phd scholarships linguistics

Doctoral Program

The Ph.D. program emphasizes rigorous theoretical work that has at its base a firm empirical foundation in language data. 

Students are provided with a broad-based background in linguistics, teaching experience in the classroom and other forums, and opportunities for original and high-quality research.  Our Ph.D. students write dissertations on a wide range of topics spanning and bridging many subareas of the field.  See our Ph.D. Alumni  page for dissertation titles and job placement information.

Overview of the Program

Through the completion of advanced coursework and strong methodological and analytical training, the  Ph.D. program prepares students to make original contributions to knowledge in linguistics, to articulate the results of their work, and to demonstrate its significance to linguistics and related fields.  At every stage in the program, students are encouraged to present and publish their research and to develop active professional profiles. 

Students generally complete the program in five years

• Coursework in core areas of linguistics, chosen by each student in consultation with faculty advisors to build the foundation that best suits their interests and goals.
• Fall Quarter: Includes seminar to introduce students to the research of faculty in the department
• Winter Quarter: Includes participation in small research groups or in one-on-one apprenticeships
• Spring Quarter: Includes beginning to work on the first of 2 qualifying research papers

Years 2 and 3

• Balance shifts from coursework to development of research skills
• Students complete two qualifying papers and then selects a principal advisor and committee for their dissertation by the end of year 3.

Years 4 and 5

• Devoted to dissertation and advanced research

Teaching Experience

As they move through the Ph.D. program, students also gain teaching experience by serving as teaching assistants in their second, third, and fourth year of graduate study. They also have access to the many programs provided by Stanford's Vice Provost for  Teaching and Learning , including the varied resources of the Teaching Commons .

Offers of admission to the Linguistics P.h.D program include funding for the full five years of doctoral study, including tuition and stipend, regardless of citizenship. 

We also encourage our applicants to apply for as many external fellowships and scholarships as they are eligible for; a compilation of funding opportunities for Linguistics graduate students can be found on our  Fellowship and Funding Information page .  Applicants should note that the deadlines for these fellowships are typically in the fall of the year prior to admission.

In addition, the  Knight-Hennessy Scholars  program is designed to build a multidisciplinary community of Stanford graduate students dedicated to finding creative solutions to the world's greatest challenges. The program awards up to 100 high-achieving students every year with full funding to pursue a graduate education at Stanford, including the Ph.D. degree in Linguistics. 

Additional information is available about the student budget , Stanford graduate fellowships , and other support programs .

Outside the classroom, there are many opportunities, both formal and informal, for the discussion of linguistic issues and ongoing research, including colloquia, workshops, and reading groups.

Partnership Opportunities

Although not part of the formal doctoral program, there are numerous opportunities for research and development work at the Center for the Study of Language and Information and  off-campus at local companies.  

Admissions Information

Ph.D. Programs

The Department of Linguistics offers four concentrations leading to the Doctor of Philosophy (Ph.D.) degree in Linguistics (see list below). No matter the concentration, our faculty work closely with students, guiding their research and supporting their passions.

• Applied Linguistics
• Computational Linguistics
• Sociolinguistics
• Theoretical Linguistics

Applicants to the Ph.D. program are encouraged to identify prospective research advisors, at least one of whom should be in the concentration to which they apply.

After entering the program, Ph.D. students may elect to add a minor in a second one of these concentrations [new policy effective Spring 2023].

An interdisciplinary (second) concentration in Cognitive Science is also available to Ph.D. students.

Master’s in Passing

If, in their course of the Ph.D. program, a doctoral student meets all of the requirements of a M.S. degree in Linguistics, he or she may apply to receive a “Master’s in Passing.” Please consult section IV.D.3 of the Graduate School Bulletin for full details about the “in passing” or “terminal” Master’s degree.

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PhD in Linguistics

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Aims of the PhD

Human language is a multifaceted phenomenon. It is simultaneously a property of individual minds and of whole speech communities, and thus both internal and external to us. It both shapes and is shaped by our societies over time. It is a combination of sound (or sign), which has physical properties that can be measured, and meaning, which does not. Accordingly, becoming a linguistic researcher involves mastering a variety of methods, both quantitative and qualitative. The PhD in Linguistics at BU aims to produce scholars who are versatile enough to be experts in both of these aspects of linguistic inquiry, yet skilled enough to do cutting-edge research in a particular subfield of the discipline. We offer a solid grounding in a range of research methods, including field methods, quantitative methods, and computational methods.

Learning Outcomes

Students graduating with a PhD in Linguistics will demonstrate:

• broad knowledge of the discipline
• deeper knowledge in a specialized area or subfield
• ability to carry out a significant piece of independent research (which implies knowledge of and ability to use research methodologies in order to complete the research)

Prerequisites

The GRE (Graduate Record Examination) is not required to apply.

Entering students are expected to have completed introductory classes in: 

• phonetics/phonology (e.g., GRS LX 601)
• syntax (e.g., GRS LX 621)
• semantics/pragmatics (e.g., GRS LX 631)

Students who do not have sufficient background in linguistics must complete additional coursework to fulfill the above prerequisites prior to entry or during the first year. Note: if completed at BU, GRS LX 601, 621, and 631 will not count toward the PhD course requirements.

Admissions & Funding

The deadline for application to enter the program in Fall 2023 is January 6, 2023.  Information about the graduate admissions process ( including the application process and requirements ) is available at the Graduate School of Arts & Sciences (GRS) website:

We anticipate being able to admit about five students per year. All admitted students will receive full coverage of tuition costs plus a fellowship for five years. For further information about funding, consult the GRS website above.

Requirements

Course requirements.

The PhD requires successful completion of 64 credits at the graduate level, including three core courses: 

• GRS LX 703 Phonological Analysis
• GRS LX 722 Intermediate Syntax
• GRS LX 732 Intermediate Semantics

Six additional courses from the four areas below, with two courses each in two of the areas, and one course each in the remaining two areas:

• advanced phonetics, phonology, or morphology (e.g., GRS LX 706)
• advanced syntax, semantics, or pragmatics (e.g., GRS LX 723, 736)
• linguistic research methodology
• language acquisition or socio-historical linguistics

A 4-credit graduate proseminar sequence (GRS LX 801 & 802) is typically taken in the second year.

Finally, six additional courses (including up to 8 credits of directed study) are taken in Linguistics or related fields that comprise a specialization , which will generally be in the area of the dissertation. These courses will be decided upon by the student in conjunction with their advisor, whose approval is required.

Language Requirement

The PhD requires demonstration of graduate-level reading proficiency in two foreign languages (one of which may be English, for non-native speakers) by the end of the third year of enrollment.

These proficiencies can be demonstrated through any of:

• a language examination
• successful completion of a non-credit graduate-level foreign language reading course offered at BU
• the equivalent of two years of undergraduate study of the language at BU (or successful completion of any higher-level language course taught in the language)

Graduate-level foreign language reading courses offered at BU include:

• GRS LF 621 Reading French for Graduate Students
• GRS LG 621 Reading German for Graduate Students
• GRS LI 621 Reading Italian for Graduate Students
• GRS LS 621 Reading Spanish for Graduate Students

Qualifying Examinations

To advance to candidacy, students must satisfactorily complete and defend two substantial research papers in different areas of the field (the first by the end of the fourth semester, the second by the end of the sixth semester of enrollment).

Each Qualifying Paper (QP) will be planned and carried out under the supervision of a Linguistics faculty member with expertise appropriate to the relevant project and, upon completion, will be defended orally and approved by an examining committee, composed of the first and second reader as well as a third faculty member determined by the Director of Graduate Studies (DGS) in consultation with the student.

A brief proposal for each QP must be submitted, with signed approval of a first and second reader (who have been approved by the DGS and who have agreed to advise the student on the proposed project), by October 15 of the academic year in which the project is to be completed. For the second QP, a topic approval form, in which the student explains how the second QP differs from their first QP, must also be submitted, in advance of the proposal approval form.

Dissertation and Final Oral Examination

PhD candidates will demonstrate their abilities for independent study in a dissertation representing original research or creative scholarship.

A prospectus for the dissertation must be completed and approved by the readers, the DGS, and the Department Chair.

Candidates must undergo a final oral examination in which they defend their dissertation as a valuable contribution to knowledge in their field and demonstrate a mastery of their field of specialization in relation to their dissertation.

All portions of the dissertation and final oral examination must be completed as outlined in the GRS general requirements for the PhD degree:

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Department of Linguistics

Ph.d. program.

The main components of the Linguistics Ph.D. program are as follows:

• Course Requirements
• Language Requirement
• Generals Papers
• Dissertation
• Extra Funding Availability

All requirements, including two generals papers, should ideally be completed by the end of the third year, but in no case later than the end of the fourth. The dissertation prospectus is due on October 15 of the fall term of the fourth year. Failure to meet program requirements in a timely fashion may result in termination of candidacy. 

First-year students are advised by the Director of Graduate Studies (DGS) until they select a major field from the regular departmental faculty. Thereafter, progress toward completion of the Ph.D. requirements continues to be monitored by the DGS, but primary responsibility for overseeing study shifts to the major advisor. Students are free to change their major advisor at any time. By the end of the second year they should also select a co-advisor, who serves as a secondary advisor and faculty mentor.

Harvard Linguistics Graduate Student Handbook

Progress to the Degree (updated 7/1/2015)

A B+ average must be maintained in each year of graduate study. Grades below B- cannot be counted toward departmental requirements; two grades below B- in required courses will result in termination of candidacy. Ordinarily, a grade of Incomplete can only be converted into a letter grade if the work is made up before the end of the following term. No grade of Incomplete can be used to satisfy a departmental requirement.   No two programs of study are alike, but students should typically plan to complete the requirements for the degree according to the timetable below. Departures from this schedule must be approved by the main advisor and the Director of Graduate Studies.   Years G1 and G2: Course requirements are satisfied. By the end of the G2 year, the first generals paper should be well underway.   Year G3: Teaching duties begin. The first generals paper should be defended before the end of the fall term, and the second generals paper by the end of the spring term.   Year G4: Teaching duties continue. A thesis prospectus, naming a dissertation committee, is due on October 15 of the fall term; the committee must be chaired or co-chaired by a member of the Department of Linguistics and must include at least two members of the Faculty of Arts and Sciences. Dissertation Completion Fellowship applications are due at midyear.   Year G5: The thesis is completed and defended in the spring.

A.M. Degree  (updated 7/1/2015)

Graduate students who have completed two years of residence, who have fulfilled all the course requirements and language requirements for the Ph.D., and who have successfully defended one Generals paper, are eligible to petition for a Master’s (A.M.) degree.  

Note that there is no master’s program in Linguistics.                     

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M/F PhD position in linguistics on language geography and historical linguistics

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the second year and some conference attendance in the second and third years. Overview Forming an independent project in its own right, this PhD studentship in applied linguistics orFrench (applied

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PhD student position in Language -based Security for Data Sharing Platforms

the Job related to staff position within a Research Infrastructure? No Offer Description Embark on a journey of research and innovation in the dynamic realm of cyber security research, as a PhD student

responsibilities The PhD student will be responsible for conducting research in the areas of data security, privacy, and information flow control, including but not limited to designing novel cryptographic protocols

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About the Project This PhD project aims to develop personalised conversational systems by leveraging user simulation, supported by recent advancements in large language models with their strong

Embark on a journey of research and innovation in the dynamic realm of cyber security research, as a PhD student in the prestigious Wallenberg WASP research initiative. Delve into a cutting-edge

PhD Studentship: Skill Acquisition in Lifelong Robot Learning with Large Language Models

Supervisory Team: Dr. Muhammad Burhan Hafez (Lead Supervisor), Professor Adam Sobey PhD Supervisor: Muhammad Burhan Hafez Project description: The integration of Large Language Models (LLMs

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PhD position in Language Technology at MediaFutures Apply for this job See advertisement UiB - Knowledge that shapes society Through robust and close interaction with the world around us – globally

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Scholarships and Financial Aid

Students can find a number of financial aid opportunities through the  Student Financial Aid Office . With the  Husky Promise , the UW guarantees to cover the full cost of tuition and standard fees for qualified students who otherwise could not afford to attend.

Undergraduates

Scholarships & financial aid.

• Student Financial Aid
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Hourly Appointments

Occasionally the department has hourly positions open for communications, general administrative, and reader/grader positions for undergraduates. Pay depends on education, experience, and job duties. See the UW HR website for job profiles and the minimum rates for the City of Seattle. The department complies with all University and City of Seattle minimum rates. 

Starting July 1, 2023, the undergraduate rates are:

• Undergraduate student performing a variety of support tasks without prior experience $18.98/hour
• Undergraduate student  performing a variety of support tasks w ith prior experience $19.73/hour

Faculty looking to hire must consult with the administrator before extending an offer to ensure that we comply with all HR regulations. See  Student hourly employee compensation and work hours limits - Compensation (uw.edu)  for more details and guidance.

Salaried Appointments

Information on salaried departmental academic student employee jobs:

• Graduate Financial Aid and Assistantships for information on teaching assistant, staff assistant, and research assistant positions.
• UAW Local 4121 - Academic Student Employee union. Provides support for academic appointment-related complaints and grievances.

Fellowships and External Support

The department expects all PhD students to seek external funding every year. Opportunities include:

• FLAS  (Foreign Language and Area Studies) fellowships for both academic year and summer funding of language study. Linggrads have historically had high success rates with the FLAS since our long-term interests are focused on language.
• GO-MAP (Graduate Opportunity and Minority Achievement Program) , a division of the Graduate School that provides support, resources, and a number of scholarships and fellowships for graduate students of color.
• GRAPES  database of graduate funding (hosted by UCLA)
• The graduate school maintains  lists of funding opportunities for graduate students
• Most of these are limited to US citizens or permanent residents – but not all of them – so read carefully and thoroughly.
• Be careful about the amounts of the awards to make sure that you will receive enough to live on. Also note whether the award is for study at UW or intended to be used for research remotely (usually abroad).
•  Check out the  Graduate Funding Information Service . If you are on campus, we recommend making an appointment with GFIS in spring quarter to get a start on fall applications. For incoming graduate students, you can meet with them in fall. But you also can email them in spring if you have specific questions. Unfortunately, the GFIS office is closed in the summer. One thing to be aware of is that some fellowships (e.g. NSF) have due dates early in fall quarter. So it’s a good idea to get a head start on preparing your applications.
• Opportunities for study outside the University of Washington are available through  Fulbright  grants, through the Alaska Native Language Center and through other grants and exchanges.

Occasionally the department has hourly positions open for communications, administrative, and reader/grader positions. See the  UW HR website  for job profiles and the minimum rates for the City of Seattle. The department complies with all University and City of Seattle minimum rates. 

Starting July 1, 2023, the graduate student rates are:

• Graduate student performing a variety of support tasks (non-ASE) without prior experience $20.80/hour
• Graduate student  performing a variety of support tasks (non-ASE) with prior experience $21.40/hour

Faculty looking to hire must consult with the administrator before extending an offer to ensure that we comply with all HR regulations.  See  Student hourly employee compensation and work hours limits - Compensation (uw.edu)  for more details and guidance.

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• Applied Linguistics PhD

Join a cohort of scholars, researchers, and activists dedicated to linguistic diversity.

UMass Boston's PhD program in Applied Linguistics is a critically-oriented community of scholars, researchers, and activists dedicated to understanding linguistic diversity in everyday life. Our unique program emphasizes learning-by-doing through mentorship, coursework, and community-engagement. The Applied Linguistics PhD prepares candidates for teaching, research, and public advocacy careers in higher education, government, community, nonprofits, and private organizations.

Our apprenticeship model combines intensive faculty mentoring from the department’s internationally recognized faculty with structured support from a diverse and active doctoral student community . We also draw on the interdisciplinary expertise of our colleagues across Greater Boston and around the world to provide opportunities for community-engaged scholarship . Applied Linguistics doctoral students are involved in a range of local and global projects and initiatives related to our areas of inquiry : bilingual/multilingual education, multilingual language policy, critical applied linguistics, social resources and social contexts in language learning, and sociocultural theory.

Our curriculum is designed to engage future researchers in critical study of language in society. Through the exploration of cutting-edge research methods, students will develop a comprehensive and deep understanding of the theoretical, empirical, and practical dimensions of language use, language teaching and learning, and language policy in local and transnational contexts; and how they interrogate systems of power that produce marginalization, exploitation, and discrimination. Simultaneously, students cultivate their own scholarly identity, develop their inquiries, and generate knowledge to improve life in our schools, communities, and society. Students and faculty collaborate on research projects, manuscripts, advocacy work, and conference presentations throughout the doctoral program. 

Our PhD program requires three years of residency. During the first two years, a typical course load is three courses per semester (fall and spring) plus department events including the Colloquium, Roundtables, working groups, and talks; classes are offered between 4 and 10 p.m. Monday through Thursday. Funding, including tuition, living stipend, and health insurance, is available for up to three years on a competitive basis.

Please contact Graduate Program Director Professor Avary Carhill-Poza for information about the program, application process, or connection to current students: [email protected] .

Start Your Application

Plan Your Education

How to apply.

The Department of Applied Linguistics at UMass Boston is committed to cultivating diversity in scholarship and scholar identity and to providing intellectual, social, emotional, and financial support to students from groups that have been historically underrepresented in higher education. As such, we strongly encourage students with a wide variety of backgrounds and experiences, including first generation students, international students, students of color, and linguistically diverse students to apply.

The deadline to submit all materials is January 1 for fall admission. Applicants are responsible for confirming with Graduate Admissions that their application is complete (including all documents and transcripts) well before January 1. Applicants to the PhD Program in Applied Linguistics should submit the following admissions materials:

• UMass Boston Graduate Application
• Official transcript from each college and university attended (including evidence of a master’s degree in applied linguistics or related field, with a minimum graduate GPA of 3.0)
• A current Curriculum Vitae
• Three letters of recommendation, at least two of which should come from individuals who can assess the applicant’s academic preparation for advanced graduate work
• One well-written sample of academic work (e.g. MA thesis, course paper, research project, published article, etc.)
• Statement of purpose [1500 words maximum] that addresses the following questions:
• How do your research interests map onto the areas of inquiry supported by the PhD Program in Applied Linguistics (bilingual/multilingual education, multilingual language policy, critical applied linguistics, social resources and social contexts in language learning, and sociocultural theory)?
• What practical or real-world changes do you hope to see as a result of your research, scholarship, and/or activism?
• What professional, personal, and academic experiences have especially equipped you to bring a critical perspective to your research, scholarship, and/or activism? And, how do your experiences as a multilingual language learner, language teacher, or language user inform your goals? (For applicants who are not multilingual, please explain your plans for developing fluency in another language while completing the PhD program.)

For international students who have not completed at least two academic years of full-time study (excluding ESL or test-prep) at an approved English-speaking college, proof of English language proficiency is required.

Deadlines & Cost

Deadlines: January 1 for fall

Cost: For additional information regarding tuition and fees, please visit the Bursar’s Office or send an email to [email protected] . Please refer to Graduate Student Financial Aid for more information on financial aid.

Application Fee Waivers: Fee waivers are automatic for all UMass Boston alumni, veterans, and McNair Scholars. Additionally, fee waivers for financial hardship are granted to applicants on a first-come-first-serve basis. To request a fee waiver, applicants should first complete their application (but not submit it), then send an email to the Program Director with the subject line: PhD Fee Waiver Request. State your reasons for requesting the fee waiver in your email and attach a letter from your academic advisor attesting to the financial need to waive the application fee. Applications must be complete in order to receive a fee waiver.

Support: Funding for doctoral students—including tuition, living stipend, and health insurance—is available for up to three years on a competitive basis. Applicants to the PhD program in Applied Linguistics are considered for Graduate Assistantships during the application review process in January.

Coursework is the primary way for students to develop their scholarly identity, knowledge, and research skills as they refine a dissertation topic for study. During the first two years of the PhD program, students are encouraged to explore a range of topics and get to know faculty before they choose an advisor for their dissertation project. In their third year, students move on to candidacy by passing associated benchmarks supported by their inquiry courses. The following courses are offered in the Applied Linguistics PhD Program:

Core Courses (9 Credits)

• APLING 700 - Issues in Applied Linguistics 3 Credit(s)
• APLING 701 - Issues in Second Language Acquisition 3 Credit(s)
• APLING 702 - Issues in Sociolinguistics 3 Credit(s)

Seminars (9 Credits)

• APLING 707 - Current Research on Language and Pedagogy 3 Credit(s)
• APLING 708 - Corpus Linguistics 3 Credit(s)
• APLING 709 - Language Policy 3 Credit(s)

Colloquium (1 Credit)

• APLING 890 - Graduate Colloquium in Applied Linguistics 1 Credit(s)

Research Methods Courses (9 to 15 Credits)

Complete at least three courses from below.

• APLING 703 - Applied Linguistics Research Methods 3 Credit(s)
• APLING 704 - Advanced Discourse Analysis 3 Credit(s)
• APLING 705 - Advanced Ethnography 3 Credit(s)
• PPOL-G 604L - Statistical Methods in the analysis of Social Problems I 3 Credit(s)
• PPOL-G 605L - Statistical Methods in the Analysis of Social Problems II 3 Credit(s)

Electives (3 to 9 Credits)

Complete no more than three from below.

• APLING 601 - Linguistics 3 Credit(s)
• APLING 603 - Language, Culture and Identity 3 Credit(s)
• APLING 605 - Theories and Principles of Language Teaching 3 Credit(s)
• APLING 611 - Methods and Materials in Foreign Language Instruction 3 Credit(s)
• APLING 612 - Integrating Culture into the Language Curriculum 3 Credit(s)
• APLING 614 - Foundations of Bilingual/Multicultural Education 3 Credit(s)
• APLING 615 - Dual Language Pedagogy 3 Credit(s)
• APLING 618 - Teaching ESL: Methods and Approaches 3 Credit(s)
• APLING 621 - Psycholinguistics 3 Credit(s)
• APLING 623 - Sociolinguistics 3 Credit(s)
• APLING 627 - Phonetics and Phonemics 3 Credit(s)
• APLING 629 - The Structure of the English Language 3 Credit(s)
• APLING 633 - Discourse Analysis in ESL 3 Credit(s)
• APLING 635 - Literacy & Culture 3 Credit(s)
• APLING 637 - Ethnography of Education: Culture, Language, & Literacy 3 Credit(s)
• APLING 670 - Testing in the Bilingual/ESL Classroom 3 Credit(s)
• APLING 673 - Reading in the Bilingual/English as a Second Language (ESL) Classroom 3 Credit(s)
• APLING 696 - Independent Study 1-6 Credit(s)
• APLING 697 - Special Topics in Applied Linguistics 1-6 Credit(s)

Inquiry Courses (6 Credits)

• APLING 891 - Qualifying Paper Seminar 3 Credit(s)
• APLING 892 - Dissertation Proposal Writing Seminar 3 Credit(s)

Dissertation Research Course (12 Credits)

• APLING 899 - Dissertation Research 1-12 Credit(s)

Graduation Criteria

Complete 55 credits from 16 courses including three core courses, three seminars, one colloquium, three to five research methods courses, one to three electives, two inquiry courses, and one dissertation research course.

Students with a master’s degree in a relevant field earned no more than seven years before matriculation may be eligible for advanced standing awarding them up to twelve credits toward the degree.

Doctoral candidacy:   Acceptance of a qualifying paper and dissertation proposal. Dissertation:   Compose and defend a dissertation based on original research.

Statute of limitations:   Seven years.

Graduate Program Director Professor Avary Carhill-Poza [email protected]

Applied Linguistics Department

UMass Boston's Department of Applied Linguistics in the College of Liberal Arts offers a diverse range of programs and research opportunities aimed at exploring theoretical linguistics, applied linguistics, and interdisciplinary areas of psycholinguistics and sociolinguistics.

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Hermann paul school of linguistics basel - freiburg (i.br.).

Internationales Doktorandenprogramm Linguistik. Eine Einrichtung der Universitäten Basel und Freiburg.

Scholarships

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The HPSL is offering full PhD scholarships, the NIHIN grants for open access publications of PhD theses and/or language corpora, and  Sachmittelstipendien/Förderbeiträge , grants covering expenses for conference trips or other activities related to HPSL projects.

Currently, we offer:

• financial support for research expenses ( Förderbeiträge )  for PhD students in Basel,
• financial support for workshops  for PhD students in Basel,
• grants for research stays for PhD students and postdocs in Freiburg

Scholarships in General

Information on research grants and programs for transatlantic cooperation can be found at  GAIN , the German Academic International Network.

Useful information on funding specifically geared towards PhD researchers at Freiburg University has been compiled by the IGA, the  Freiburg International Graduate Academy .

Useful information on funding specifically geared towards PhD researchers at Basel University has been compiled by GRACE, the  Graduate Center of the University of Basel .

Information on third party research grants and foundations for PhD candidates who want to pursue their doctorate at Basel University can also be found at the  Directory of Foundations  or at  Research Professional . 

Foreign PhD candidates who want to pursue their doctorate at Basel University can apply for the  Swiss Government Excellence Scholarships for Foreign Scholars.

Information for applicants

Please see the details on our Admission page. For specific questions, feel free to contact our coordinators .

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Upcoming events.

• Tuesday, 14th May 2024, 14:00 - 16:00 Gastvortrag: "Metaphors: A Historical Perspective" (Dr. Kathryn Allan)
• Friday, 17th May 2024, 14:00 - 16:00 Session Session: Doctoral colloquium FS24
• Friday, 31st May 2024, 10:00 - 12:00 Third Session: Doctoral colloquium FS24
• 13th - 25th June 2024 Zur Sprache kommen: Forschung zu bedrohten Sprachen sichtbar gemacht (Ausstellung)
• 28th - 29th June 2024 Kongress: "El español en África: en pasado, presente y futuro"

Current Research

DIS-AGREE Grant: The European Campus „Seed Money“ Das geisteswissenschaftliche Projekt aus der Linguistik steht unter der Leitung der Universität Freiburg und wird gemeinsam mit den Universitäten Basel, Haute-Alsace und Strasbourg umgesetzt. Information und Kontakt

PhD Scholarships

Hermann paul scholarship in linguistics 2023.

The Hermann Paul Scholarship in Linguistics 2023 in Basel went to Irene Inoue.  Congratulations!

Hermann Paul Scholarship in Linguistics 2022

The Hermann Paul Scholarship in Linguistics 2022 in Basel went to Wendy Diepgrond . Congratulations!

Hermann Paul Scholarship in Linguistics 2020

The Hermann Paul Scholarship in Linguistics 2020 in Basel went to Mizuki Koda . Congratulations!

Hermann Paul Scholarship in Linguistics 2019

The Hermann Paul Scholarship in Linguistics 2019 in Basel went to Ye Ji Lee . Congratulations!

Hermann Paul Scholarship in Linguistics 2018

The Hermann Paul Scholarship in Linguistics 2018 in Basel went to Joelle Loew . Congratulations!

Hermann Paul Scholarships in Linguistics 2017

The Hermann Paul Scholarships in Linguistics 2017 in Basel went to Robert Reinecke and Valentina Saccone . Congratulations!

Hermann-Paul-Preis für herausragende Dissertationen

Der Hermann-Paul Preis 2022 ging an Aline Bieri und  Florian Dreyer . Herzlichen Glückwunsch! /// The Hermann Paul Award 2022 went to Aline Bieri and Florian Dreyer. Congratulations!

Der Hermann-Paul Preis 2019 ging an Emiel van den Hoven . Herzlichen Glückwunsch! /// The Hermann Paul Award 2019 went to Emiel van den Hoven. Congratulations!

Der Hermann-Paul Preis 2018 ging an Verena Schröter und Hanna Svensson . Herzlichen Glückwunsch! /// The Hermann Paul Award 2018 went to Verena Schröter and Hanna Svensson. Congratulations!

10 Jahre HPSL (NL no. 7: Deutsch)

Forschen über Ausbildungsstufen und Grenzen hinweg (NL no. 6: Deutsch)

„Ein eigener Arbeitsplatz an der Uni muss sein!“ (NL no. 5: Deutsch)

Managing Transition: opportunities for post-docs — mobility, autonomy, team experiences (NL no. 4: English)

Graduate training past and present (NL no. 3: English)

Die Hermann Paul School of Linguistics stellt sich vor (NL no. 1/2: Deutsch)

Presenting the Hermann Paul School of Linguistics (NL no. 1/2: English)

Hermann Paul School of Linguistics, Basel - Freiburg University of Basel & University of Freiburg / 2020 Impressum / Legal notice , Privacy Policy / Datenschutzerklärung and Cookie Policy

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PhD Linguistics / Overview

Year of entry: 2024

• View full page
• Bachelor's (Honours) degree at 2:1 or above (or overseas equivalent); and 
• Master's degree in a relevant subject – with an overall average of 65% or above, a minimum mark of 65% in your dissertation and no mark below 55% (or overseas equivalent)

Full entry requirements

Apply online

Please ensure you include all  required supporting documents  at the time of submission, as incomplete applications may not be considered. 

Application Deadlines 

For consideration in internal funding competitions, you must submit your completed application by  12 January 2024. 

If you are applying for or have secured external funding (for example, from an employer or government) or are self–funding, you must submit your application before the below deadlines to be considered. You will not be able to apply after these dates have passed. 

• For September 2024 entry:  30 June 2024 
• For January 2025 entry:  30 September 2024

Programme options

Programme overview.

• Access expert supervision across an exceptional breadth of research areas in Linguistics.
• Join a vibrant and lively international centre for Linguistics with an active postgraduate research community.  
• Alongside an exceptionally large cluster of experts on English language, we have particular strengths in Romance, Germanic, and Austronesian languages, as well as the languages of Latin America and Africa.
• 92% of our research activity was recognised as 'world leading' or `internationally excellent' REF2021.

We will be conducting our Humanities PGR virtual open week in October 2024. Find out more about future events and postgraduate research sessions by signing up for our email alerts. 

For entry in the academic year beginning September 2024, the tuition fees are as follows:

• PhD (full-time) UK students (per annum): £4,786 International, including EU, students (per annum): £21,500
• PhD (part-time) UK students (per annum): £2,393

Further information for EU students can be found on our dedicated EU page.

Please note for the majority of projects where experimentation requires further resource: higher fee bands (where quoted) will be charged rather than the base rate for supervision, administration and computational costs. The fees quoted above will be fully inclusive and, therefore, you will not be required to pay any additional bench fees or administration costs.

All fees for entry will be subject to yearly review and incremental rises per annum are also likely over the duration of the course for UK/EU students (fees are typically fixed for International students, for the course duration at the year of entry). For general fees information please visit: postgraduate fees . Always contact the department if you are unsure which fee applies to your project.

Scholarships/sponsorships

There are a range of scholarships, studentships and awards to support both UK and overseas postgraduate researchers, details of which can be found via the links below.

To apply University of Manchester funding, you must indicate in your application the competitions for which you wish to be considered. The deadline for most internal competitions, including AHRC NWCDTP and School of Arts, Languages and Cultures studentships is 12 January 2024. 

All external funding competitions have a specified deadline for submitting the funding application form and a separate (earlier) deadline for submitting the online programme application form, both of which will be stated in the funding competition details below.  

For more information about funding, visit our funding page to browse for scholarships, studentships and awards you may be eligible for.

• ESRC North West Social Science Doctoral Training Partnership (NWSSDTP) PhD Studentships - Competition Closed for 2024 Entry
• AHRC North West Consortium Doctoral Training Partnership (NWCDTP) PhD Studentships - Competition Closed for 2024 Entry
• School of Arts, Languages and Cultures PhD Studentships 2024 Entry - Competition Closed for 2024 Entry
• China Scholarship Council - The University of Manchester (CSC-UoM) Joint Scholarship Programme - Competition Closed for 2024 Entry
• School of Arts, Languages and Cultures New Generation PhD Studentships - Competition Closed for 2024 Entry
• President's Doctoral Scholar (PDS) Awards - Competition Closed for 2024 Entry
• Trudeau Doctoral Scholarships 2024 Entry
• Commonwealth PhD Scholarships (High Income Countries)
• Humanities Doctoral Academy Humanitarian Scholarship 2024 Entry
• Commonwealth PhD Scholarships (Least Developed Countries and Fragile States)

Contact details

See: About us

Programmes in related subject areas

Use the links below to view lists of programmes in related subject areas.

• Linguistics and English Language

Regulated by the Office for Students

The University of Manchester is regulated by the Office for Students (OfS). The OfS aims to help students succeed in Higher Education by ensuring they receive excellent information and guidance, get high quality education that prepares them for the future and by protecting their interests. More information can be found at the OfS website .

You can find regulations and policies relating to student life at The University of Manchester, including our Degree Regulations and Complaints Procedure, on our regulations website .

• Linguistics

Linguistics Scholarships for International Students

Great News! Linguistics Scholarships for Bachelors, Masters, and PhD programs are regularly offered by universities abroad. If you are a student of Linguistics and are looking for a scholarship that can help you complete a higher education degree in Linguistics, you may apply for any of the scholarships listed here. Remember, these scholarships in Linguistics disciplines may require you to fulfils the admission criteria of the university. Linguistics is an excellent discipline to pursue for a bright career as it has incredible scope and the job industry for Linguistics is demanding more and more professionals. If you are seeking Linguistics undergraduate or postgraduate degree programs without IELTS requirement, it is recommended to apply to Chinese universities or European universities.

Korea University Global KU Scholarships Fall 2024 in South Korea

• Partial Funding
• Korea University
• All Subjects
• International Students
• South Korea

This is a Masters scholarships for International Students at Korea University, South Korea. Students interested in All Subjects are advised to apply for Korea University Global KU Scholarships Fall 2024 in South Korea.

Sabanci University Graduate Scholarships 2024 in Turkey (Fully Funded)

• Fully Funded
• Sabancı University
• Masters, PhD

This is a Masters, PhD scholarships for International Students at Sabancı University, Turkey. Students interested in All Subjects are advised to apply for Sabanci University Graduate Scholarships 2024 in Turkey (Fully Funded).

DAAD-ERP Study Scholarships 2025/2026 in Germany (Fully Funded)

• Germany Universities
• Economics, Business Administration

This is a Masters scholarships for International Students at Germany Universities, Germany. Students interested in Economics, Business Administration are advised to apply for DAAD-ERP Study Scholarships 2025/2026 in Germany (Fully Funded).

DAAD Research Grants Scholarship 2024 in Germany (Fully Funded)

This is a PhD scholarships for International Students at Germany Universities, Germany. Students interested in All Subjects are advised to apply for DAAD Research Grants Scholarship 2024 in Germany (Fully Funded).

POSTECH Summer Program 2024 in South Korea

• Pohang University of Science and Technology (POSTECH)
• Undergraduate, Graduate

This is a Undergraduate, Graduate scholarships for International Students at Pohang University of Science and Technology (POSTECH), South Korea. Students interested in All Subjects are advised to apply for POSTECH Summer Program 2024 in South Korea.

Said Foundation Scholarships 2025/2026 in the UK (Fully Funded)

• UK Universities

This is a Masters scholarships for International Students at UK Universities, UK. Students interested in All Subjects are advised to apply for Said Foundation Scholarships 2025/2026 in the UK (Fully Funded).

Kyushu University Fukuoka Satooya Scholarships 2024 in Japan

• Kyushu University
• Bachelor, Masters, PhD

This is a Bachelor, Masters, PhD scholarships for International Students at Kyushu University, Japan. Students interested in All Subjects are advised to apply for Kyushu University Fukuoka Satooya Scholarships 2024 in Japan.

University of Bolton Academic Excellence Scholarships 2024 in the UK

• University of Bolton

This is a Bachelor, Masters, PhD scholarships for International Students at University of Bolton, UK. Students interested in All Subjects are advised to apply for University of Bolton Academic Excellence Scholarships 2024 in the UK.

The University of Jordan Scholarships for International Students 2024

• The University of Jordan
• Undergraduate, Postgraduate
• Domestic Students, International Students

This is a Undergraduate, Postgraduate scholarships for Domestic Students, International Students at The University of Jordan, Jordan. Students interested in All Subjects are advised to apply for The University of Jordan Scholarships for International Students 2024.

University of Sharjah Scholarships Fall 2024/2025 in UAE

• Tuition fee
• University of Sharjah
• Undergraduate
• International Students, Domestic Students

This is a Undergraduate scholarships for International Students, Domestic Students at University of Sharjah, UAE. Students interested in All Subjects are advised to apply for University of Sharjah Scholarships Fall 2024/2025 in UAE.

Japanese Government MEXT Research Scholarships 2025 For Masters and PhD (Fully Funded)

• Japan Universities

This is a Masters, PhD scholarships for International Students at Japan Universities, Japan. Students interested in All Subjects are advised to apply for Japanese Government MEXT Research Scholarships 2025 For Masters and PhD (Fully Funded).

University of Otago Research Masters Scholarship 2024 in New Zealand

• University of Otago
• Masters, Research
• New Zealand

This is a Masters, Research scholarships for International Students at University of Otago, New Zealand. Students interested in All Subjects are advised to apply for University of Otago Research Masters Scholarship 2024 in New Zealand.

University of Otago Coursework Masters Scholarship 2024 in New Zealand

This is a Masters scholarships for International Students at University of Otago, New Zealand. Students interested in All Subjects are advised to apply for University of Otago Coursework Masters Scholarship 2024 in New Zealand.

Shenyang Agriculture University (SYAU) Freshman Scholarships 2024 in China

• Shenyang Agriculture University

This is a Bachelor, Masters, PhD scholarships for International Students at Shenyang Agriculture University, China. Students interested in All Subjects are advised to apply for Shenyang Agriculture University (SYAU) Freshman Scholarships 2024 in China.

OShaughnessy Remote Fellowships 2024 (Grants Up to $100,000)

• Award up to $100,000
• all universities. This fellowship is offered by O'Shaughnessy Ventures

This is a Fellowship scholarships for International Students at , Worldwide. Students interested in All Subjects are advised to apply for OShaughnessy Remote Fellowships 2024 (Grants Up to $100,000).

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547+ PhD Scholarships, Fellowships and grants in Linguistics for international students to study abroad

Full list of PhD Scholarships, Fellowships and grants in Linguistics for International students- eligibility criteria, deadlines, application form, selection process & more!

[Updated 3 days ago] PhD Scholarships in Linguistics for International students are below:

• AUT Vice Chancellor Doctoral Scholarships 2024 |
• DAAD, ALECOSTA Alemania-Costa Rica 2024 |
• China Scholarship Council (CSC) Scholarships, at University of Auckland 2024 |
• American Association Of University Women International Fellowships in US 2023 |
• Country-related cooperation programme with Mexico 2024 |
• The Rosztoczy Foundation Hungarian Scholarship 2024 |
• DAAD - Development-Related Postgraduate Courses (EPOS) Scholarship 2024 |
• King Abdullah University of Science and Technology KAUST Fellowship 2023 |
• Fraunhofer-Bessel Research Award 2024 |
• University of Auckland Doctoral Scholarships 2024 |
• more scholarships below
• Date posted

Sydney International Student Award (Central Asia) 2024

Eligible Degrees:

Funding Type:

Eligible Courses:

Eligible Nationalities:

Scholarship can be taken at:

• The University of Sydney

University of Auckland Doctoral Scholarships 2024

• University of Auckland

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Fulbright Scholarships at University of Melbourne 2024

• University of Melbourne

Yarramundi MRes Scholarship 2023

• Western Sydney University

Sitaram Jindal Scholarship Scheme 2024

MAHSA University - MAHSA School Teachers Scholarships in Malaysia, 2024

• MAHSA University, Malaysia

UCA Early-bird reduction 2024

• University for the Creative Arts (UCA Epsom)

University of Manitoba Graduate Fellowship (UMGF) 2024

• University of Manitoba (UM), Canada

Re-invitation Programme For Former Scholarship Holders, DAAD 2024

Earmarked scholarships scheme to support Category 1 project grants at UQ 2024

• University of Queensland (UQ)

Post-Matric Scholarship to VJNT Students, Maharashtra 2024

Post matric scholarship to sbc students, maharashtra 2024.

University of Windsor Graduate Entrance Scholarships 2024

• University of Windsor, Canada

John Crump Studentships in UK, 2024

Government research adhichatra, maharashtra 2024, daad german studies research grant 2024, assistance to meritorious students scholarship - senior level, maharashtra 2024, post-matric scholarship for persons with disability, maharashtra 2024, government of india post-matric scholarship for sc students, maharashtra 2024, post-matric scholarship scheme government of india, maharashtra 2024, our scholarship team will help you with any questions.

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AUT Vice Chancellor Doctoral Scholarships 2024

AUT Vice Chancellor Doctoral Scholarships 2024 is a Partial Funding international scholarship offered by the University of Auckland for international students. Students eligible for this scholarship are: Open to citizens and permanent residents of New Zealand

This scholarship can be taken for pursuing in Any area within the scope of the University. 01 Dec is the deadline to send applications for AUT Vice Chancellor Doctoral Scholarships 2024. Auckland University of Technology (AUT) , . You may apply on AUT Vice Chancellor Doctoral Scholarships 2024 application form .

Check out other international Fellowships and Grants and Scholarships offered by University of Auckland

DAAD, ALECOSTA Alemania-Costa Rica 2024

DAAD, ALECOSTA Alemania-Costa Rica 2024 is a Partial Funding international scholarship offered by the German Academic Exchange Service (DAAD) for international students. Students eligible for this scholarship are: Open to Costa Rica nationals

This scholarship can be taken for pursuing in Language and Cultural Studies Law, Economics and Social Sciences Mathematics/Natural Sciences, Medicine, Agriculture, Forestry and Nutritional Science, Engineering. Deadline varies is the deadline to send applications for DAAD, ALECOSTA Alemania-Costa Rica 2024. Universities in Germany. You may apply on DAAD, ALECOSTA Alemania-Costa Rica 2024 application form .

Check out other international Fellowships and Grants and Scholarships offered by German Academic Exchange Service (DAAD)

China Scholarship Council (CSC) Scholarships, at University of Auckland 2024

China Scholarship Council (CSC) Scholarships, at University of Auckland 2024 is a Partial Funding international scholarship offered by the University of Auckland for international students. Students eligible for this scholarship are: Open to Chinese nationals

This scholarship can be taken for pursuing in Selected subjects offered by the university. Deadline varies is the deadline to send applications for China Scholarship Council (CSC) Scholarships, at University of Auckland 2024. University of Auckland , . You may apply on China Scholarship Council (CSC) Scholarships, at University of Auckland 2024 application form .

American Association Of University Women International Fellowships in US 2023

American Association Of University Women International Fellowships in US 2023 is a Partial Funding international scholarship offered by the American Association Of University Women (AAUW) for international students. Students eligible for this scholarship are: Open to female International applicants (other than the US)

This scholarship can be taken for pursuing in All Subjects. 15 Nov is the deadline to send applications for American Association Of University Women International Fellowships in US 2023. Any US University. You may apply on American Association Of University Women International Fellowships in US 2023 application form .

Check out other international Fellowships and Grants and Scholarships offered by American Association Of University Women (AAUW)

Country-related cooperation programme with Mexico 2024

Country-related cooperation programme with Mexico 2024 is a Partial Funding international scholarship offered by the German Academic Exchange Service (DAAD) for international students. Students eligible for this scholarship are: Open to Mexico nationals

This scholarship can be taken for pursuing in All subjects offered by the universities. Deadline varies is the deadline to send applications for Country-related cooperation programme with Mexico 2024. Universities in Germany. You may apply on Country-related cooperation programme with Mexico 2024 application form .

The Rosztoczy Foundation Hungarian Scholarship 2024

The Rosztoczy Foundation Hungarian Scholarship 2024 is a Full Funding international scholarship offered by the Rosztoczy Foundation for international students. Students eligible for this scholarship are: Open to Hungary nationals

This scholarship can be taken for pursuing in All subjects offered by the universities. Deadline varies is the deadline to send applications for The Rosztoczy Foundation Hungarian Scholarship 2024. University or Research Institute in the USA. You may apply on The Rosztoczy Foundation Hungarian Scholarship 2024 application form .

Check out other international Fellowships and Grants and Scholarships offered by Rosztoczy Foundation

DAAD - Development-Related Postgraduate Courses (EPOS) Scholarship 2024

DAAD - Development-Related Postgraduate Courses (EPOS) Scholarship 2024 is a Partial Funding international scholarship offered by the German Academic Exchange Service (DAAD) for international students. Students eligible for this scholarship are: Open to applicants from developing countries

This scholarship can be taken for pursuing in All subjects offered by the universities. Deadline varies is the deadline to send applications for DAAD - Development-Related Postgraduate Courses (EPOS) Scholarship 2024. Universities/Institutions in Germany. You may apply on DAAD - Development-Related Postgraduate Courses (EPOS) Scholarship 2024 application form .

King Abdullah University of Science and Technology KAUST Fellowship 2023

King Abdullah University of Science and Technology KAUST Fellowship 2023 is a Full Funding international scholarship offered by the King Abdullah University of Science and Technology (KAUST) for international students. Students eligible for this scholarship are: Open to all nationals

This scholarship can be taken for pursuing in All subjects offered by the university . Deadline varies is the deadline to send applications for King Abdullah University of Science and Technology KAUST Fellowship 2023. King Abdullah University of Science and Technology (KAUST) , . You may apply on King Abdullah University of Science and Technology KAUST Fellowship 2023 application form .

Check out other international Fellowships and Grants and Scholarships offered by King Abdullah University of Science and Technology (KAUST)

Fraunhofer-Bessel Research Award 2024

Fraunhofer-Bessel Research Award 2024 is a Partial Funding international scholarship offered by the Alexander von Humboldt Foundation for international students. Students eligible for this scholarship are: Open to all nationals except Germany

This scholarship can be taken for pursuing in All courses offered by the university. Always Open is the deadline to send applications for Fraunhofer-Bessel Research Award 2024. Research Institutions in Germany. You may apply on Fraunhofer-Bessel Research Award 2024 application form .

Check out other international Fellowships and Grants and Scholarships offered by Alexander von Humboldt Foundation

University of Auckland Doctoral Scholarships 2024 is a Full Funding international scholarship offered by the University of Auckland for international students. Students eligible for this scholarship are: Open to all nationals

This scholarship can be taken for pursuing in All courses offered by the university. 01 Sep is the deadline to send applications for University of Auckland Doctoral Scholarships 2024. University of Auckland , . You may apply on University of Auckland Doctoral Scholarships 2024 application form .

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Scholarships for Linguistics Majors

• competition 4.0
• effort level 1.0

• Major: Study |Latin| Study |Latin|
• Career: |Education (Industry)| |Education (Industry)|
• competition 3.5
• effort level 4.5

• Major: Study |History|English|Journalism|Creative Writing| Study |History|English|Journalism|Creative Writing|
• School (K-12): |Parkside High School, Salisbury, MD| |Parkside High School, Salisbury, MD|
• School (College): |Two-year|Four-year|Accredited College or University| |Two-year|Four-year|Accredited College or University|

• Major: Study |Speech Perception, Synthesis and Acoustics| Study |Speech Perception, Synthesis and Acoustics|
• Age / Grade Level: |Post-doctoral level study| |Post-doctoral level study|
• effort level 1.5

• Major: Study |English| Study |English|
• School (K-12): |Oxnard High School, Oxnard, CA| |Oxnard High School, Oxnard, CA|
• School (College): |Four-year|Accredited College|Accredited University|Accredited Community College| |Four-year|Accredited College|Accredited University|Accredited Community College|
• competition 3.0
• 1,500 - 2,000
• Major: Study |English|Language|Journalism|Creative Writing| Study |English|Language|Journalism|Creative Writing|
• Residence: Live in |Ventura, CA| Live in |Ventura, CA|
• School (College): Attend an |University|Four-year|Community College|College| Attend an |University|Four-year|Community College|College|

• Major: Study |History|Anthropology|Women's Studies|Art|Ethnic/cultural studies|English|Geography|Labor Studies|Literature|Sociology|Urban Studies|Communications| Study |History|Anthropology|Women's Studies|Art|Ethnic/cultural studies|English|Geography|Labor Studies|Literature|Sociology|Urban Studies|Communications|
• Residence: Live in |California| Live in |California|
• Age / Grade Level: |Graduate Student|Master's-level study|Doctoral-level study| |Graduate Student|Master's-level study|Doctoral-level study|
• competition 2.5
• 1,000 - 7,500

• Major: Study |Education|Teaching|Reading| Study |Education|Teaching|Reading|
• School (K-12): Attend a school in |Martin, FL| Attend a school in |Martin, FL|
• Residence: Live in |Palm Beach, FL| Live in |Palm Beach, FL|
• 1,680 - 3,360

• Major: Study |English|Mathematics|Science|Foreign Language|Social Studies| Study |English|Mathematics|Science|Foreign Language|Social Studies|
• School (K-12): Attend a school in |Albany, WY| Attend a school in |Albany, WY|
• Age / Grade Level: |High school senior|Graduating High School Senior| |High school senior|Graduating High School Senior|
• effort level 4.0
• Major: Study |Fine Arts|Performing Arts|Visual Arts|Creative Language Arts| Study |Fine Arts|Performing Arts|Visual Arts|Creative Language Arts|
• School (College): |Four-year|Accredited College or University| |Four-year|Accredited College or University|
• effort level 2.0
• Major: Study |Marketing|Public Relations|Anthropology|Art|English|Sociology|Communications|Graphic Design| Study |Marketing|Public Relations|Anthropology|Art|English|Sociology|Communications|Graphic Design|
• Residence: Live in |United States| as a |Permanent U.S. Resident| Live in |United States| as a |Permanent U.S. Resident|
• Ethnicity: Be |Native American|Hispanic|African American/Black|Asian Pacific American| Be |Native American|Hispanic|African American/Black|Asian Pacific American|
• effort level 5.0

• Major: Study |Classics|Latin|Greek| Study |Classics|Latin|Greek|
• Organization: National Junior Classical League (Professional Organization)|NJCL Latin Honor Society (Professional Organization) National Junior Classical League (Professional Organization)|NJCL Latin Honor Society (Professional Organization)
• Career: Pursue a career in |Teaching| Pursue a career in |Teaching|
• competition 1.5
• Major: Study |Elementary Education|Language Arts Education| Study |Elementary Education|Language Arts Education|
• School (College): Attend |California State UniversityChannel Islands (CA)| Attend |California State UniversityChannel Islands (CA)|
• Age / Grade Level: |College| |College|
• 500 - 8,000
• Major: Study |English|Journalism|Creative Arts| Study |English|Journalism|Creative Arts|
• Residence: Live in |Boone, IN| Live in |Boone, IN|
• Age / Grade Level: |High school senior| |High school senior|

• Major: Study |Polish Language| Study |Polish Language|
• School (College): Attend |Jagiellonian University, Krakow, Poland| Attend |Jagiellonian University, Krakow, Poland|
• Extracurricular: |Community Service| |Community Service|
• competition 1.0

• Major: Study |History|Anthropology|Political Science|Law|Philosophy|Economics|Literature|Sociology|Psychology|Literary Criticism|Linguistics| Study |History|Anthropology|Political Science|Law|Philosophy|Economics|Literature|Sociology|Psychology|Literary Criticism|Linguistics|
• Age / Grade Level: |Doctoral-level study| |Doctoral-level study|
• Major: Study |Education|English| Study |Education|English|
• School (K-12): |West Aurora High School, Aurora, IL| |West Aurora High School, Aurora, IL|
• School (College): |US Accredited Institution|Two-year|Four-year|Vocational School|Trade School|Graduate School|Professional school| |US Accredited Institution|Two-year|Four-year|Vocational School|Trade School|Graduate School|Professional school|

• Major: Study |English|Journalism|Creative Writing|Composition|Writing| Study |English|Journalism|Creative Writing|Composition|Writing|
• School (K-12): |Blackford High School, Hartford City, IN| |Blackford High School, Hartford City, IN|
• Major: Study |Language|English Arts| Study |Language|English Arts|
• School (K-12): |West Aurora High School, Aurora, IL|Jewel Middle School, Aurora, IL| |West Aurora High School, Aurora, IL|Jewel Middle School, Aurora, IL|
• Residence: Live in |West Aurora School District 129, IL| Live in |West Aurora School District 129, IL|
• Major: Study |History|Economics|Language|International Business|Geology|Petroleum| Study |History|Economics|Language|International Business|Geology|Petroleum|
• Residence: Live in |Oklahoma| Live in |Oklahoma|
• School (College): |University|Public College|Technology Centers| |University|Public College|Technology Centers|

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SLCL celebrates Class of 2024

The School of Literatures, Cultures & Linguistics celebrated the Class of 2024 with a convocation ceremony this spring.

The school recognized 124 undergraduates, 51 master's students, and 24 doctoral students at the ceremony, which took place at the end of the spring 2024 semester. 

This year's convocation speaker was George Reveliotis   (BA, ’96, history). Reveliotis is the founder and managing partner of Reveliotis Law, P.C., a property tax and real estate law firm in Park Ridge, Illinois. He serves as the president of the Pan-Arcadian Federation of America and a board member of the Greek American Nursing and Rehabilitation Center. He is also on the board of advisors of the PanHellenic Scholarship Foundation.

A strong supporter of the Department of Classics, Reveliotis, in addition to previous gifts that funded teaching assistant and lecturer positions, pledged $1.5 million to set up The George N. Reveliotis Family Hellenic Studies Endowment in 2019. The gift, which Reveliotis pledged over 10 years, was designated to support a lecturer, scholarships, professorships, and graduate fellowships. In 2020, Reveliotis received the LAS Dean's Quadrangle Award, which recognizes extraordinary friends and supporters of the College of Liberal Arts & Sciences. 

If you missed it, you can watch a recording of this year's convocation ceremony here .

Congratulations to this year's graduates: 

Bachelor of Arts/Science

• Lily M. Lisnic (Classical Civilizations, +Anthropology)
• Kanu Y. Mahasivam (Classical Languages, +Mathematics)

Comparative & World Literature

• Alexandria M. Stratton (World Literature, +Political Science and Sociology)

Computer Science + Linguistics

• Sahit M. Atreya
• Faraaz A. Baig
• Daniel M. Bargon (+East Asian Languages & Cultures)
• Dhruv Baronia
• Eesha Barua
• Sid Bhushan
• Mohit R. Chhaya (+Brain and Cognitive Science)
• Willie Cui (+Political Science)
• Meghna R. Gaddam
• Neha Gogate
• Owen C. Hayes
• Anish R. Jampana
• Jackson A. Kennel
• Aditi Khanna
• Natasha Kozintseva (+Instrumental Music)
• Sana Madhavan
• Sriya Mikkilineni
• Stephanie L. Patterson
• Aleena I. Rehman
• Aishani Sahoo
• Varun R. Sarabudla
• Rishi Sekhar
• Rahul Setlur
• Dhruv Sundararaman
• Shiv V. Trivedi
• John P. Warzecha (+Spanish)

East Asian Languages & Cultures

• Layla R. Adamee
• Diana S. Kirby
• Delilah Massey
• Alexis Rivera
• Lesley G. Sandoval
• Tyler J. Smith
• Addy A. Totka
• Moira K. Duffy (French Studies, +Information Sciences)
• Finn Marloft (French Studies)
• Karina Sanchez (French Studies)

Germanic Studies

• Natalia Crane (German Studies, +Political Science)
• Spencer Miller (German Culture and Literature)
• Lane B. Raedle (German Business and Commercial Studies, +Communication)
• William M. Weng (German Culture and Literature)
• Eleonora Benedetti (+Psychology)

Linguistics

• Dalton S. Ascone
• Jackie L. Becerra (+English)
• Jack A. Bartscher
• Hailee M. Bosek
• Julia Di Marco
• Brianna C. Eckart
• Jayden Forte
• Lauryn G. Henry
• Kelsey D. Jackson
• Jae J. Knecht
• Beth K. Kokal
• Shenshen Lyu
• Eric D. Mattson
• Ren O. Nielsen
• Nadia Pinto
• Jayci M. Reese
• Bryan M. Retallick
• Natalie G. Salazar (+Italian)
• Anna M. Selleck
• Francesco Z. Vial
• Seth A. Wickens-Walther

Linguistics and Teaching ESL

• Caleigh M. Kupferschmid
• Jowita K. Warias (+Economics)
• Jonathan J. Beaton (+Political Science)
• Josh D. Brown (+Computer Science and Advertising)
• Lisa M. Chasanov (+Anthropology)
• Juliette A. Chavarria (+Communication)
• Storey N. Childs (+Political Science)
• Anneliese H. Cornejo Garcia (+Journalism)
• Noelle K. Daehler (+Chemistry)
• Faith E. Dahman (+Political Science)
• William Dai (+Molecular and Cellular Biology)
• Kevin Esquivel
• Mark A. Frale (+Finance)
• Angie M. Galvez (+Psychology)
• Monse Gonzalez-Gutierrez (+Mathematics)
• Autumn B. Gouge (+English)
• Wayne K. Hardy
• Jaqueline Hernandez (+Economics)
• Lauren J. Horvath (+Mechanical Engineering)
• Amaiya A. Johnson
• Emma S. Jordan (+Political Science)
• Nikhil S. Kapse
• Amy J. Knutson (+Food Science and Human Nutrition)
• Maddie E. Lamphear (+Interdisciplinary Health Sciences)
• Chloe M. Leonard (+Psychology)
• Steph A. Lepak (+Global Studies)
• Wendy Lopez (+Middle Grades Education)
• Lauren K. MaganaH (+Agricultural and Consumer Economics)
• Lauren M. McCoy
• Annemarie B. Novack (+Astronomy)
• Seihla Nunez-Deleon (+Political Science)
• Erin O'Neill (+Global Studies)
• Nina C. Pierce (+Anthropology)
• Paul A. Rampersaud (+Political Science)
• Antonio Rivera
• Melany E. RomeroJ (+Psychology)
• Peter F. Rybinski (+Economics)
• Natalia W. RzepaH (+Speech and Hearing Science)
• Karen M. Sanchez (+Political Science)
• Ellie X. Sander (+Urban Studies and Planning)
• Grace M. Schumacher (+Political Science)
• Krupa H. Shah (+Molecular and Cellular Biology)
• Noelle G. Smagala (+Earth, Society, and Environmental Sustainability)
• Anna Stephanov (+Economics)
• Blake Talwar (+Psychology)
• Tara L. Thrall
• Isela Villasenor (+Molecular and Cellular Biology)

Teaching of German

• Wil M. Schneider
• Macy C. Sherwood

Teaching of Spanish

• Sophia M. Caruso
• Ellie S. ChiganosJ
• Grace L. Crawford
• Sheila Y. Jara Espinoza
• Kaysee Williams

Master of Arts

• Casey A. Barnett
• Brenden Hay
• Elisa T. Jennings
• Riley L. Gierat
• James W. Jagiello
• Woohui Park
• Tengyun Zhang
• Xiaoyan Ren
• Alix Jean Charles
• Jessica M. Wikle
• Joseph J. Medley
• Costanza Vallicelli
• Majda Layek
• Paul De Nijs
• Isela Silvera

Teaching of English as a Second Language

• Agnieszka J. Bednarz
• Rosana A. Gomez Cayapu
• Ogulcan Durmaz
• Hilal H. Karakorkmaz
• Suhyeon Lee
• Yu-Wen Lien
• Dorothy W. Maweu
• Madison L. McCann
• Jess C. Streepy
• Sophia I. Warnement
• Nicholas B. Haight
• Turner H. Rives
• Ji Hae R. Robinson

Slavic Languages & Literatures

• August J. Hagemann
• Patricia Castillo Calatayud (Spanish Linguistics)
• Angel J. Maison (Spanish Literatures & Cultures)
• Karen D. Pasetto Ovelar (Spanish Linguistics)
• Natalia L. Rigonatto (Spanish Linguistics)

Translation & Interpreting Studies

• Angela M. Agnello
• Sarah L. Attalla
• Clara M. Dunlop
• Lucas R. Haney
• Mary M. Holmes Iacobelli
• Joseph H. Kalmar
• Krista A. Maine
• Karen E. Ogden Araujo
• Daisy B. Orquiola
• Alisha Rice
• Ryan M. Struss
• Yevheniya A. Volkovicher
• Lauren E. Willis
• Fiona R. You

Doctor of Philosophy

Classical philology .

• Nicholas A. Rudman

Comparative Literature

• Mary S. Casey
• Lizy H. Mostowski
• Stephanie J. Stoeckl
• Jung Wook Pyo
• Yuefan (Ivy) Wang
• Xinge Zhang
• Lisa E. Brittingham (Second Language Acquisition & Teacher Education)
• Amanda N. Smith
• Francesco Ferrari
• John P. Slattery
• Ping-Lin Chuang (Second Language Acquisition & Teacher Education)
• Sarah Clark
• Patrick J. Drackley
• Giang Ha Le
• Gorrety N. Wawire
• Daria Semenova
• Miren E. Anton Lobato
• Irati Hurtado Ruiz (Second Language Acquisition & Teacher Education)
• Arkaitz Ibarretxe Diego
• Lucía Sánchez-Gilbert
• Katie N. VanDyne

This list is based off of a program containing an unofficial list of candidates for graduation in May 2024 and a list of  graduates who received degrees in August 2023 and December 2023. The list of May candidates is as  accurate as possible; however, because of production deadlines, names of some degree recipients  may not appear, while names of degree candidates who have not completed degree requirements  may be included.

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UChicago announces 2024 winners of Quantrell and PhD Teaching Awards

The transformative education offered at the University of Chicago begins in the classroom, with the teachers who inspire, engage and inform their students. 

UChicago annually recognizes faculty for their incredible teaching and mentoring of undergraduate and graduate students through the  Llewellyn John and Harriet Manchester Quantrell Awards , believed to be the nation’s oldest prize for undergraduate teaching; and the  Faculty Awards for Excellence in PhD Teaching and Mentoring , which honor faculty for their work with graduate students.

Learn more about this year’s recipients below:

• Quantrell Awards: Fred Chong , Anton Ford , Michele Friedner , Nicholas Hatsopoulos and Chris Kennedy
• PhD Teaching and Mentoring Awards: Marcus Clark , Mikhail Golosov , Sidney Nagel and Miwa Yasui

Llewellyn John and Harriet Manchester Quantrell Awards

Fred chong, the seymour goodman professor in the department of computer science.

Fred Chong’s love of computer science started at an early age, when he immersed himself in the “power of creation” possible with coding. 

As an undergraduate student at MIT, where he completed his graduate education, he was captivated by computer architecture, recognizing how the intricate design of the underlying machinery—composed of wires and transistors—enabled the execution of digital logic essential for powering his creations.

In a graduate course on silicon chip design, he gained insight into the construction and spatial arrangement of these components, understanding their impact on performance, cost, and energy consumption.

“It turns out that this spatial view of technology gives the core intuition of why even today's machine designs have a certain speed, cost, and energy consumption – essentially, the smaller the better,” he said. 

He now teaches Quantum Computer Systems and Computer Architecture, and has taught Honors Introduction to Computer Science. The University of Chicago marks Chong’s third institution as an instructor, and while he has cherished each experience thus far, he said the learning environment at UChicago is unique.

“The truly exceptional and curious students, coupled with small class sizes, allow me to go deeper into very advanced topics,” Chong said. “Perhaps my favorite part comes from student questions. After 28 years of teaching, I can still get questions that surprise me and make me rethink some of the fundamentals of my field.”

Chong’s courses and research are centrally about understanding the trends in technology and shaping the future of computing. On the last day of class, he typically gives a lecture on some of these trends, and some of the more visionary ideas emerging in the future. 

“For the last 10 years or so, this last lecture has focused a bit on quantum computing, which could potentially solve problems that are unsolvable by classical computers,” he said. “If I were to distill this down to a message, it would be to "think outside of the box and be open to what is currently impossible.”

Anton Ford, Associate Professor in the Department of Philosophy

When Anton Ford was in high school, he found a steamer trunk in the basement of his house that contained his parents’ books from college. He spread them on the floor and took the most appealing for himself. 

As he recalls, the trunk had a wide variety of books: novels, poetry, history and sociology books, political texts and philosophy books. He said he remembers reading some Platonic dialogues, and developing an interest in Emerson and Nieztsche. 

“My tastes have matured,” he said. “But that was my first encounter with philosophy, on the floor of the basement of my childhood home. The trunk itself came to have a sentimental value for me. I brought it with me to college, then to graduate school, and then to my first job, here, at the University of Chicago.”  

Ford joined the faculty at UChicago in 2007, and is now an associate professor in philosophy with areas of special interest in Anscombe, Aristotle and Marx. In his classroom, Ford's approach aligns closely with the UChicago ethos of teaching how to think, not what to think. 

On the last day of class, he said he hopes his students will leave not so much with a message as with a set of intellectual tools for thinking about the world they will be stepping into. 

“The philosophers whose work I tend to teach are systematic thinkers,” he said. “One thing about a system of thought is that it can help one to see the connection between things. Another is that it provides one with intellectual orientation in an infinite variety of new circumstances.”

Through his teaching, Ford aims to empower his students to navigate a transitional phase in their lives with clarity and purpose. 

“College is a pivotal moment in life, a point between academic and professional paths,” he said. “Depending on who one happens to meet, what interests one develops, what one encounters in class, what is happening in the world—and much else—one’s future trajectory could change very radically. Not every period of life is like that. Nothing in particular follows from the fact that this is a pivotal moment. But the fact is worth bearing in mind.”

Michele Friedner, Professor in the Department of Comparative Human Development

On her first day of class as an undergraduate in an introduction to Indian religions course, Michele Friedner’s professor insisted that her students look closely at the craters on the moon, and identify the shape of a rabbit — and that they had to keep looking for it until they found it. 

The professor used this tactic to encourage her students to try to see things differently from how they appear at surface level, and it resonated with Friedner. 

“I loved looking for the rabbit and then finally finding it,” she said. “I never look at the moon the same way anymore. And this is what I want my students to do, too – to learn different ways of seeing and experiencing taken-for-granted objects, processes and practices.”

Now a professor of comparative human development in the College, Friedner said she is not afraid to emulate that same level of “playfulness” when interacting with her students.  

“Often, I ask a question that I have not fully formed and that I am still thinking through. I want them to be able to articulate things that are not fully formed while also being aware of the stakes of what we are reading and discussing,” she said.

Friedner teaches courses in disability anthropology and sensory anthropology, as well as classes in the Self, Culture and Society Core sequence. She also teaches a course in the “Big Problems”  Curriculum, elective capstone experiences designated for third- and fourth-year students, alongside Jennifer Iverson in the Department of Music, called “Disability and Design” The course involves working with scholars and activists at the forefront of its eponymous fields. 

For their final projects, students design a fully accessible policy, playground, restaurant, job interview guide, children’s book and more. Friedner says the course is “wonderful and invigorating” to teach.

“I love teaching disability studies-related courses at UChicago because the students are genuinely excited to consider questions and theories around disability and to grapple with complex embodiments,” she said. “They especially find it useful to reflect upon their own experiences at UChicago and beyond through the lens of disability theory.”

Nicholas Hatsopoulos, Professor in the Department of Organismal Biology and Anatomy

Nicholas Hatsopoulos teaches a course titled "Neuroscience of Consciousness," delving into a subject that has intrigued him since his undergraduate days, when he minored in philosophy. 

He has always been fascinated by questions surrounding free will, which propelled him into this field of study. Though consciousness is not his primary area of research as a neuroscience professor, Hatsopoulos said he finds immense joy in engaging with his students and the lively discussions that ensue during his lectures. 

“I love the interactions I have with the students and all the questions they ask during my lectures,” he said. “The students here are really smart and inquisitive. They genuinely want to learn and not just get a good grade."

Hatsopoulos fosters an environment of active participation in his classroom. He encourages interruptions and questions, believing that dialogue is essential for deep learning. If he doesn’t know the answer to a question, he is not afraid to say he doesn’t know but says he’ll try to get an answer by the next class.

He assigns students the task of critiquing two papers they read each week, promptly discussing some of the submissions in the following class. Throughout the course, debates on consciousness-related topics stimulate further exploration and critical thinking.

“I want them to interrupt me and ask questions,” he said. "The message I give them at the beginning of the course is telling them that we won't ultimately answer the question as to how consciousness arises from the brain, but hopefully they will learn about some of the experiments and theories and learn some neuroscience in the process.”

Chris Kennedy, Professor in the Department of Linguistics

Chris Kennedy, who has been teaching linguistics at UChicago for nearly 20 years, wasn’t planning to become a linguist. 

“I was living in Austin, Texas, playing bass in a punk band,” he remembers. “I had a horrible case of poison ivy one summer and was stuck inside. I asked my now wife/then girlfriend to grab me a book by Noam Chomsky from the Austin Public Library. She brought me a copy of ‘Syntactic Structures,’ and I was hooked.”

In the Department of Linguistics, Kennedy teaches undergraduate and graduate courses in semantics and pragmatics, and the occasional course in syntax. He also helped design and is the faculty director for the new cognitive science major, for which he teaches the two foundational courses alongside instructors in the Psychology Department. He also teaches in the Philosophical Perspectives humanities sequence.

Kennedy says he appreciates UChicago students’ passion for the “acquisition of knowledge,” which he incorporates into his own teaching approach.

“I like to approach my classes with the idea that I am learning the material alongside the students, approaching it from a position of discovery rather than presenting it from a position of authority,” said Kennedy. “Much of the time, this is literally true, because I've found that the best way for me to really understand new ideas, especially from areas outside my own expertise, is by working through them in a classroom full of University of Chicago students. And even when I teach a class on something I’m very familiar with, I like to start from some basic assumptions and then, together with the students, build up the theory from scratch.”

Kennedy threw himself into new material as an undergraduate student and said his curiosity has been a major influence in his career. He recalls coursework in religion and archeology, as well as his primary undergraduate major in Russian language and literature, as formative educational experiences even though they were quite different from the field he works in today.

“Whenever a student asks me what they should study, I say: ‘It doesn’t matter. What matters is that you find the best teachers, and do different things,’” he said. 

Faculty Awards for Excellence in PhD Teaching and Mentoring

Marcus clark, professor in the department of medicine.

Marcus Clark is fond of telling people that he loves his work. “My job is really an amalgam of hobbies, the things that I like to do. I just happen to get paid for them.”

As chief of the Section of Rheumatology in the Department of Medicine and director of the Medical Scientist Training Program (MSTP), an NIH-funded training program that pairs medical degrees with PhDs in the biological or physical sciences, he has his hands full. But rather than embracing the role of an administrator, he prefers a hands-on approach to mentoring the next generation of physician-scientists.

“I really get to know each incoming class, what they’re interested in and what their strengths are. I think that the personal touch elevates you from being just an administrator and shows them how to work like a scientist,” he said.

Clark individually mentors, advises and counsels each of the roughly 80 students in the MSTP, making a point to meet them where they are and challenging them to reach their potential how they define it—not according to a predetermined plan. He provides guidance, but not solutions—a “teach a man to fish” philosophy that makes students feel empowered in their career choices. He credits this ability to having been there before, building his own career researching immune system functions and treating patients with psoriatic arthritis and lupus.

“I think I have a good sense of where a student needs to be and how their personal journey can get them there,” he said. “I feel like I’ve done enough in my own career that I can give the students a little bit more space and think about them more. It helps me be like a proud dad in a way. I just want to see them do well.”

Mikhail Golosov, the Homer J. Livingston Professor in Economics and the College

As a graduate student, Mikhail Golosov remembers having tea with his advisor, economist Larry Jones, after a particularly brutal presentation. They talked for hours. As Golosov calmed down, he was able to spot the weaknesses in his research. 

“Now, it's probably one of my most famous papers,” Golosov said. “For me, that focus on well-being played a huge role in graduate school.”

Using his own mentors as a model, Golosov’s approach to advising is twofold—guiding students through difficult research questions as well as helping manage the anxieties that might crop up because of them.

“When you start, there is so much uncertainty,” Golosov said. “You don’t know much about research; you don’t know if you’re good at it.”

After taking Golosov’s public finance course, one student was inspired to pursue a related research topic using an unfamiliar methodology.

“Without Mikhail Golosov’s patience, guidance and intelligence, I could not have pursued this project,” the student wrote. “He carefully considers each and every question without prejudice, demystifies the process of research and expresses empathy on its exciting, but frightening uncertainties."

As director of Graduate Studies, Golosov meets with student representatives from each Ph.D. cohort to hear their concerns. If he has the power to make students’ experiences better, Golosov simply will—whether that’s arranging for an accommodation or mediating between faculty and students. 

“There are little things we can do that don’t require that much effort that could improve the life of graduate students a lot,” Golosov said. “Whenever I come across them, it gives me a lot of satisfaction.” 

“It is rare for a scholar of his stature to demonstrate such a deep commitment to each student's success,” wrote another student. “My growth as an economist and as a member of the academic community is largely attributable to Mike’s influence.”

Sidney Nagel, the Stein-Freiler Distinguished Service Professor of Physics and the College

In Sidney Nagel’s laboratory, graduate students are learning to be physicists—to ask a question about the world no one has yet been able to answer, and then design a way to answer it. It’s not easy, but it is rewarding.

“I want to make sure they understand that doing physics is hard, but that it’s also hard for me, even as long as I’ve been doing it,” Nagel said. “To fight through the ideas to get something crisp and clean at the end is a challenge every time. But we are working on these things together.”

The “joy of common striving,” as Nagel puts it, is the theme that runs through the lab. A former student wrote that Nagel, and other more experienced Ph.D. students in the laboratory, “readily dedicated hours to guide and help me…The sense of support and collaboration permeates the Nagel group completely, out of genuine kindness and alignment of curiosity.”

Among the communal lab activities is something that Nagel believes in deeply: the value of learning to articulate a scientific problem. “That is, can you frame a vision about why this problem is important, why it’s worth doing and where it can lead?” Nagel said.

As members of Nagel’s laboratory transform from students to scientists, each learns how to present this vision through intensive coaching and group feedback.

“When I started grad school, I had no experience in giving scientific presentations, had very limited public speaking skills as a non-native English speaker, and did not enjoy presenting my work to people,” wrote another former student. “He is single-handedly responsible for making me a decent public speaker who loves giving talks.”

Another former student agreed: “He taught me to see the beauty in science, and to share my joy at understanding it with the world.”

Miwa Yasui, Associate Professor in the Crown Family School of Social Work, Policy and Practice

Described by her students and colleagues as an “exceptional,” “creative,” and “devoted lifelong mentor,” Miwa Yasui is a passionate educator whose deep commitment to teaching and student development has made a profound impact at the Crown Family School.    

Recognizing that the academic life of a social scientist is never a solitary one, Yasui believes that learning is best cultivated in an environment that fosters collaboration and the sharing of ideas.

“Social sciences is something that you can never do on your own. It requires an entire team of great minds to come together. I’m very grateful for leading the team of students in my research lab from whom I have come to learn about their own interests and journeys, seeing especially how they would continue their intellectual trajectories,” she said.

Her pedagogy is also characterized by an empathetic listening that takes into account the diverse perspectives and lived experiences of her students, often reflected in their classroom discussions. 

It is no wonder that she is well-loved among students in her department for being compassionate and attentive to their scholarly and emotional needs. 

“Prof. Yasui has provided time and space to empathetically listen to my personal experience, inquire about my family and loved ones and mentor me on the importance of care. I cannot thank her enough for that,” a Crown Family School student said.

Having lived in different countries such as Japan, England, Singapore, and the United States, Yasui is deeply sensitive to the ways in which our human behavior, values, and beliefs are determined by cultural influences. Her research focuses on the intersection between race, culture, and immigration in the context of child development and family processes, and how they contribute to racial disparities in mental health.

Yasui’s conviction for her students is that they will not only become innovative leaders in social work but, more importantly, that their scholarship will also transform the lives of the vulnerable and marginalized.

As a former student gratefully expressed: “Notably, she believed in me.”

—With contributions by Andy Brown, Meredith Davis, Tori Lee, Louise Lerner and Matt Wood.

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End-of-year Congratulations!

As the academic year comes to a close, the Linguistics Program wants to give a shout out to those continuing and incoming graduate students who have won awards, honors, and recognition for their teaching and research this year. It is an inspiring list! Congratulations to all and Happy Summer!

2024 awards and recognitions for LING PhD students: 

Sam Martin (Bilinski fellowship for 2024-25)

Dawson Petersen (Bilinski fellowship for 2024-25)

Dawson Petersen (SPARC grant 2024)

Sarah Wilson (SPARC grant 2024)

Shana Scucchi (Rhude M. Patterson fellowship 2024)

Taravat Yazdani (CAS enhancement fellowship, 2024-2028)

Kayleigh Fisher (AMPRA graduate student travel award)

Shannon Gallion (AMPRA graduate student travel award)

Cheng Xiao (Walker Institute fellowship)

Awards for MA students:

Sara Moody ( FYE Irene Elliott Award for First-Time Teaching)

Noah Brandon (Walker Institute fellowship)

Challenge the conventional. Create the exceptional. No Limits.

UT to add 576 beds with new graduate student housing complex, boost housing scholarships

The University of Texas will move forward with a graduate student housing project that will bring 576 beds along with entertainment, dining and grocery options. The UT System Board of Regents on Thursday approved the university's proposal to build the project at 1900 Comal St.

The new development is the second phase of the university's plan to expand graduate student housing, UT President Jay Hartzell told the American-Statesman on Thursday. The new complex will be built near another new graduate student housing project UT plans to open in the fall with about 780 beds.

It will also be near UT's athletic facilities and will have five new beach volleyball courts, which will allow the UT women's team to host NCAA competitions.

The project is part of the university's commitment to establishing "high-quality affordable housing" and a strong sense of community for graduate students, which will help UT attract top talent, Hartzell said.

"When I got the job in 2020, this was on the drawing board," Hartzell said. "As a person who went to graduate school at UT, I get the need. And as the city's gotten more expensive, this is just one more thing we're trying to do to ensure students choose us."

Jim Davis, UT chief operating officer, said costs for the new graduate complex are still being estimated, and it is expected to open in 2027.

The new development will feature about 9,000 square feet of retail space and 3,000 square feet for dining, which will help support the athletic and East Campus communities, a university spokesperson said. With the latest project, UT will have about 2,250 graduate student beds available in three complexes.

The spokesperson said rental costs for the Phase Two housing units have not yet been determined but are expected to be at or below market value.

Davis said the two residential complexes are the university's first new graduate student housing projects in about 40 years.

What else is UT doing for student housing?

The university is also continuing its housing scholarship program in the upcoming school year after launching the program this year to help low- and middle-income students with on-campus housing costs. UT spent about $5 million to subsidize housing costs for about 3,200 on-campus students who qualified for UT's tuition assistance program, Texas Advance Commitment .

The university is increasing its investment in the program to $7.5 million to account for price increases and to serve more students, Hartzell said. Texas Advance Commitment 1 students can receive $1,800 to $2,300, and Texas Advance Commitment 2 students (those with higher family income levels) can receive $900 to $1,400.

In February, regents gave UT permission to begin negotiations to start building an estimated $145 million, 1,000-bed undergraduate student housing complex  in place of the Whitis Court residence hall, which has about 200 beds. This will be the first newly built undergraduate housing complex since 2007, though the university purchased Dobie Twenty21 with a capacity of almost 1,000 student residents in 2021.

With the new undergraduate and two new graduate student complexes, UT is on a path to add about 2,000 beds by 2027.

What does the UT System board's action mean?

The board's decision Thursday authorizes UT to enter into a private-public partnership agreement — the same process the two other new complexes underwent. The university will enter into a lease agreement with the 2033 Higher Education Development Foundation, a nonprofit that advises the university on real estate matters, that will then contract with a private developer for the property.

The regents also authorized the university to use the UT System's Revenue Financing System, which also is financing the undergraduate complex project.

Site permitting and design will start this summer. The design will be similar to the East Campus Graduate Apartments, Davis said.

Hartzell thanked the board for its approval of the project and said he hopes UT's increase of housing supply — with the new beds and scholarship support — will help students tackle rising living costs and choose to enroll at UT.

"It really pertains to this goal of trying to find more high-quality, affordable housing for our graduate students," Hartzell said. "And build a sense of community that has vibrancy to it."

NALRC hosts conference to inspire African language educators

The Indiana University Hamilton Lugar School’s National African Language Resource Center (NALRC) recently hosted the 27 th annual conference of the African Language Teachers Association (ALTA), convening more than 100 attendees from across the U.S., Canada, and Africa. The event invites teachers and scholars in African Language education to share innovative and creative ways to enhance African language instruction, research, and best practices.

Support for preserving African languages and cultures and transmitting them to the next generation is vital. Personal anecdotes shared by conference presenters showed that even professional African language educators may find it challenging to pass their native language on to their children.

One of the presenters, Indiana University graduate student Ugonna Ahumibe, said that while she was living in Nigeria, she found it “ nearly impossible ” to transmit her native Igbo to her two daughters. She had limited time with her them due to the demands of work, and the language was not used at their school or by their nanny. She said, “ I felt like I didn’t have enough time with my children for them to acquire the language from me naturally. As a student of language, it was almost embarrassing to me .”

Meanwhile, another presenter, Tulane University doctoral student Adebimpe Adegbite said, “I speak Yoruba to my two-year-old son, but when some Yoruba-speaking families in the community hear us, they often say something like, ‘Don’t worry, it’s just a matter of time until he refuses to speak it anymore.’ ”

Ahumibe and Adegbite were among dozens of presenters who shared research and best practices at the two-and-a-half-day conference at Indiana University in April, based on the theme “African Languages within and beyond the Classroom: Interdisciplinary Perspectives and Multidisciplinary Collaborations.” Event attendees were affiliated with ALTA, a professional membership organization working to advance teaching and research in national languages.

Although the NALRC and ALTA are separate entities, they work closely together, said NALRC Associate Director Kazeem Sanuth , “ NALRC serves all members of ALTA. Many ALTA members attend the NALRC summer workshops and institutes, which are open to everyone in interested in the instruction of African languages.”

Sanuth said the conference was a success.

“ It brought together people from different continents – and at least six countries in Africa – to participate in academic and professional conversations related to the teaching of African languages . More papers were presented than at prior conferences, and we were able to have graduate students fully recognized at the conference for their work as wel l, ” he said.

An Interactive Children’s Dictionary for Igbo Language and Culture

Although Igbo is currently spoken by over 27,000,000 people in Nigeria, it is categorized as “threatened,” since cultural forces are causing the language to die off. Ahumibe said younger generations in Nigeria prefer foreign languages, and many people feel that the ability to speak English is superior, confers higher status, and allows one to be more creative. Despite government efforts to require business to be conducted in Igbo, things did not change.

Ahumibe, who is finishing an M.A. in Linguistics with a concentration in Computational Linguistics, says there are children’s books available in Igbo, but they are not designed with children in mind. “ They are unattractive, and the prints are carelessly done, and not colorful .” She said, “ If a child saw them against a Cinderella story, they would not choose the Igbo. ”

To kick-start her children’s language learning, Ahumibe decided to make use of the technology at hand – her phone.

She says, “ I asked my children’s grandmother and other relatives who are native speakers to record traditional folktales in Igbo. The children listen to the stories as we drive to and from school. Although in the beginning they couldn’t follow the stories, over time they began to understand and even pick up new words. ”

To enhance their language learning, Ahumibe was inspired to create an interactive Igbo-English children’s dictionary app as well. Using a classic Igbo folk story, “The Tortoise Marries the Princess,” she selected over a hundred words as a foundation for the dictionary.

Meanwhile, she is leveraging the power of software tools including Fieldworks Language Explorer (FLEx), an integrated set of open-source software tools to help manage linguistic and cultural data; SayMore, a software program designed to build language documentation sources; and MidJourney, an AI image generator. These tools allow her to create culturally relevant images to go along with the story, then integrate audio, video, and photo data. Ahumibe says that the resulting dictionary content can easily be transferred between devices, be formatted for print, etc.

The target audience for the app is children ages 6-12 living outside Igboland, and they hope it will be used by other Igbo language learners, teachers, and researchers. The app is still in the development stage, and Ahumibe and her colleague, Margaret Carpenter, are applying for funding to complete the project, which they anticipate will take another year.

Ahumibe will complete her masters in Linguistics in June and will stay at Indiana University to begin doctoral work in Literacy, Culture, and Language Education this fall. Meanwhile, she hopes to have online dictionary format available by the end of May.

Teaching Yoruba as a minority majority language

“ In Nigeria, the national language policy requires that one of the major languages, Hausa, Igbo, and Yoruba, be acquired for each child for the first 6 years of primary education,” said Adegbite. “This looks like wonderful support for indigenous languages on paper, but it is not translated into reality .”

Adegbite conducted research at a school in Ile-Ife, Nigeria with an English-only policy. The participants included 51 students ages seven to thirteen years old whose parents agreed to enroll them in three months of instruction on Yoruba proverbs. Using questionnaires, ethnographic interviews, and conversations, he examined the children’s competence in and use of Yoruba, as well as the attitudes towards the language.

Most of the children (92%) spoke two or more languages, although four spoke only one language, and one child spoke five languages. The monolinguals spoke only English but could understand a bit of Yoruba. All the multilingual students spoke Yoruba and English.

At home, more of the children spoke English (65%) than spoke Yoruba (35%). At school, children reported 95% English use, and 4% Yoruba. In other settings such as markets and places of worship, they reported using 27.5% Yoruba and 72.5% English.

His study showed that within the same individual, language attitude and use varied by setting. Forty-seven percent said Yoruba would be their preferred language to speak at home, 67% would prefer to speak Yoruba at school, and only 39% would prefer to speak it in other places.

Adegbite also noted that since the study was limited to children and parents who consented to take part in three months of Yoruba proverb instruction, their attitudes toward the Yoruba language would be predicted to be positive. He asked, “ If the influence of English is still as strong in such a population, what about the overwhelming [number of] prospective participants that showed no interest?”

In conclusion, Adegbite said, “ While Yoruba is a national language with majority language status in southwest Nigeria, it has a minority language usage by students in this study .”

To preserve the Yoruba language, Adegbite says, “ In the absence of will by the government to create and/or implement language policies that favor minority (indigenous, heritage, less commonly taught) languages, language stakeholders at home (parents, children, family members), school (teachers and administrators), and other places (business owners, religious leaders, etc.) can unite to facilitate language revitalization and/or maintenance.”

Transforming Swahili Language Instruction

Mwangi shared data from the U.S. Public Interest Research Group , indicating that 63% of students skipped buying or renting textbooks, and 19% of students chose classes based on their course materials cost. As a result, he realized that access to low-cost, high-quality textbooks could be key to increasing enrollments.

Over the course of two summers, Mwangi and his colleagues developed a comprehensive end-of-sequence assessment for elementary Swahili, then designed listening and writing curricula to prepare students for the assessment. The two professional development programs that culminated in these assessment and curricula projects were offered by the University of Chicago’s Language Center through the Mellon Foundation Grant. He then made the material available as an Open Education Resource (OER). The result? “ Enrollment in Swahili courses increased. We ended up adding another section, and within two hours, it was full ,” said Mwangi.

His advice to other educators was clear. “ Having high-quality and effective LCTL Open Education Resources (OERs) based on current trends in test designs and curriculum developments can significantly enhance enrollments in our respective African languages .”

Showcasing Indiana University’s support for African Languages

Efforts to maintaining and revitalize African Language education are at the heart of the collaborations between ALTA and IU’s NALRC. Although the annual ALTA conference was part of the larger National Council of Less Commonly Taught Languages conference for decades, it has been held independently since 2021. When asked about this change, NALRC’s Sanuth said that although other less commonly taught languages share a similar vision and mission, African language programs are unique.

“Many have acute shortages of enrollment, resources, research, and training opportunities,” he said. “By holding our own conference, ALTA can localize the conversation to what is related to African languages alone, which may range from teacher training to community building to mentorship. We’re trying to create opportunities for the expansion of research on African languages and boost instruction at institutions across the country .”

Holding a separate conference has also allowed the event to take place on university campuses, instead of hotel conference centers. “ Hosting the event at the IU Hamilton Lugar School also highlighted the university’s leadership in language education, ” Sanuth said. “ It gave us an opportunity to showcase the school’s commitment to language instruction and be able to let conference attendees see the support that African language teaching gets here on IU’s campus. Everyone left with the feeling that IU has support for African languages and the NALRC.”

Linda Bollivar

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PhD Scholarships 2024- RS-4C - Call for Applications

Wangari Maathai Institute for Peace and Environmental Studies (WMI), University of Nairobi with funding from Netherlands hereby invite applications for two PhD scholarships under the project  Remote Sensing for Community-driven applications: from WA+ to co-learning  (RS-4C). Subject to satisfactory performance and legal requirements, each PhD scholar will obtain a degree from The University of Nairobi.

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Projects funded by 2024 New Frontier Grants look toward the future

New Frontier Grants

By | Kate Blackwood , A&S Communications

How will a new multinational power grid affect people and cultures across Asia? Will artificial intelligence aid or hurt the United Nations? How can scholars take a new approach to Haudenosaunee studies? What new instruments will help us understand and harness the power of two different types of quantum materials?

To support the progress of the Cornell researchers asking these questions, the College of Arts and Sciences (A&S) has awarded five New Frontier Grants to cutting edge projects in science, social science and the humanities led by A&S faculty, some with collaborators from other colleges.

“Technologies such as AI and quantum computing are developing rapidly with the potential for profound impacts on our society. At the same time we are gaining new insight into history, communities and human endeavor. The New Frontier Grants awarded this year ensure that Cornell researchers are working at the forefront of discovery in these critical and often interconnected areas, steering their adoption and implementation toward the greater good,” said Rachel Bean, interim Dean of the College of Arts and Sciences. “This year, five new, innovative projects draw on the expertise of Arts and Sciences faculty, demonstrating our college’s characteristic zeal for interdisciplinary collaboration.

“I am thrilled to announce these ground-breaking research projects conceived by our brilliant scholars, and I am grateful for the donors whose philanthropy has been absolutely vital to the New Frontier Grant program,” she said. 

To date, the New Frontier Grant program has funded 39 projects.

Projects funded in 2024 by New Frontier Grants address a wide range of issues in the humanities, social sciences and sciences. Some cross disciplinary boundaries to solve complex problems while others focus closely on mysteries of nature that have implications for future technologies.

In the project “Engaging Multi-Scalar Dynamics in Trans-Asia Infrastructures,” Shaoling Ma , associate professor of Asian studies (A&S) and Stefano Galelli , associate professor in the School of Civil and Environmental Engineering in the College of Engineering (ENG) will analyze the dynamic interconnections and divisions between human-natural systems involved in the Laos-Thailand-Malaysia-Singapore Power Integration Project. Power grids challenge researchers with multi-scalar objects of study that range from man-made infrastructures, the natural environment, narratives about displaced communities and environmental degradation to remotely-sensed data sets, requiring a combination of quantitative and qualitative approaches. The project aims to show that computational modeling helps to verify and quantify critical humanities theories, and that the latter can enrich data-driven analysis. By closing existing knowledge gaps that have failed to encapsulate the geopolitical, socioeconomic, environmental and cultural dynamics of trans-Asia energy networks, the researchers hope to help construct an alternative infrastructural future centered on people and ecology instead of profit and capital.

“Reconceptualizing Haudenosaunee Studies” aims to advance Haudenosaunee studies in linguistics, anthropology/archaeology and art/history of art while changing long-dominant methods in the field. Foregrounding involvement of community members and knowledge keepers, particularly Stephen Henhawk , research associate in linguistics (A&S) and program associate in the American Indian and Indigenous Studies Program (AIISP) in the College of Agriculture and Life Sciences, the researchers will focus on Gayogo̱hó꞉nǫɁ (Cayuga), the indigenous language and people of the Cayuga Lake region, while touching all the Haudenosaunee nations and the diaspora into which many Haudenosaunee people have been driven. Research goals include revision of the stereotyped “polysynthetic” characterization of Haudenosaunee languages; rewriting the narrative of the long-term Gayogo̱hó꞉nǫɁ habitation in the region; and re-inscription of the Gayogo̱hó꞉nǫɁ physical presence here. The project is led by John Whitman , professor of linguistics (A&S); Kurt Jordan , professor of anthropology (A&S); and Jolene Rickard , associate professor of history of art and visual studies (A&S).

Generative AI is poised to revolutionize various sectors, extending its reach into international organizations such as the United Nations. But adoption of AI in report generation for these organizations could have major implications for governance if AI is inaccurate and biased. In the project “New Frontier for AI in Global Policy Dissemination: Exploring the Use of AI for Evaluating International Organization Country Performance Reports,”  Sabrina Karim , the Hardis Family Assistant Professor of government (A&S) aims to comprehensively examine the advantages and drawbacks of employing AI in policy report writing, leveraging the established infrastructure of the Gender and Security Sector Lab at Cornell, which includes undergraduate research. Karim will also compare how officials perceive reports written by AI compared to humans.

Two projects approach important research frontiers in quantum physics.

In “Development of a Time-Resolved Sagnac Interferometer for Ultra-Sensitive and Ultra-Fast Optical Studies of Spin Dynamics,” Dan Ralph , the F. R. Newman Professor of Physic (A&S), together with Gregory Fuchs , professor of applied and engineering physics (ENG), will investigate the physics of “spintronics,” trying to understand how to efficiently excite and control the dynamics of electron spins in materials where the overall equilibrium magnetism is weak or zero, i.e. ferrimagnets or antiferromagnets. These dynamics are of interest in part because the spin precession speed can be much faster than for conventional strong ferromagnets (0.1-several THz versus 0.1-10 GHz). However, studying these materials requires the development of new experimental techniques with both very high sensitivity and very high speed. The goal of the project is to develop a unique spintronics instrument capable of time resolution down to 200 fs together with the sensitivity to measure even weakly-magnetic nanometer-scale films.   In “Imaging Invisible Spin Orders with Nanoscopic Magnetic Tunneling Junctions” Xiaomeng Liu , assistant professor of physics (A&S) will explore unconventional magnetism, such as quantum spin liquids. A new frontier in quantum materials exploration, unconventional magnetism offers tantalizing quantum properties like long-range entanglement and fractionalized excitations – but probing these materials is challenging due to their vanishing magnetization. This proposal aims to develop an imaging technique that is effective in probing spin orders even in the absence of global magnetization. This approach enables atomic-resolution imaging of spin textures and excitations applicable to both conducting and insulating 2D magnetic materials. This endeavor holds promise for unraveling specific quantum properties critical for future advancements in spintronics and topological quantum computing.

Read the story on the Cornell Chronicle website . 

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