The Department of Academic Literacy and Linguistics (ALL) offers an Associate in Arts (AA) degree in Linguistics. The Linguistics program aims to foster a critical appreciation of language while helping students to understand the relationship between linguistics and literacy. Students will understand systems of language; engage in scholarly debates about key theories of language and literacy acquisition; analyze and interpret linguistics and literacy phenomena and events; and interact with theories about language, identity (e.g., race, gender), and culture.
This program will prepare students for 21st century careers in education and related fields, including linguistics, speech pathology, education, publishing, journalism, law, marketing, and public relations.
Teachers of English to Speakers of Other Languages (TESOL) Concentration
BMCC offers a TESOL (Teachers of English to Speakers of Other Languages) concentration through the Linguistics program. The Linguistics program is administered by the Academic Literacy and Linguistics Department and the TESOL concentration majors are advised by the Teacher Education Department. The program combines both linguistics and education courses to prepare students to become teachers of English to speakers of other languages. TESOL students learn how to teach English Language Learners (ELLs) in the elementary and secondary schools.
The program is designed for a seamless transfer to the teacher education program at Queens College. Students are advised to visit the Teacher Education department to discuss their plans for transferring to a four-year college before choosing their courses. For more information, please contact Professor Ruth Guirguis, at rguirguis@bmcc.cuny.edu.
Transfer Options
Students completing this program can transfer seamlessly into the B.A. degree in Linguistics at Lehman College/CUNY or the B.A. degree in General Linguistics at Queens College/CUNY without the loss of credits.
Explore Careers
BMCC is committed to students’ long-term success and will help you explore professional opportunities. Undecided? No problem. The college offers Career Coach for salary and employment information, job postings and a self-discovery assessment to help students find their academic and career paths. Visit Career Express to make an appointment with a career advisor, search for jobs or sign-up for professional development activities with the Center for Career Development. Students can also visit the Office of Internships and Experiential Learning to gain real world experience in preparation for a four-year degree and beyond. These opportunities are available to help BMCC students build a foundation for future success.
Contact
Professor Cynthia Wiseman
Program Coordinator
cwiseman@bmcc.cuny.edu
Related Communities
This program is offered in-person, online and in a hybrid format.
Requirements
Linguistics Academic Program Maps
Required Common Core
| English Composition | 6 |
| Mathematical and Quantitative Reasoning1 | 3 |
| Life and Physical Sciences | 3 |
| TOTAL REQUIRED COMMON CORE | 12 |
Flexible Core
| Creative Expression | 3 |
| Individual and Society | 3 |
| Scientific World2 | 3 |
| U.S. Experience in Its Diversity3 | 3–6 |
| World Cultures and Global Issues4,5 | 3–6 |
| TOTAL FLEXIBLE COMMON CORE | 18 |
| TOTAL COMMON CORE | 30 |
Curriculum Requirements
- This course will introduce the student to the study of Language and Culture. The course will introduce related topics, such as bilingual/bidialectal families and bilingual education, language and gender, literacy in a changing, technological society, child language acquisition, and different dialects and registers of English. The readings will draw on works in linguistics, literature and related fields. Students will work on critical reading and produce writing based on the readings in connections with their own experiences and backgrounds.
- This course will introduce students to linguistics, the scientific study of language. Students will apply methods of scientific inquiry (including the scientific method) to linguistic systems (phonological, morphological, syntactic, semantic, and pragmatic) and language phenomena and events. Specifically, students will engage in observation of linguistic phenomena, collection of data, generation and testing of hypotheses, analysis of and interpretations of data, application and evaluation of theory, in order to form conclusions about linguistic phenomena.
| Concentration Requirements (see below) | 24 CRS. |
30
Total Curriculum Requirements
60
Total Program Requirements
General Concentration
- This course is designed to provide students with an understanding of the grammatical structures of standard American English, allowing them to read, write, and interpret written texts critically and efficiently Through analysis and discovery, students will learn to evaluate the grammaticality of the written work they produce in their academic coursework. In addition, students will explore a variety of writing genres and styles, and learn to manipulate language more effectively, enriching both their production and understanding of written texts.
OR
- This course is designed to provide students with an understanding of the sound system of English, with a focus on Standard American English and non-standard dialects of American English. The course will introduce students to the physical production of sounds as well as the mental perception of sounds and how they pattern in English, allowing students to notice and identify the distinct sounds of English, and to develop an awareness of the rich variation within the language. The course will also introduce students to phonetic transcription, highlighting the contrast between sound and spelling, particularly in English.
Choose One Language and Diversity Elective
- The survey course will introduce students to varieties of English around the world. (e.g., African and Caribbean varieties of English, English based Pidgins and Creoles). Students will be introduced to theories of language variation, examine forces that contribute to variation (e.g., colonization, language contact, and globalization), and describe the impact of English on other languages. Attitudes toward different varieties of English will be explored, with students analyzing how we perceive varieties of English and how these perceptions affect linguistic identities and ideologies. Implications of global variations of English for educational practices and language learning will also be discussed.
- This course explores historical, cultural, and theoretical perspectives on the relationship between language, race, and ethnicity in the United States and its territories. It examines how language is understood to reflect, reproduce, and/or challenge and defy racial and ethnic boundaries, and how ideas about race and ethnicity influence the ways in which people use and construe language. It covers topics such as racialization and racism, ethnicization, notions of authenticity, repertoire, codeswitching and style shifting, linguistic mocking and linguistic racism, language ideology, and identity formation. This course will examine language varieties such as Black American English and its cross-racial uses by other groups, Chicano English and Spanglish, Hawaiian English, and American Indian English.
Choose One Language and Learning Elective
- This course is designed to help students understand a) how diverse children and adolescents learn, acquire, and utilize literacy skills and engage in literacy practices in varied contexts and b) how to support children's literacy and development through culturally relevant practices. Students will analyze how cultural values affect beliefs about what it means to be literate in childhood and adolescence, and students will examine the relationship between cultural values, literacy practices, families, and communities. Students will practice meaningful strategies that will help them understand how to integrate literacy into family and community-based settings.
- Through this course, students will learn about diverse perspectives about language and literacy development, specifically atypical development, of children (birth through adolescence). Students will confront questions facing scholars regarding typical and atypical development as well as the nature of typical and atypical second and multiple language development. Specific attention will be paid to language disorders, language delays, dyslexia and developmental disorders related to language and literacy. Prerequisites: ENG 100.5 or ENG 101 or Departmental Approval
- This course is designed to provide students with an understanding of the grammatical structures of standard American English, allowing them to read, write, and interpret written texts critically and efficiently Through analysis and discovery, students will learn to evaluate the grammaticality of the written work they produce in their academic coursework. In addition, students will explore a variety of writing genres and styles, and learn to manipulate language more effectively, enriching both their production and understanding of written texts.
- This course is designed to provide students with an understanding of the sound system of English, with a focus on Standard American English and non-standard dialects of American English. The course will introduce students to the physical production of sounds as well as the mental perception of sounds and how they pattern in English, allowing students to notice and identify the distinct sounds of English, and to develop an awareness of the rich variation within the language. The course will also introduce students to phonetic transcription, highlighting the contrast between sound and spelling, particularly in English.
- The first part of this course introduces students to theories of first language acquisition (e.g., developmental sequence, innateness hypothesis). In the second part of the course, students will become familiar with the theories of second language acquisition and factors such as motivation, age, learning styles that affect language learning. Students will develop an awareness of processes involved in language acquisition, both first and second. Prerequisites: Any 100-level LIN course or Department Approval
- This introductory course provides an overview of the psychological, social, and political aspects of bilingualism. Topics covered include definitions of bilingualism, language development in bilingual children, the linguistic behaviors of bilingual speakers, language loss and maintenance, and socio-political issues pertaining to bilingual language policy and planning. Prerequisites: ENG 100.5 or ENG 101 or Any 100-level LIN course or Departmental Approval
- This course will provide students with an understanding of the theoretical foundations and principles of language instruction and language learning. Special emphasis will be on studying pedagogical approaches to TESOL that address the learning needs of diverse language learners in multiple settings (e.g. one-on-one or small group tutoring vs. classroom). Topics will include relationships between and identities of practitioners and learners (e.g. racial, ethnic, linguistic, typical and atypical), research-based methodologies, teaching for productive and receptive language skills, and the relationship between curriculum planning, assessment, and feedback. Prerequisites: [ENG 100.5 or ENG 101] and LIN 101 or Departmental Approval
Choose One Research Elective
- Through this course, students will analyze how power manifests itself through language and how people use language to create, reproduce, or resist/defy power. By studying the relationship between language and capital, language and institutionalized oppression (e.g. racism, ethnocentrism), and language and activism, students will explore the relationship between language, inequity, domination, and resistance. Students will analyze, through applying Critical Discourse Analysis to language events related to politics, policy, media, and institutional interaction, the power and perceived value of certain dialects and languages (e.g., discrimination towards and ideologies about languages/dialects). Students will engage with relevant critical social and linguistic theories relating to power. Prerequisites: ENG 100.5 or ENG 101 or Any 100-level LIN course or Departmental Approval
- This three credit, 200-level course will explore the complex relationship between language and the law. The course critically considers the role of language and its power in the legal process. Three branches of forensic linguistics (handwriting, phonology, and discourse analysis) will be discussed. We will examine the work of dialectologists, creolists, and graphologists who have used linguistic evidence to interpret evidence (e.g., blackmail and ransom notes), and voice and spectrogram analysis will also be discussed. The course will also examine how linguists are involved in the legal process when they serve as expert witnesses. Prerequisite: ENG 201
- This course introduces students to the study of language events related to gender and sexuality. Practicing framing, speech act analysis, and discourse analysis, students will examine the relationship between cultural values, language, gender, and sexuality. Students will analyze, with examples from global languages, how gender and sexuality affect language use and communities of practice as well as language affects understandings of gender and sexuality. Prerequisite: [ENG 100.5 or ENG 101] and LIN 100; or departmental approval
Choose One of the following Advised Electives:
- This course is a survey of fiction, poetry, and commentary by African American writers from the 18th century through the Harlem Renaissance to 1940. Prerequisite: ENG 201
- This course is a survey of fictional and non- fictional writing by African Americans from 1940 to the present. Prerequisite: ENG 201
- The course examines the emergence and growth of a distinct regional literature in English and French speaking nations. Prerequisite: ENG 201
- Representative works reflecting the collective experiences of Asian American writers are analyzed. Fiction, poetry, drama, and non-fiction written from Chinese, Filipino, Asian Indian, Japanese, Korean, and Southeast Asian cultural perspectives are discussed. Prerequisite: ENG 201 or ENG 121 NOTE: ASN 339 satisfies requirements for a third semester of the English sequence.
- This course studies and analyzes outstanding classical, contemporary and multicultural literature for children and adolescents, arranged by genre. Students are given an overview of the evolution of the literature from its cultural roots in myth and legend to its present role as a reflector of modern society. Pre-Requisite: ENG 101 and ENG201 or ENG121
- This course will study and analyze selected novels, short stories, poems and plays of postcolonial writers from Africa, South Asia and Southeast Asia, the English speaking Caribbean, New Zealand, Canada and Australia. The course will examine the ways in which postcolonial writers transcend a British imperial legacy of colonialism to redefine their own distinctive social and cultural worlds. Note: This course is crosslisted as: AFL 336.
- This course surveys fiction, poetry, and drama from writers throughout the Middle East, beginning in the late 19th century and concluding in the present time. English translations of well-known literature from the Middle East, a region defined as the countries of southwest Asia and northeast Africa, are considered in the context of such recurring themes as cultural/national identity, colonialism religion (e.g. Islam, Judaism, Christianity), gender relations and class conflict. Prerequisites: ENG 101 and 201, or ENG 121
- This course focuses on 20th and 21st century texts within the area of Queer literature and by Queer literary artists. It covers a variety of literary and critical texts in order to introduce students to classics of Queer Literature as well as lesser-known masterpieces. The aim of this class is to expand students??A?A? conceptions about literature, sexuality, and gender and lead them to critically investigate socially-constructed ideas about gender and sexuality. Students will examine and analyze the manner in which the authors and texts subvert and challenge sexual and cultural norms. Prerequisite: ENG 101 and ENG 201 or ENG 121
- This course focuses on the contributions of women literary artists from a variety of cultures and ethnic groups. It examines how some writers have both reflected the prevailing female stereotypes of their age and background, and also imagined the "New Woman." Enrollment is open to both women and men.
- Italian American literature surveys fiction, poetry, and drama throughout the history of Italian Americans in the United States beginning in the first half of the twentieth century and continuing into contemporary America. This literature will be considered in the context of recurring themes in the artistically framed experiences of Italian Americans beginning in the first half of the twentieth century and continuing into contemporary America: cultural-national identity conflict, anti-colonization by church and state, religion, gender relations, generational differences and relations, class conflict, for example working class vs.the bourgeois, or working class immigrant and sons and daughters vs. the dominant American culture, the problem of education in early Italian American history, the dilemma of cultural and linguistic loss, intercultural conflict, intracultural conflict, family values, oppression, social dysfunction, and assimilation. Prerequisites: ENG 101 and 201, or ENG 121
- This course aims to acquaint students with representative Judaic works translated from Hebrew or written in English and ranging from Biblical times to the present. The selections concentrate on those writings which have been most influential in the development of Western literature and which best convey Jewish thought, feeling, and experiences, especially in their universal application. The readings will be supplemented by exposure to Judaic music and art, including visits to museums and galleries, individual student projects, and guest lectures. No prior knowledge of the Hebrew language or Jewish culture or literature is required. Prerequisites: ENG 101 and 201, or ENG 121
- In this course, works reflecting the experiences of U.S. Latino/a writers in English are analyzed. Students will read, discuss, and write about fiction, nonfiction, poetry and drama by writers such as Julia Alvarez, Rudolfo Anaya, Gloria Anzaldua, Roberto Fernandez, Tato Laviera, Achy Obejas, Abraham Rodriguez Jr., and Piri Thomas. Note: Crosslisted with ENG 338 Pre-Requisite: ENG101 and ENG201 or ENG121
Choose additional Advised Elective from following for a total of 6 credits:
| CRT xxx Advanced CRT course | 3 |
- The evolution and behavior of human beings as cultural animals are the focus of this course. Students are introduced to the basic concepts and methods of the major divisions of anthropology: physical, social and cultural; archeology and linguistics. Emphasis is placed on preliterate societies to facilitate the study of the interrelation of various aspects of culture.
- This course is designed to provide an understanding of intercultural principles and perspectives when communicating with people from diverse cultures. Consideration will be given to both verbal and nonverbal communication processes in the "American" culture, co-cultures, contact cultures, and popular culture. Through readings, lectures, response papers, and interviews, as well as through in-class discussion and exercises, this course will explore how culture shapes communication, how situations are framed through cultural lenses, and how histories, perceptions, values, contexts, aspects of stereotypes, and ethnocentrism all contribute to the complexity of intercultural communication. Prerequisite: SPE 100 or SPE 102
- The purpose of this course is to raise students? awareness regarding the ways in which gender is created, maintained, and/or changed through cultural expectations and interaction. Students will gain theoretical insights and develop analytical skills to identify gendered expectations, and to learn how such expectations serve to limit behavior for people of all genders. The course will enhance understanding of how predominant social assumptions and communication norms can devalue and silence women and other non-dominant groups, and how students can become change agents to enhance our collective lives. Prerequisite:SPE 100
- Critical Thinking (Same as CRT 100) is designed to develop the mind and help students learn to think clearly and effectively. Through substantive readings, structured writing assignments and ongoing discussions, students will examine concrete examples from their own experience and readings and contemporary issues in the media to learn how to analyze issues, solve problems, and make informed decisions in their academic, professional, and personal lives.
- 3 CRS.3 HRS.1 LAB HRS.Schools in a Linguistically Diverse American Society: Bilingual Education
- This course focuses on the historical, sociological, philosophical and linguistic foundations of bilingual education. It analyz3es how educational practices and schools influence society in general, while also exploring issues affecting the academic achievements of bilingual and language minority groups in particular. Students participate in a minimum of 30 hours of course-related fieldwork.
Prerequisite: EDU 201
Course Syllabus - This course focuses on children's physical, cognitive, linguistic and socio-emotional development, and the related implications for learning. Within the context of race, class and culture, the following topics are explored in depth: the nature of intelligence, gender identity, attachment and other psychosocial attributes (typical and atypical). Students participate in a minimum of 20 hours of course-related fieldwork.
Prerequisites: PSY 100
Course Syllabus - This course provides an overview of the social context of schooling within the diversity of American society. It focuses on the historical, philosophical, social, and political foundations of education, especially in urban settings. The following topics are explored in depth: the notion of schooling, culturally relevant pedagogy, school reform, and issues of inequality and privilege. Students participate in a minimum of 20 hours of course-related fieldwork.
Prerequisite: EDU 201 or EDS 201
Course Syllabus - The course focuses on principles of sound thinking and valid argument in order to develop skills in analysis and evaluation of inductive and deductive reasoning. Students learn to discriminate between valid and invalid argument, using as tools the techniques of formal and symbolic logic.
- The course introduces students to the scientific study of behavior and mental processes. Students will learn about current perspectives, historical roots and scientific methods in psychology. Topics within major areas of psychology may include biopsychology, human development, learning, cognition, social processes, personality and psychological disorders.
- The course introduces students to major theories and scientific findings in social psychology emphasizing personal and situational behavior. Research and application in the areas of social thinking, social influence and social relations are discussed. Topics include, but are not limited to, attitudes and beliefs, conformity, prejudice, group behavior and leadership, communication and persuasion. Prerequisite: PSY 100
- This course explores cognitive, emotional, and behavioral changes across the lifespan. Attention is given to how biological sociocultural factors shape the individual. Prerequisite: PSY 100
- This course studies the social world and how it has evolved over time, as well as how individuals are influenced and structured by social interactions in small groups and by larger social forces. The course covers major sociological theories and research methods, and key concepts such as culture, socialization, social class, race/ethnicity, gender, technology, social inequality, and social change.
- This course is designed for those students who wish to improve their speech communication in the business and professional environment. Study of voice and articulation, development of auditory discrimination, utilization of individual and group exercises, and application of speech in group discussions and interviews are covered. This class is particularly recommended for those whose native language is not English as well as those desiring additional improvement in speech and language. Prerequisite: SPE 100 or SPE 102
- This course is devoted to the reading aloud of various works of literature, such as poetry, prose or drama, in order to develop an awareness of the voice and body as an instrument of communication, and to instill an appreciation of the beauty and sensitivity of the English language.
| XXX xxx Modern Language Courses4 | 0-3 |
| XXX xxx General Electives6 | 0-3 |
TESOL/Applied Linguistics Concentration
- This course focuses on children's physical, cognitive, linguistic and socio-emotional development, and the related implications for learning. Within the context of race, class and culture, the following topics are explored in depth: the nature of intelligence, gender identity, attachment and other psychosocial attributes (typical and atypical). Students participate in a minimum of 20 hours of course-related fieldwork.
Prerequisites: PSY 100
Course Syllabus - This course provides an overview of the social context of schooling within the diversity of American society. It focuses on the historical, philosophical, social, and political foundations of education, especially in urban settings. The following topics are explored in depth: the notion of schooling, culturally relevant pedagogy, school reform, and issues of inequality and privilege. Students participate in a minimum of 20 hours of course-related fieldwork.
Prerequisite: EDU 201 or EDS 201
Course Syllabus - This course is designed to provide students with an understanding of the grammatical structures of standard American English, allowing them to read, write, and interpret written texts critically and efficiently Through analysis and discovery, students will learn to evaluate the grammaticality of the written work they produce in their academic coursework. In addition, students will explore a variety of writing genres and styles, and learn to manipulate language more effectively, enriching both their production and understanding of written texts.
- This course is designed to provide students with an understanding of the sound system of English, with a focus on Standard American English and non-standard dialects of American English. The course will introduce students to the physical production of sounds as well as the mental perception of sounds and how they pattern in English, allowing students to notice and identify the distinct sounds of English, and to develop an awareness of the rich variation within the language. The course will also introduce students to phonetic transcription, highlighting the contrast between sound and spelling, particularly in English.
- The first part of this course introduces students to theories of first language acquisition (e.g., developmental sequence, innateness hypothesis). In the second part of the course, students will become familiar with the theories of second language acquisition and factors such as motivation, age, learning styles that affect language learning. Students will develop an awareness of processes involved in language acquisition, both first and second. Prerequisites: Any 100-level LIN course or Department Approval
- This introductory course provides an overview of the psychological, social, and political aspects of bilingualism. Topics covered include definitions of bilingualism, language development in bilingual children, the linguistic behaviors of bilingual speakers, language loss and maintenance, and socio-political issues pertaining to bilingual language policy and planning. Prerequisites: ENG 100.5 or ENG 101 or Any 100-level LIN course or Departmental Approval
- This course will provide students with an understanding of the theoretical foundations and principles of language instruction and language learning. Special emphasis will be on studying pedagogical approaches to TESOL that address the learning needs of diverse language learners in multiple settings (e.g. one-on-one or small group tutoring vs. classroom). Topics will include relationships between and identities of practitioners and learners (e.g. racial, ethnic, linguistic, typical and atypical), research-based methodologies, teaching for productive and receptive language skills, and the relationship between curriculum planning, assessment, and feedback. Prerequisites: [ENG 100.5 or ENG 101] and LIN 101 or Departmental Approval
1 CR
XXX XXX
General Electives6
Notes
Please note, these requirements are effective the 2024-2025 catalog year. Please check your DegreeWorks account for your specific degree requirements as when you began at BMCC will determine your program requirements.
Footnotes
- Students intending to transfer to Lehman College under this agreement are strongly recommended to take MAT 150 – Introduction to Statistics to complete this requirement.
- Students in the TESOL/Applied Linguistics concentration are strongly recommended to take PSY 100 to complete this requirement.
- Students in the TESOL/Applied Linguistics concentration are strongly recommended to take HIS 120 and HIS 125 (6 credits) to satisfy this requirement. Students in the General concentration are strongly recommend to take 3 credits to satisfy this requirement.
- Students in the General concentration must take two semesters of the same Modern language. These credits can be satisfied in the Common Core – World Cultures and Global Issues ara.
- Students in the TESOL/Applied Linguistics concentration are advised to take one semester of a Modern Language.
- These credits can be satisfied by taking STEM variants in the Common Core.
