Synchronous Learning (SL) courses allow students to attend Dallas International courses virtually. SL students attend class with on-campus students using video conferencing software. Attendance during scheduled class time is required. Assignments and other activities can be submitted via Dallas International Online.
DIU uses Zoom’s videoconferencing software for our Synchronous Learning courses. To use Zoom, you will need Internet access and a compatible device. Zoom has very modest Internet bandwidth requirements and is compatible with Windows, Mac, Linux, iOS, and Android devices. View Zoom’s System Requirements page for more details.
This course emphasizes ethnographic research methods and analysis. After completing this course, students will have satisfied DIU’s requirements in this regard.
Students will learn to identify and apply their own language and culture learning styles; manage language learning; use appropriate techniques and activities to develop second language competence at the novice level while working with a native speaker in language learning sessions. They will be able to describe techniques and activities suitable for language learning at more advanced levels. Building on awareness of their own cultural values, they will be able to describe and will begin to implement strategies for dealing appropriately with differences in cultural values.
This course considers the relationship between language and society. After successfully completing the course, students will be able to articulate the multilingual nature of the world’s societies, the function(s) of language(s) in nations, and how different languages are used alongside one another, including the idea of diglossia. They will also be able to identify the factors influencing the choice among language varieties for national and educational use. In addition, students will be able to explain how language attitudes and domains of language use influence the long-term maintenance and/or shift of language(s) in society. They will be able to discuss how all the aforementioned may possibly affect an applied anthropology program for a given linguistic community.
Oral traditions, especially storytelling, may include aspects of entertainment, but they are art forms and a discipline of academic study. This introductory course will integrate information from various disciplines and include topics that contribute to and are related to the general field of oral traditions. The course examines four broad genres of oral traditions: proverbs, riddles, verse, stories. For each of these four genres, the course covers three approaches: How to collect/observe the genre; How to analyze the genre; and How to apply the genre in ways that benefit the community.
This course is an introduction to cultural anthropology with emphases on application and several research methods. The main assignment is a practicum or research project that includes having students make at least four study-visits outside class hours to a Dallas/Fort Worth-area cross-cultural social situation.
This course is an introduction to political and social systems worldwide. Subjects treated include basic types of political organizations, concepts and practices of authority, power, law, and decision-making.
The course reviews adult learning theory. Students design and teach learning sessions to people of their own culture and to people of another culture, and analyze some of the cultural factors affecting learning and teaching.
Students will learn to identify and apply their own language and culture learning styles; manage language learning; use appropriate techniques and activities to develop second language competence at the novice level while working with a native speaker in language learning sessions. They will be able to describe techniques and activities suitable for language learning at more advanced levels. Building on awareness of their own cultural values, they will be able to describe and will begin to implement strategies for dealing appropriately with differences in cultural values.
The Cross-cultural teaching seminar allows students to analyze a teaching process from the perspective of both learning and teaching styles, and identify factors relevant to teaching cross-culturally.
This course covers techniques and skill development for researching and writing a thesis. Topics include distinction between quantitative and qualitative research and the uses, advantages and disadvantages of each, Word style sheets and use of a thesis template to enforce the required style sheet, common parts of a research paper/thesis, description and implementation of the proposal writing process, ethical perspectives and implications for research, and problem areas in technical writing and critical thinking.
Note: This course is graded P/F. Completion of the course will count as one hour of thesis credit but will not trigger the requirement for continuing registration. For applied linguistics see AL5190.
This course explores the implications multi-cultural settings have for leadership, specifically the impact cultural values, beliefs and worldviews have on leadership definitions, leadership styles, communications, authority and accountability dynamics, decision-making procedures, conflict management and ethics. Attention is given to biblical input for faith-based organizations in wrestling with the multi-cultural arena as well as dealing with practical cultural expressions which often reflect conflicting assumptions and allegiances. Suggestions are made for constructive responses to a variety of multi-cultural issues. A student who has taken this course and its prerequisites will be able to lead people who are working together from a variety of cultural backgrounds.
Students in this course study principles of culture and language relevant to working with language communities to plan literacy programs and prepare literacy materials. The course involves not only studying ideas, but also hands-on creating of a spelling system, literacy primers, and transition literacy materials. The course also covers training of teachers, funding, and program sustainability.
A wide variety of field methods for collecting ethnographic data is explored. Students have the opportunity to engage in a practicum in which to apply field methods to particular social contexts, demonstrating their ability in specific field methods.
This course helps researchers to learn the application of basic principles of the scientific method to the design of a research project. Topics and practical application of topics include research questions, variables related to research questions, testable hypotheses, and data-gathering instruments and methods.
Appropriate statistical methods for research in linguistics and related areas are considered. Course discussion includes the claims that can and cannot be made with statistics.
Discussion in this course begins with the intersection of education and multilingualism in developing countries. Included are major perspectives on bilingualism, cognitive dimensions of bilingualism, and educational consequences of bilingualism. Comparison of various models of multilingual education with their strengths and weaknesses is considered. The question of what we can learn from major experiments in multilingual education launched in the last 40 years is a discussion topic. A key element of the course is consideration of implementation-related issues involved in organizing a multilingual education program, especially in a developing country.
This course engages students in strategic planning procedures for working with speech communities to design and manage language development programs. Students will learn to differentiate key contextual factors, interpret community-based stakeholder input, and collaboratively formulate a program plan. Students will learn to appraise indicator data, deduce lessons being learned, and use their conclusions to revise the original program plan. The course will highlight the management skills crucial for collaborating with local community based organizational stakeholders, including a program goal to improve their capacity for managing language-development program activities.
The course addresses language-planning principles from an interdisciplinary perspective and applies these in language-development projects. The many topics included are status planning, involving language choice, policy and use decisions at the international, national, and local levels; corpus planning, involving graphization, standardization, and modernization; acquisition planning, involving the provision of opportunity and incentive to adopt innovations; and ethical issues relating to language rights and language ecology.
The purpose of this course is to discuss phenomena which occur when speakers of different languages come in contact with each other, including such areas as multilingualism (societal and individual), creolistics (Pidgins and Creoles), and obsolescence (language maintenance, shift, and death, language-contact-induced language change, reversing language shift, etc.).
This course focuses on the sociolinguistic, socioeconomic, sociopolitical, and socio-religious factors that either hinder or foster the use of vernacular literature. Practical strategies and activities that promote the use of Bible translations in public and private venues are central.
The course examines four broad genres of oral traditions: proverbs, riddles, verse, and stories. For each of these four genres, the course covers three approaches: 1) How to collect/observe the genre, 2) How to analyze the genre, 3) How to apply the genre in ways that benefit the community. Each student will select a community/area to study during this course. The student will study proverbs, riddles, verse, and stories in the area of their choice and write a paper about each. At the end of the course, each student will propose at least two ways to apply the community’s oral arts in a way that benefits the community.
Students study the linguistic and sociolinguistic criteria that can be used to define language and dialect boundaries. They learn to form appropriate research questions and choose appropriate research tools to discover ethnolinguistic identity, determine linguistic similarity, measure inherent intelligibility, assess bilingual proficiency, and describe language attitudes and patterns of language use. To implement these ideas, each student selects a particular language community in the world and prepares an appropriate survey proposal for that community.
Students study a variety of survey tools, then construct their own examples of these tests, implement them by using them with real people, and then write reports about their results.
Students study and discuss sociolinguistic variation at the level of a single language. Topics include such matters as the theory of variation; dialectology; ethnography of communication; pragmatics (power, solidarity, politeness); language and gender; social factors (time, generation, social class, social network, and identity); and standard and non-standard usage.
This course provides students with both a breadth of instruction and focus of specific data analysis applicable to research and applied work across all subdisciplines in anthropology. Students will learn organize, classify, analyze and interpret anthropological data.
The course is an introduction to social and political organization worldwide. Subjects treated include social groups of various kinds and their principles of recruitment and organization – e.g., kinship, descent, marriage, residence, age, and choice. Also treated are various kinds of social and political relations, rites of passage for both persons and groups, basic types of political organization, concepts and practices of authority, power, law, and decision-making.
Note: If a student desires to complete the Graduate Certificate in Multicultural Teamwork in one term, it will also be taught in the FALL.
The course is an introduction to the range of religious systems of minority peoples worldwide, including universal religions and their folk varieties. Subjects treated include how religion has been defined by anthropologists and treated within anthropology. There is comparison and contrast of Christian and secular anthropological approaches to religion. There is a certain focus on witches and witch ontologies and how they compare to biblical idols.
The emergence of World Christianity and the growth of the church in the southern hemisphere has shifted the focus of mission toward questions concerning the components of Christianity that are variable across cultures. The course will explore questions of cultural context and tradition, the world Christian movement, the meaning and expression of contextualization and syncretism, and the cross-cultural embodiment of Christianity through conversion, ritual and worship, incarnational ministry, and church models. Through the analysis of case studies students will explore how Christianity is challenged to address social values, needs, and behaviors across a wide range of cultures, ethnic groups, and religious traditions.
The course is an introduction to the geography, history, cultures, language families of interest, and other aspects of one area or sub-area of the world. Cultures are emphasized. Areas may be all or significant parts (not single countries) of sub-Saharan Africa, the Americas, Asia, Eurasia, or Oceania, depending on instructor availability.
To prepare for teaching and training people of different cultures, this course introduces students to adult learning theory, and equips them to analyze cultural factors affecting teaching and learning.
This course has a unique Applied Anthropology topic and syllabus for each offering. It may be repeated when topic changes with permission of your graduate advisor.
May be repeated when topic changes, with permission of graduate advisor.
This course is used for an individual student/s to study with a professor outside of the regularly scheduled course offerings. An Independent Study Permission form must be completed and submitted to Academic Affairs.
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This course covers a wide variety of topics related to literacy programs in developing contexts. Many of the topics are reinforced by hands-on projects involving writing systems, teaching materials, transition materials, budget preparation, etc.
Note: Students should also be aware that there will be some scheduled activities outside normal class hours.
This course introduces students to the basics of Biblical Hebrew, focusing on reading, writing, and vocabulary. Identifying key verses from the lectionary cycle helps students navigate scripture as displayed in a Torah scroll. To practice skills, students will work with partners. Together the class will develop a variety of activities to stimulate interest in Hebrew learning.
This course introduces students to the Hebrew trope marks used to identify accented syllables, pauses and phrasing, punctuation, and the application of cantillation melodies for public reading of the Torah.
This course relates study of the first five books of the Bible to the traditional Jewish lectionary cycle. Weekly portion names serve to organize the narrative storyline of Genesis-Deuteronomy so that today’s readers may join the ancient conversation of the wider global community.
As an introductory survey of the history, literature, and message of the Old Testament, this course explores the unfolding of over-arching themes, narrative storyline, and intertextual relationships as understood by the history and historiography of the Hebrew scriptures. How Jewish, Christian, historical critical and post-modern approaches have shaped the reading of the canon will be a focus of class discussions.
As an introductory survey of the history, literature, and message of the New Testament, the course traces the unfolding of over-arching themes, narrative storyline, and intertextual relationships as experienced in its religious Jewish context within Greco-Roman society. How Christian, rabbinic and historical critical approaches shaped the reading of the canon will be a focus of class discussions.
This course introduces students to basic elements of Islamic societies in their diverse expressions, including origins, historical developments, beliefs, practices, worldviews, and cultural and religious patterns. Particular emphasis is given to understanding common barriers to communication and approaches for bridging worldview, cultural, and religious differences for purposes of transformation.
This course introduces the student to Modern Standard Arabic and Arab culture. Students will learn the Arabic alphabet, basic grammar, and a vocabulary of 400 words in acquiring basic speaking and reading proficiency.
This course is the second step toward learning Modern Standard Arabic (MSA). It will help the student to achieve advanced beginner-level proficiency in speaking, reading, listening, and writing, accessing a vocabulary of 800 words. The student will also be introduced to important aspects of Arab culture.
This course enables students to speak a dialect of Arabic at a beginning level using either traditional classroom methodologies or else a Growing Participatory Approach (GPA). If the latter, then students will meet in small groups with a native-speaker language consultant, under the instructor’s guidance. The dialect offered will depend upon the language consultants that are available for the course.
This course is the third step toward learning to read Arabic. It will enable students to read significant Abrahamic texts in classical and Modern Standard Arabic.
Students will complete a project in Abrahamic studies. This course may be repeated when the topic changes with permission of the student’s advisor.
This course introduces the student to Modern Standard Arabic and Arab culture. Students will learn the Arabic alphabet, basic grammar, a vocabulary of 400 words and basic speaking and reading proficiency.
This course is the second step toward learning Modern Standard Arabic (MSA). It will help the student to achieve advanced beginner-level proficiency in speaking, reading, listening, and writing, accessing a vocabulary of 800 words. The student will also be introduced to basic aspects of Arab culture.
This course enables students to speak a dialect of Arabic at a beginning level using either traditional classroom methodologies or else a Growing Participator Approach (GPA). If the latter, then students will meet in small groups with a native-speaker language consultant, under the instructor’s guidance. The dialect offered will depend upon the language consultants that are available for the course.
This course is the third step toward learning to read Arabic. It will enable students to read significant Abrahamic texts in classical and Modern Standard Arabic.
Introduction to the history, literature, and message of the Old Testament. The course explores the over-arching themes, intertextual relationships, and unfolding narrative storyline of the Hebrew Scriptures. Students will compare Jewish and Christian ways of organizing the Hebrew canon.
As an introduction to the New Testament in its first century context, this course traces the unfolding of over-arching themes, narrative storyline, and intertextual relationships as understood by various Jewish and Gentile audiences in the first century of the Roman Empire. Special attention is given to communicating over-arching themes through storytelling.
This course explores translation studies at the intersection of applied linguistics and exegesis. This course will provide resources for students to develop methods for assessing and improving biblical translation at hermeneutical levels.
This course examines key elements which must be understood in relating to Muslims: beliefs, values, assumptions, allegiances, and cultural, social, communal, and religious dynamics. Attention is given to both traditional and critical approaches to the study of Islam’s history and the development of diverse, contemporary social, political and religious expressions. Particular emphasis is given to areas calling for sensitive or creative communication and lifestyle in order to overcome relational obstacles in working toward individual and community transformation.
This course explores practical and ideological variations within Islam’s current social, anthropological, political and economic concepts and structures, noting struggles with contemporary development needs, modernization, and relations with the West, in general. Insights that can facilitate understanding, communications, and relationship building between East and West will be noted and emphasized.
This course focuses on contemporary Islamic reform and revitalization movements, their rise and development, current status, and implications for Muslim self-understanding. Particular attention is given to the Muslim Brotherhood, the Gulen Movement, and to the secularists who emerged from the Arab Spring. Along with brief background information on Islam, this course lays the foundation of current trends, examines the issues behind the militant movement, suggests some possible responses, and looks at the competing ideological struggle between modernity and fundamentalism. Special attention will be given to understanding and constructively responding to the historical Middle East conflict.
This course explores the origins and characteristics of monotheism including ways that religious cultures with no prior history of this concept have adopted it. The course considers “Abrahamic” and “non-Abrahamic” forms of monotheism within cultural life, individual identity and cross-cultural encounter.
This study of the Qur’an examines its organization, structure, history of compilation, manuscript issues, literary style, and major themes. Students will become familiar with the major approaches to its interpretation, the historical subtext of the Qur’an, and how this affects interpretation of key texts in light of the Jewish and Christian scriptures. Practical issues of etiquette, characteristics of various English translations, how to read the Qur’an and use it in dialog will also be studied.
The symbol of the messianic (for savior and eschatological figures) has emerged as one of the most transferable of cultural and religious categories. This course serves as a basis for understanding some of the profound theological, cultural, and political implications of the symbol in Judaism, Christianity, and Islam into the modern era. Connections to non-Abrahamic traditions will also be studied.
This course explores hermeneutical issues central to the understanding and interpretation of Jewish, Christian, and Muslim sacred texts, examining stories shared by all three traditions. The approach to each narrative is to describe its components, explain its Abrahamic worldview context, and then use intertextual analysis to reformulate shared themes and retell the story in new cultural contexts.
This course is designed to enable each participant to reflect on their own faith and its expression as well as reflect on what it means to interact in transformational ways with members of other faiths. Drawing from the fields of philosophy, history, communication, anthropology, and religious studies, course participants will explore how to be internally life-giving to those within their own communities of faith and outwardly be ongoing, multidimensional, dynamic, divine-image bearers.
This course has a unique Abrahamic Studies topic and syllabus for each offering. It may be repeated when topic changes with permission of your graduate advisor.
May be repeated when topic changes, with permission of graduate advisor.
Note: This course will only be offered in the 2021 Summer Term.
This course is designed to enable each participant to reflect on their own faith and its expression as well as reflect on what it means to interact in transformational ways with members of other faiths. Drawing from the fields of philosophy, history, communication, anthropology, and religious studies, course participants will explore how to be internally life-giving to those within their own communities of faith and outwardly be ongoing, multidimensional, dynamic, divine-image bearers.
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This course is listed as AC5398-SL Culture and Community in the 2021 Summer Term course schedule and on Campus Café.
This course is used for an individual student/s to study with a professor outside of the regularly scheduled course offerings. An Independent Study Permission form must be completed and submitted to Academic Affairs.
This course introduces the theory and practice of sign language phonetics. It provides intensive practice in the recognition and production of a wide range of manual and non-manual phonetic elements that are used in natural sign languages, along with terminology for describing those elements precisely. It also teaches reading and writing one or more notational systems that are useful in recording phonetic details when conducting research on sign languages. This course is taught in American Sign Language and written English.
AL4207 (SL) Field Data Management (Spring/Summer - Even numbered years/Fall) (2 undergraduate credits)
With a focus on methodology and good praxis, this course instructs students in the use of computational tools for managing and presenting phonological, textual, and lexical data collected in linguistic field research.
Using an augmented subset of the International Phonetic Alphabet (IPA), students will be able to identify, mimic, and transcribe sounds and prosodies in normal human speech and to describe the mechanisms by which a speaker produces these sounds. Students will also be introduced to basic techniques of acoustic analysis.
This course provides practice in recognizing the difference between phonetic (etic) and phonological (emic) data through numerous practical exercises. Theoretical topics of focus include the use of distinctive features, natural classes, phonetic plausibility, complementary distribution, free variation, contrast in identical/analogous environments, phonological processes, common conditioning environments, typological universals, tone analysis, and morphophonemics. This is an ideal course for field-workers preparing to help develop or revise an orthography for any language.
This course provides a basic introduction to language sounds and structures. It will enhance students’ ability to learn another language as they use natural language data to discover and analyze word and sentence formation in a variety of different languages. Students will also have the opportunity to identify, pronounce, and transcribe the most common sounds found in the world’s languages.
Note: This course serves as a prerequisite for AA4505 in lieu of AL4302 and AL4410, but not as a prerequisite for any AL course.
Working with a speaker of a non-western language, students in this course elicit data which they then use to analyze the phonological system and produce a mini-lexicon and a grammar sketch of the target language.
This course introduces students to techniques for analyzing and describing basic morphological and syntactic issues in natural languages. By working through numerous practical exercises from a large variety of languages, students gain confidence in their ability to determine word classes and allomorphy and to deal with inflectional and derivational morphology. Students also learn to analyze different types of phrases, clauses, and sentences. This course serves as a prerequisite for several graduate linguistics courses.
An intensive program of study dedicated to preparing individuals to interact in a positive and supportive manner with members of the American and international Deaf Community.
Strengthening expressive and receptive skills in American Sign Language (ASL) through Deaf culturally-appropriate signed conversations, stories, and interactive activities. Special focus on using classifier constructions, facial grammar, motion modifications, fingerspelling, turn-taking, and narrations. Exposure to sign languages from other countries and international signing. Intended especially for students planning to take courses offered by DIU that use ASL as the classroom language of instruction, and for those planning to work professionally alongside Deaf people in the USA and other countries.
Note: This is an intensive course requiring full-time participation for 4+ weeks; students should not plan to work or have other commitments during the term.
This course introduces specialized hardware and software tools for researching sign languages, including recording, documenting, analyzing, and presenting textual, grammatical and lexical data. This course is taught in American Sign Language and written English.
This course covers techniques and skill development for researching and writing a thesis. Topics include distinction between quantitative and qualitative research and the uses, advantages and disadvantages of each, Word style sheets and use of a thesis template to enforce the required style sheet, common parts of a research paper/thesis, description and implementation of the proposal writing process, ethical perspectives and implications for research, and problem areas in technical writing and critical thinking.
Note: This course is graded P/F. Completion of this course will count as one hour of thesis credit but will not trigger the requirement for continuing registration. For Applied Anthropology, see AA5190.
With a focus on methodology and good praxis, this course instructs students in the use of computational tools for managing and presenting phonological, textual, and lexical data collected in linguistic field research.
This course (in development) introduces students to techniques for analyzing and describing
morphological and syntactic issues in natural languages. By working through numerous practical
exercises from a large variety of languages, students gain confidence in their ability to determine
word classes and allomorphy and to deal with inflectional and derivational morphology. Students
also learn to analyze different types of phrases, clauses, and sentences. This course serves as
foundational for several graduate linguistics courses.
Students develop an understanding of translation through history, including changing perspectives about translation through different epochs. Students compare and contrast translation theories and practices by exploring key theorists.
This course introduces students to advanced analyses and descriptions of the phonology of human languages from various theoretical perspectives, including Optimality Theory. Analytical and descriptive skills will be developed through the study of phonological data from a variety of natural languages, focusing on morphophonemics. Readings are designed to provide a solid introduction to several important issues in phonological theory and argumentation.
This course introduces universal trends in sign language phonology and how the basic phonetic elements in a natural sign language function together in the language’s phonological system. It provides practice in applying various theoretical frameworks to analysis of specific sign languages. It considers the interaction between phonology and morphology. This course is taught in American Sign Language and written English.
This course introduces students to orality and its implications for translation. The concepts of teaching within an oral framework and the internalization of a pericope are explored along with the process of oral drafting. Students explore ways of transforming a passage into an artistic product suitable for another linguistic and cultural environment and discuss means of appraising the quality of an oral translation. Finally, students participate in an oral translation project which produces a high-quality oral draft appropriate for a specific audience.
[NOTE: Students should expect to meet with their team to work on the group project daily.]
This course focuses on morphological and syntactic properties that are characteristic of sign languages and which distinguish them from spoken languages. These include: glossing conventions, grammaticalization of space (including deixis and agreement), verb classes, borrowing (particularly fingerspelling and mouthing), nonlinear morphology, classifiers, and nonmanual markers. Students will be taught the principles of analysis of such features, including glossing conventions, theoretical frameworks, analytical procedures, and appropriate means for presenting grammatical analysis. This course is taught in American Sign Language and written English.
Beginning with the historical and theoretical roots of relevance theory, this course explores relevance theory’s account of the principles and mechanisms of human communication. Building on that theoretical foundation, students explore implications of the theory for our explanation of tropes, linguistic analysis, and interlingual communication.
This course is designed to help students understand how different languages structure texts and how the resulting structure may affect communication and translation. The course focuses on the discourse structure of narrative texts, although a brief survey of the structure of non-narrative texts is included at the end of the course. Students practice analyzing texts for various discourse features. Some issues considered are sentence structures, macrosegmentation of texts, the use of particles and conjunctions, and information structure. Salience schemes, transitivity, participant reference, and paragraph analysis are some of the other topics included.
This course provides a survey of recurring syntactic patterns across languages and introduces tools and strategies that can be used to analyze and describe the grammatical structure of individual languages. Topics covered include voice and valence alternations, complementation, control, raising, relativization, morphological causatives, and serial verbs.
This course is required for all students in the Descriptive Linguistics concentration and is a prerequisite for AL5395 Current Issues in Descriptive Linguistics.
This course examines the relationship between form and meaning in human language. We consider the rules for combining word meanings to derive sentence meanings in a predictable way, and we explore the principles which allow speakers to communicate more by uttering a sentence than is contained in the sentence meaning itself. We apply these concepts not only to content words but also to grammatical morphemes such as tense, aspect, and modality markers. This course is required for the MA in Applied Linguistics.
Building on a theoretical understanding of translation, students explore the implications of translation theory and standard practice for several translation issues commonly encountered by Bible translators. Students learn these principles and procedures through reading, discussion, and assignments.
This course involves reading and synthesizing major concepts in the foundational literature, as well as more recent publications in documentary linguistics. The readings are augmented by training in the core technical tasks of a language documentation project, including project planning, audio and video recording, metadata management, and archiving. A final project working with language consultants brings together the theoretical concepts and the technical skills in a small documentary corpus.
This course is an investigation of three primary sources for understanding biblical backgrounds: the religious environment of ancient Israel, narratives of key biblical figures as cultural memory texts of ancient Israel within the context of the ancient Middle East, and the place of Jesus throughout the books of the New Testament considering its Second Temple religious environment. These approaches provide valuable insight for readers of the Bible everywhere as they perform their own contextual interpretations.
This course contributes to students’ professional growth in the consulting skills and attitudes needed to successfully function as translation advisors and consultants. Students develop a personal growth plan for translation consultants. Class sessions involve discussion that incorporates each participant’s knowledge and experience. Students put into practice the skills and attitudes that are discussed.
This course introduces students to the grammar and vocabulary of Biblical Greek with a focus on reading, studying, and translating the Greek New Testament. It offers a quick and efficient path into reading the Greek New Testament. The course is designed for anyone wanting to become a Bible translator and desiring to learn Biblical Greek.
This course is built in tandem with AL5321. Students continue studying Koine Greek with a focus on syntax and fluent reading of the Greek New Testament. This course is available for any student who has successfully completed AL5321 and has good reading comprehension of the Greek Text.
This course is designed to enable the student of the Greek New Testament to better understand the text, going beyond basic grammatical analysis. To that end, the course considers the discourse function of connectors in the Greek New Testament. Other topics covered include framing devices, emphasis, points of departure, and other issues in information structure. Forward pointing devices, thematic highlighting devices, and constituent structure are additional topics.
This course is concerned with discovering the meaning of a New Testament text as intended by the original author. As an aid in that discovery process, students are introduced to textual criticism. Also covered is how to best do lexical studies. The course looks at issues in grammatical analysis, background studies, and how to proceed in various genres of texts: narrative, epistolary, and apocalyptic. The use of the Old Testament in the New Testament is surveyed as well as the use of biblical theology in interpretation. Finally, each student puts all the elements together to produce an exegetical paper over an assigned text.
In this course students learn the steps needed to evaluate and understand the original author’s intended meaning of Old Testament passages. As part of this process, students learn how to evaluate lexical and syntactical issues, interact with textual criticism, perform background studies, and interact with the various genres of the text. These steps enable students to interpret the original meaning and underlying theology in order to translate well and to apply the text, which students demonstrate in an exegetical paper over an assigned text.
This course introduces students to the foundational features of Classical Hebrew. Beginning with the basics of phonology, the course then moves into foundational morphology and grammar, including nouns, prepositions, and verbs. This introduction to the language is the first step in enabling the student to become a competent translator of the Hebrew Old Testament.
This course continues where AL5326 left off. It continues introducing students to the basic morphology and grammar of Classical Hebrew. Once the foundational elements are understood, the course introduces students to the translation of large portions of text over a variety of genre types. This course (along with the previous one) provides a solid foundation for understanding the basic features of the language and prepares students to move into the following course which teaches the more complex features of interpretation.
Through this course students move beyond traditional grammatical analysis to an analysis and evaluation of the various discourse features of the Hebrew Old Testament. The types of discourse features studied include: discourse types, participant reference, coherence and cohesion, information structure, and many other features. The field of Hebrew discourse analysis is flourishing, and this course is updated every year to include the most recent advancements in the field.
Students develop their language skills by reading extended passages of Old Testament texts of different genres in Hebrew. In this particular class students will focus developing their skills in analyzing complete poems in Hebrew in order to explain the functional meaning and pragmatic effect of the Hebrew text. Completion of this course will include translating a text from the Hebrew Bible, writing explanatory notes highlighting points of interest in the exegesis and translation process, and transforming the passage into an artistic product suitable for another linguistic and cultural environment.
Students apply linguistic and translation knowledge to translation tasks in a non-western language. They will increase their abilities to identify and solve translation problems, and to evaluate translations in light of the linguistic norms of the target language. Students will also gain experience training and mentoring a native speaker of the target language by doing translation alongside them. This course provides students with interpersonal and intercultural training that will help them develop facilitation skills.
A majority of the world’s unwritten languages are tonal, and this course will prepare those hoping to do language development work in these languages. The course includes extensive practice and coaching in hearing and transcribing tone, review of phonological theory that especially applies to tone, surveys of tonal phenomena by geographical area, and a multi-week project of tone analysis of a specific language that will cover beginning transcription, analysis, and a paper about the system.
This course serves as a cap-stone seminar for students in the Descriptive Linguistics concentration, providing an opportunity to integrate knowledge from preceding courses through intensive study of some issue of current interest for linguistic analysis and description. The course aims to develop basic skills of linguistic scholarship through reading and critically discussing a variety of articles on the selected topic(s), and through writing and presenting a paper related to the issues discussed in the seminar.
This course has a grammar topic in even numbered years and a phonology topic in odd numbered years.
This course is used for an individual student/s to study with a professor outside of the regularly scheduled course offerings. An Independent Study Permission form must be completed and submitted to Academic Affairs.
This course serves as the capstone course for the Certificate in Applied Linguistics. Working with a speaker of a non-western language, students in this course elicit data which they then use to produce a mini-lexicon, a phonological description, and a grammar sketch of the target language.
The New Testament is full of ancient documents by ancient authors, but their context is still largely accessible to us today. In order to better read, interpret, and apply the New Testament, students will learn about the historical, religious, and cultural environment in which Christianity arose.
This course is an overview of the entire sweep of Christian history. Pivotal events will be discussed in detail, and we will attempt to discern how those events are relevant to present-day world Christianity, both in terms of their effect on the present, and how they can inform a Christian interpretation of our times. Some turning points in the history of cross-cultural missions will be included.
At our core, do all individuals think, feel, and behave in the same ways? How do psychology and culture interact? In this course, we will look at several major concepts in traditional psychology and consider the extent to which they may apply across cultures.
This course introduces students to the mechanics of writing clear and coherent essays and presenting them orally. Special attention is given to the process of planning, writing, and revising. Students read a variety of texts from different genres in order to expose them to the rich possibilities of English prose.
An introductory study into conceptions of spiritual formation and the various ways people deepen their understanding and relationship with the supernatural. Emphasis is given to approaches to a covenantal life, the nature and consequence of religious practices and rituals, and the motivations for a worldview integrating religious faith.
This course is designed to introduce undergraduate students to statistics. Mathematical concepts basic to an understanding of statistics will be reviewed. Descriptive and inferential statistics and their application to social sciences research will be introduced.
Students will explore linguistic, historical, socio-cultural, political, and religious contexts of Ancient Near Eastern civilizations. Specific focus is given to epic, social, and religious texts from civilizations of the Ancient Near Eastern world, particularly those of Mesopotamia, Egypt, Canaan, and Israel.
Grief and trauma are part of the human condition. In this course, students will study the psychological impact of suffering and begin to develop their own personal theology of suffering. They will also discuss the importance of resilience as a building block of successful cross-cultural service.
Throughout history, societies have organized themselves into a variety of political and economic systems. Those who work cross-culturally may live and interact within a political or economic system different than one to which they are accustomed. This course introduces the student to basic political and economic ideas and systems, with the goal of equipping the student to understand them better and to operate more effectively within them.
Learning valid forms of arguments, standard fallacies, how to draw inferences, and how to arrange arguments are crucial skills for thinking critically and communicating effectively about any issue. This course will teach students how to think well, how to understand and critique arguments using the basic elements of logic, and how to arrange ideas effectively.
This course will examine the role of linguistics in globalization with particular attention to the role of the West in cultural, economic, and political harmonization around the world.
A course designed to teach students to gather and evaluate information from a variety of sources and to incorporate ideas from these sources into the writing of a research paper.
This course is an introduction to the history, beliefs, and practices of the world’s major living religions. Religions studied include Buddhism, Christianity, Confucianism, Hinduism, Indigenous Cultures, Islam, and Judaism.
This course provides an overview of topics related to the theory and practice of Christian Missions including the biblical/theological basis of missions, the history of missions as well as cultural and practical issues that relate to the cross-cultural ministry.
This course explores the theory, purpose, and dynamics of cross-cultural service, multi-cultural team building as well as issues of personal living in a cross-cultural setting.
Craft and tell culturally appropriate stories!
All languages change over time, and one language can, given enough time, develop into many languages. Often these related languages provide the only surviving clues about their ancestral language. This course is an introduction to the techniques of linguistic reconstruction, and to the basic concepts underlying the genetic classification of languages. Both the comparative method and internal reconstruction will be taught. The emphasis will be on developing the practical skills of linguistic reconstruction, rather than on theoretical issues.
This course explores issues of poverty, economic development, education, and primary health care within the developing world. An emphasis is placed on examination of both successful and unsuccessful methods.
An introduction to modern standard Chinese, commonly called Mandarin, which is the official language of China and is the most widely used variety of Chinese in the world. This course is for beginners. The emphases will include pronunciation, acquiring core vocabulary in both spoken and written forms, and beginning conversation skills. There will also be an introduction to the lifelong process of learning the Chinese writing system.
Students will learn factors relevant to cross-cultural communication. They will be able to identify concepts from intercultural communication that can facilitate or impede communication in a cross-cultural context.
This course has a unique International Studies topic and syllabus for each offering. It may be repeated when topic changes with permission of your graduate advisor.
May be repeated when topic changes, with permission of graduate advisor.
This course is used for an individual student/s to study with a professor outside of the regularly scheduled course offerings. An Independent Study Permission form must be completed and submitted to Academic Affairs.
Building on the foundations laid in Chinese 1, students will achieve a basic level of competence in conversation and reading and be able to write short compositions.
Through work on practical projects, this course focuses on video production workflow, examining the stages of preparation and execution for each phase of a given project from inception to completion. Course topics include project planning, field recording, an introductory overview of editing, and uploading completed projects. Course content also includes discussions of audio/visual aesthetics and telling a story through video.
This course looks at various artistic traditions from communities around the world, showing how these artistic expressions perform important cultural functions and serve as markers of identity. The course uses experiential activities and media resources to expand the students’ appreciation of the complexity and significance of various world art traditions.
In this course, students will investigate, describe, and interact with the people and processes involved in a community’s creativity and performance. Course assignments include daily readings, class discussions, and reflective and academic writing. Students will also be assigned an in-depth field research project with local arts practitioners, offering opportunities to improve skills in planning and performing research tasks, interviewing, participant-observation, note-taking, and audio- and video-recording. These field methods lead students to find answers to questions such as: What kinds of arts exist locally? What are some solutions to common difficulties in field and library-based research? How have scholars and practitioners conceptualized artistic expressions? In what ways do arts communicate within and beyond a community? How are new innovations in established traditions developed and integrated into a society?
This course prepares students to work with a local community to catalyze the creation of new vernacular Scripture-based and community-development messages in indigenous forms of artistic communication. Students learn to encourage sustainability and integrate these expressions into local community life by designing interactive, dialogue-based learning activities for arts-discovery and arts-creation workshops; mentoring local artists; promoting the dissemination of indigenous Christian works; and encouraging the positive self-identity that these forms may engender.
This course trains students to perform initial structural analysis of musical, verbal, dramatic, dance, and visual features of an ethnolinguistic community’s artistic genres. Such analyses contribute vitally to local communities’ efforts to address their needs and aspirations. Instructional methodologies include participation in these arts.
This course has a unique World Arts topic and syllabus for each offering. It may be repeated when topic changes with permission of your graduate advisor.
May be repeated when topic changes, with permission of graduate advisor.
This course is used for an individual student/s to study with a professor outside of the regularly scheduled course offerings. An Independent Study Permission form must be completed and submitted to Academic Affairs.
