimental studies.
  3. Explain the relevance of linguistic theory to its applications (in particular to interpreting for students in the ASL/English Interpreting Concentration, and speech/language pathology for students in the Speech and Language Science Concentration).
  4. Discuss the ways the specific features of language interface with human thought and interaction in a variety of domains.
  5. Analyze, at a basic level, linguistic structures in English and other languages (specifically ASL, for students in the ASL Linguistics and ASL/English Interpreting concentrations, and specifically French or Spanish, for students in the French Linguistics and Spanish Linguistics concentrations).
  6. Argue persuasively that all naturally occurring languages/dialects are of equal complexity and value.
  7. Apply knowledge about language to situations outside of the context of courses.
  8. Read a significant research publication and present a formal review of the material.

Students in the ASL/English Interpreting, ASL Linguistics, French Linguistics, and Spanish Linguistics concentration will in addition:

  1. Demonstrate communicative skills in one or more languages other than English.
  2. Understand how people make sense of their lives and their world through the production of cultural representations such as ritual practices, artistic creations, and other products and performances. 
  3. Analyze and evaluate cultural representations in historical and disciplinary context, with the understanding that standards of evaluation are themselves historically produced and contingent.

Students in the ASL/English Interpreting concentration will in addition:

  1. Develop language proficiency through the transition from BICS to CALP.
  2. Analyze cultural representation and diversity within the Deaf community.
  3. Engage with the Deaf community through service and activities.
  4. Demonstrate the ability to effectively interpret in a variety of modes: consecutive, simultaneous (uninterrupted consecutive), escort, and sight translation.
  5. Be able to interpret for a variety of consumers, including Deaf signers of ASL, Deaf/blind signers, users of more contact language varieties of signing, and signers with cognitive challenges.
  6. Be able to explain the difference between using a language and the complex process of interpreting.
  7. Be able to engage in critical thinking and decision making with regard to ethical issues encountered in interpreting.
  8. Demonstrate the meta-cognitive abilities needed to talk about and self-reflect upon one’s own mental process in interpreting.
  9. Be able to talk with others about the interpreting process in a constructive and non-evaluative manner.
  10. Advocate for and work in teams, including hearing-hearing teams, Deaf-hearing teams, and ensemble interpreting.
  11. Be able to talk about their work within the Integrated Model of Interpreting and to apply this model in their interpreting process.

Curriculum Map:

This curriculum map shows how each course corresponds to the student learning outcomes listed above.

1. Explain the nature and goals of the discipline.

  • Introduced: LIN 105, LIN 185
    • LIN 105 specifically introduces the linguistic approach to the study of languages.
    • LIN 185, required of all majors, introduces the field and has a section on each major subfield.
  • Reinforced: LIN 309-313, LIN 315-317
    • Each of these courses focuses on one of the subfields. Students gain experience with the subfield through research and exercises.
  • Mastered: LIN 42x, LIN 490, LIN 498, ASL/FRE/SPA 416
    • All majors take at least one course in the 420-level series. These courses study one or more areas in more depth.
    • The others on the list are the capstone courses for the different concentrations. These courses require that students read primary sources and produce original work.

2. Explain the research process.

  • Introduced: LIN 105, LIN 185/186
    • In LIN 105, students are introduced to theoretical linguistic work on ASL.
    • In LIN 185 (as well as the lab, LIN 186, which students are encouraged to take), we emphasize the scientific method and introduce scientific approach to language.
  • Reinforced: LIN 309-313, LIN 315-317
    • The research process is explored in more depth in these courses. In assignments, students reflect on methodology and in some cases conduct mini-experimental work on their own.
  • Mastered: LIN 42x, LIN 490, LIN 498, ASL/FRE/SPA 416
    • In these courses, students read research articles and conduct their own research.

3. Explain the relevance of linguistic theory to its application.

  • Introduced: LIN 105, LIN 211-213, LIN 309
    • Students in the ASL/English Interpreting and ASL Linguistics Concentrations take LIN 105, which includes discussion of applications of ASL linguistics research to Deaf education and interpreting.
    • Students in the Speech and Language Concentration take LIN 309, which reviews he field of child language acquisition, and the 200-level series, which includes content connecting these theoretical fields to speech/language pathology and audiology.
  • Reinforced: LIN 310, LIN 317, LIN 331-334
    • In LIN 310, students in the Speech and Language Science Concentration learn about aphasia, which is an important concern of the profession.
    • LIN 317 focuses on second language acquisition, which includes consideration of language teaching pedagogy.
    • LIN 331 is an introduction to the field of interpreting.
    • LIN 332-334 focus on specific skills required for interpreters and include readings about the research about and application of the skills.
  • Mastered: LIN 425, LIN 431-433, LIN 435, LIN 490, ASL/FRE/SPA 416
    • LIN 425 (topics) and LIN 431-433 (medical interpreting), and LIN 435 (practicum) focus on specific approaches to and models of interpreting.
    • LIN 490 and ASL/FRE/SPA 416 are capstone courses in which students conduct individual research related to their field of interest.

4. Discuss the ways the specific features of language interface with human thought and interaction in a variety of domains.

  • Introduced: LIN 105, LIN 185
    • LIN 105 focuses on these topics specifically with respect to how they are parallel in signed and spoken languages.
    • LIN 185 has a unit on each aspect of language: phonetics, phonology, morphology, syntax, and semantics, as well as a unit on language and society.
  • Reinforced: LIN 311-313, LIN 315-316, LIN 332-334
    • LIN 311-314 each focus on one aspect of language.
    • LIN 315 and 316 have units on each one that go into more depth than 185.
    • LIN 332-334 focus on language in its pragmatic context and adapting linguistic information to cultural and cognitive factors.
  • Mastered: LIN 435, LIN 490, ASL/FRE/SPA 416
    • LIN 435 focuses on the intrapersonal and interpersonal demands that occur in the interpreting encounter and examine controls to deal with these demands.
    • The capstone courses involve research on specific aspects of language.

5. Analyze, at a basic level, linguistic structures in English and other languages (specifically ASL, for students in the ASL Linguistics and ASL/English Interpreting concentrations, and specifically French or Spanish, for students in the French Linguistics and Spanish Linguistics concentrations).

  • Introduced: LIN 105, LIN 185/186
    • These courses include some analytical exercises on English and other languages (specifically English and ASL, for LIN 105).
  • Reinforced: LIN 311-313, LIN 315-316
    • These courses include more advanced analytical exercises on English and other languages.
  • Mastered: LIN 435, LIN 490, ASL/FRE/SPA 416
    • LIN 435 and 490 include advanced analysis of English, ASL, and/or other languages.
    • The other courses focus on analysis of ASL/French/Spanish.

6. Argue persuasively that all naturally occurring languages/dialects are of equal complexity and value.

  • Introduced: LIN 105, LIN 185
    • The concept is threaded throughout LIN 105.
    • This concept is introduced in LIN 185 and is the focus of one unit.
  • Reinforced: All language courses
    • Courses cover this issue to varying extents, but it underlies all study of linguistics and languages and it therefore arises at different points in all our courses.
  • Mastered: LIN 435, LIN 490, ASL/FRE/SPA 416
    • This theme is returned to explicitly in all the capstone courses. An understanding of language equivalence is assessed in every written assignment and every interpreting assignment.

7. Apply knowledge about language to situations outside of the context of courses.

  • Introduced: LIN 185
    • Some assignments ask students to relate the concepts to observations they make outside of the classroom.
  • Reinforced: LIN 310-313, LIN 315-317
    • A component of these courses involves students relating their observations about language to the course material and to their interactions and experiences outside of the university.
  • Mastered: LIN 435, LIN 490, ASL/FRE/SPA 416
    • All capstone courses require students to reflect on observations as part of their projects.

8. Read a significant research publication and present a formal review of the material.

  • Introduced: LIN 105, LIN 185
    • In LIN 105, students read some primary sources that they present on in the form of a brochure.
    • In LIN 185, students are not required to read primary sources, but the course reading gives them exposure to academic writing, specifically in linguistics.
  • Reinforced: LIN 310-313, LIN 315-317, LIN 333
    • In LIN 310 and 317, students start reading primary sources.
    • All of these courses require students to read and understand more in-depth writing in specific linguistic subfields.
    • In LIN 333, students read a research article and do a formal presentation on it to the class.
  • Mastered: LIN 435, LIN 490, ASL/FRE/SPA 416
    • Reading primary sources and presenting on them is required in all capstone courses.

9. Demonstrate communicative skills in one or more languages other than English.

  • Introduced: 100-level language courses
    • The ASL/FRE/SPA Linguistics concentrators and the ASL/English Interpreting concentrators take beginning-level courses in the specific language.
  • Reinforced: 200-level language courses
    • The ASL/FRE/SPA Linguistics concentrators and the ASL/English Interpreting concentrators take intermediate-level courses in the specific language.
  • Mastered: ASL 401-402, ASL 415-416, ASL 418, FRE/SPA 300-302
    • ASL Linguistics and ASL/English Interpreting students take 400-level advanced ASL courses, as well as courses specifically designed to build academic ASL skills.
    • FRE/SPA Linguistics students take 300-level practical courses, as well as a 300-level conversation course.

10. Understand how people make sense of their lives and their world through the production of cultural representations such as ritual practices, artistic creations, and other products and performances. 

  • Introduced: 100-level language courses
    • All of the 100-level language courses meet the Cultural Interpretation requirement.
  • Reinforced: 200-level language courses, LIN 203
    • All of the 200-level language courses meet the Cultural Interpretation requirement.
    • LIN 203 is a full course focusing on language and culture.
  • Mastered: Upper-level language courses, ASL 415, ASL 418
    • Upper-level language courses continue to include a cultural component.
    • ASL 415 and 418 are advanced courses in aspects of Deaf culture focusing on literature and gender.

11. Analyze and evaluate cultural representations in historical and disciplinary context, with the understanding that standards of evaluation are themselves historically produced and contingent.

  • Introduced: 100-level language courses
    • All of the 100-level language courses meet the Cultural Interpretation requirement.
  • Reinforced: 200-level language courses, LIN 203, LIN 331
    • All of the 200-level language courses meet the Cultural Interpretation requirement.
    • LIN 203 is a full course focusing on language and culture.
    • LIN 331, which focuses in preparing students with a foundation in the field of interpreting, covers history of the Deaf community and the field of interpreting.
  • Mastered: Upper-level language courses, ASL 415, ASL 418
    • The upper-level language courses continue to include a cultural component. ASL 415 and 418 are advanced courses in aspects of Deaf culture focusing on literature and gender.

12. Develop language proficiency through the transition from BICS to CALP.

  • Introduced: ASL 101-102
    • Basic Interpersonal Communication Skills (BICS) with a focus on the genres of inquiry and narrative.
  • Reinforced: ASL 200-level courses
    • Focus further on BICS with a focus on expository and persuasive genres.
  • Mastered: ASL 401-402, ASL 415, 416, 418
    • ASL 401-402 focus on transition between BICS and Cognitive Academic Language Proficiency (CALP).
    • ASL 415, 416, and 418 focus specifically on Academic ASL and CALP.

13. Analyze cultural representation and diversity within the Deaf community.

  • Introduced: ASL 101-102
    • Deaf culture is addressed throughout the language curriculum. Famous figures and events in the Deaf community are addressed as are various perspectives on Deaf and hearing culture.
  • Reinforced: ASL 201-202, LIN 203
    • ASL 201 and 202 address cultural issues and ASL and Deaf literature.
    • LIN 203, Introduction to the Deaf World, further addresses Deaf culture and compares with other cultures.
  • Mastered: ASL 401-402, ASL 415-416, ASL 418
    • Deaf culture is further addressed throughout the language curriculum ASL 401-402.
    • LIN 415 (linguistics), LIN 416 (literature), and LIN 418 (women and gender) specifically address these areas in detail.

14. Engage with the Deaf community through service and activities.

  • Introduced: ASL 100-level courses
    • Five hours of community engagement is required in all 100-level ASL courses.
  • Reinforced: ASL 200-level courses
    • Ten hours of community engagement and service is required in all 200-level ASL courses.
  • Mastered: ASL 401-402
    • Fifteen hours of community service is required in ASL 401/402.

15. Demonstrate the ability to effectively interpret in a variety of modes: consecutive, simultaneous (uninterrupted consecutive), escort, and sight translation.

  • Introduced: LIN 331
    • LIN 331 introduces these modes of interpreting but does not require ability to effectively interpret them.
  • Reinforced: LIN 332-334
    • LIN 332 focuses on consecutive interpreting and team interpreting
    • LIN 333 and 334 focus on consecutive, simultaneous, and escort from ASL to English
    • LIN 334 focuses on these from English to ASL as well as sight translation.
  • Mastered: LIN 434-436.
    • For entry into Practicum, students must present a portfolio with video evidence of all of these modes of interpreting.
    • Practicum I specifically requires 10 hours of sight translation.

16. Be able to interpret for a variety of consumers, including Deaf signers of ASL, Deaf/blind signers, users of more contact language varieties of signing, and signers with cognitive challenges.

  • Introduced: LIN 331
    • LIN 331 introduces these varied consumers.
  • Reinforced: LIN 332-334, LIN 425
    • LIN 332-334 all have segments on Deaf-Blind interpreting and working with contact signers.
    • LIN 332 has segments on teaming with Deaf interpreters to work with Deaf signers with cognitive challenges. LIN 332 also has a segment where a Deaf Blind signer comes in and students work with him.
    • We offer the LIN 425 Interpreting topics courses on both Sighted Guide Training and Deaf-Blind Interpreting training.
  • Mastered: LIN 334, LIN 425, LIN 435-436
    • LIN 334 begins with training in sighted guide technique.
    • We offer a LIN 425 Topics Course called Preparation for Seabeck that trains students in advanced sighted guide and DeafBlind interpreting and they apply to work as interpreter/guides at a Deaf Blind Retreat in Seabeck, OR.
    • LIN 435-436 involve practicum work with Deaf Blind Signers.

17. Be able to explain the difference between using a language and the complex process of interpreting.

  • Introduced: LIN 331, LIN 401-402
    • This is covered in LIN 331 as well as LIN 401-402 Foundations of Interpreting.
  • Reinforced: LIN 331-334, LIN 336
    • Covered in all the 300-level interpreting classes as part of focusing on the Collaborative Reflective Process (CRP) model of the interpreting process.
  • Mastered: LIN 434-436
    • These concepts are revisited in Pre-practicum as well as Practicum I and II.

18. Be able to engage in critical thinking and decision making with regard to ethical issues encountered in interpreting.

  • Introduced: LIN 232, LIN 331
    • LIN 232 discusses the CPC as it applies to educational settings.
    • LIN 331 introduces the Interpreting Code of Professional Conduct (CPC).
  • Reinforced: LIN 236, LIN 332-334, LIN 336
    • Ethical decision making is addressed in all Fieldwork courses (LIN 236, 336) and in all intermediate interpreting courses (LIN 332-334).
  • Mastered: LIN 410, LIN 435-436
    • LIN 410 is a course specifically on Ethical Decision Making in ASL/English Interpreting.
    • Students in Practicum I and II must journal about assignments related to ethical decision making.

19. Demonstrate the meta-cognitive abilities needed to talk about and self-reflect upon one’s own mental process in interpreting.

  • Introduced: LIN 331
    • LIN 331 introduces students to the pedagogical model of interpreting (CRP) as well as the 10-step model of interpreting.
  • Reinforced: LIN 333-334
    • LIN 333 focuses on Demand Control Schema. Students must discuss their work within this model.
    • LIN 333 and 334 specifically frame work within the CRP model.
  • Mastered: LIN 335-336
    • In Practicum I and II, students must journal with reference to the CRP model. Practicum students learn about and experience Process Mediation, which is a specific kind of mentoring dialogue focusing on meta-cognitive abilities and talking about the work.

20. Be able to talk with others about the interpreting process in a constructive and non-evaluative manner.

  • Introduced: LIN 331 and LIN 232
    • Introduction of the concept of talking about our own and others’ interpreting work using non-evaluative language.
  • Reinforced: LIN 332-334
    • All intermediate classes 332-334 reinforce talking about the work in a non-evaluative way.
  • Mastered: LIN 435-436
    • Practicum I and II discussions require non-evaluative dialogue. Practicum students are also prepared for the reality that there are interpreters they will encounter during Practicum who do not follow such a policy.

21. Advocate for and work in teams, including hearing-hearing teams, Deaf-hearing teams, and ensemble interpreting.

  • Introduced: LIN 331
    • Introduction to team interpreting and working with Deaf interpreters.
  • Reinforced: LIN 332
    • Focus on team interpreting, particularly with Deaf interpreters. There are specific role-play activities involving advocating for Deaf interpreters and interpreting teams. All intermediate level interpreting courses involve team interpreting.
  • Mastered: LIN 435-436
    • Practicum I and II require team interpreting, including working in a Deaf/Hearing team. In addition, interpreting for the Maine Deaf Film Festival always has at least one ensemble interpreting assignment.

22. Be able to talk about their work within the Integrated Model of Interpreting and to apply this model in their interpreting process.

  • Introduced: LIN 331
    • Introduction to the Integrated Model of Interpreting (IMI) and to talking about the interpreting process.
  • Reinforced: LIN 332-334, LIN 401-404
    • LIN 332-334 focus on IMI and applying IMI to academic work, while LIN 401-404 are the Foundations of the Interpreting Process, which specifically trains students in the IMI.
  • Mastered: LIN 435-436 (Optional: LIN 401-404)
    • Practicum I and II (LIN 435-436) require students to journal referencing IMI. Many students opt at this level to take the 4 advanced Foundations courses (LIN 401-404) to further their work within this model.