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:

We have 8 learning outcomes for all of our majors and 7 additional outcomes for students in the ASL/English Interpreting concentration. The outcomes are separated by category, indicating which outcomes are based in theory and which are based in applied research/practice.

All linguistics majors will be able to:

Linguistic science: Theory

  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, especially with respect to quantitative and experimental studies.
  3. Discuss the ways the specific features of language interface with human thought and interaction in a variety of domains.
  4. Analyze, at a basic level, linguistic structures in English and other languages (especially for language-specific tracks such as ASL, French, Spanish).

Linguistic science: Applications

  1. Read a significant research publication and present a formal review of the material.
  2. Explain the relevance of linguistic theory to its applications.
  3. Apply knowledge about language to situations outside of the context of courses.
  4. Argue persuasively that all naturally occurring languages/dialects are of equal complexity and value.

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

Interpreting: Theory

  1. Be able to explain the difference between using a language and the complex process of interpreting.
  2. Demonstrate the meta-cognitive abilities needed to talk about and self-reflect upon one’s own mental process in interpreting.
  3. Be able to talk about their work within the Integrated Model of Interpreting and to apply this model in their interpreting process.
  4. Be able to engage in critical thinking and decision making with regard to ethical issues encountered in interpreting.

Interpreting: Practice

  1. Demonstrate the ability to effectively interpret in a variety of modes and for a variety of consumers
  2. Be able to talk with others about the interpreting process in a constructive and non-evaluative manner.
  3. Advocate for and work in teams, including hearing-hearing teams, Deaf-hearing teams, and ensemble interpreting.

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 211-213
    • 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 309-317, LIN 399
    • 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, 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, LIN 211-213
    • 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 309-317, LIN 399
    • 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, ASL/FRE/SPA 416
    • In these courses, students read research articles and conduct their own research.

3. 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 211-213
    • 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 311-317, LIN 399
    • 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.
  • Mastered: LIN 42x, LIN 490, ASL/FRE/SPA 416
    • The capstone courses involve research on specific aspects of language.

4. 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, LIN 211-213
    • These courses include some analytical exercises on English and other languages (specifically English and ASL, for LIN 105).
  • Reinforced: LIN 311-317, LIN 399
    • These courses include more advanced analytical exercises on English and other languages.
  • Mastered: LIN 42x, LIN 490, ASL/FRE/SPA 416
    • LIN 423, 426 and 490 include advanced analysis of English, ASL, and/or other languages.
    • The other courses focus on analysis of ASL/French/Spanish.

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

  • Introduced: LIN 309-317, LIN399
    • 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.
  • Reinforced: LIN 42x, LIN 490, ASL/FRE/SPA 416
    • Reading primary sources and presenting on them is required in all capstone courses.

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

  • Introduced: LIN 105, LIN 185, LIN 211-213
    • 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.
    • LIN 185, required of all majors, introduces the field and has a section on each major subfield.
  • Reinforced: LIN 309-317, LIN 399
    • 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.
  • Mastered: LIN 42x, LIN 490, ASL/FRE/SPA 416
    • LIN 425 (topics) focus on specific topics in Linguistics, often connected to the instructor’s research.
    • LIN 490 and ASL/FRE/SPA 416 are capstone courses in which students conduct individual research related to their field of interest.

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

  • Introduced: LIN 105, LIN 185
    • Some assignments ask students to relate the concepts to observations they make outside of the classroom.
  • Reinforced: LIN 309-317, LIN 399
    • 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 42x, LIN 490, ASL/FRE/SPA 416
    • All capstone courses require students to reflect on observations as part of their projects.

8. 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: LIN 309-317, LIN 399, 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 42x, 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.

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

  • Introduced: LIN 331
    • This is covered in LIN 331.
  • Reinforced: LIN 332-334, LIN 410
    • 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 401-404, LIN 435 (Practicum I)
    • These concepts are revisited in Foundations of Interpreting workshops as well as Practicum I and II.

10. 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 332-334, LIN 410
    • 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 401-404, LIN 435 (Practicum I)
    • 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.

11. 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
    • LIN 332-334 focus on IMI and applying IMI to academic work.
  • Mastered: LIN 401-404, LIN 435 (Practicum I)
    • 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.

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

  • Introduced: LIN 331
    • LIN 331 introduces the Interpreting Code of Professional Conduct (CPC).
  • Reinforced: LIN 332-334, LIN 410
    • Ethical decision making is addressed in all intermediate interpreting courses (LIN 332-334).
    • LIN 410 is a course specifically on Ethical Decision Making in ASL/English Interpreting.
  • Mastered: LIN 401-404, LIN 435 (Practicum I)
    • Students in Practicum I and II must journal about assignments related to ethical decision making.

13. 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 410
    • 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 401-404, LIN 435 (Practicum I)
    • 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.

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

  • Introduced: LIN 331
    • Introduction of the concept of talking about our own and others’ interpreting work using non-evaluative language.
  • Reinforced: LIN 332-334, LIN 410
    • All intermediate classes 332-334 reinforce talking about the work in a non-evaluative way.
  • Mastered: LIN 401-404, LIN 435 (Practicum I)
    • 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.

15. 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 332-334, LIN 410
    • 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 401-404, LIN 435 (Practicum I)
    • 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.