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Personal statement example english language and linguistics personal statement, english language and linguistics personal statement.

Further study of the English language would fuel my interest and genuine curiosity of language and assist my reflection on the vital part it plays in society. When it comes to language so many do not stop to question, what? How? And why? When I start thinking about language and immerse myself in it, I truly appreciate the intricate complexities that appear when you start to unpick it.

I am fascinated by child language acquisition as this is something so different to what I have studied previously. Through guided reading and supporting younger students I have been able to observe different aged children and assess their reading abilities and the way in which they use language. Spending time in both Infant and secondary school environments made it possible to contrast how key stage one and three students read. This highlighted an alarming number of key stage three students with reading ages considerably lower than their chronological age. Leading me to wonder if a number parents rely on the national curriculum for the entire reading development of their children rather than introducing reading routines at the optimum age prior to entering the education system.

As a logically inclined individual ‘The Infinite Gift’ by Charles Yang inspired me, giving a scientific understanding of language acquisition and presenting the concept in a formulaic way. Yang explains how language acts as the pivotal reason why humanity is unique. Only humans acquire language, separating us from the rest of nature. Charles Darwin expressed that “Man has an instinctive tendency to speak, as we see in the babble of young children, whilst no child has an instinctive tendency to bake, brew or write.” This further expands the idea of language being encoded in our biology and Chomsky’s revolutionary linguistic theory of innateness.

Out of school I train in contemporary dance and recently took part in the Commonwealth Dance Festival in Glasgow where I was able to work with artists from around the world. Interestingly the majority of dancers spoke English, a language described as ‘Language of opportunity’. This makes me feel both privileged and embarrassed as here in Britain, literacy is something most take for granted. The English language undeniably creates a sense of global unity, although there is evidence that the rapid increase of English speakers results in an extinction of community languages. We should be questioning whether the advancements of English are worth the loss of traditional languages.

I am a dedicated individual who has always been involved with music and dance including; mentoring, playing with ensembles and orchestras and performing at every opportunity. Having recently achieved my grade seven flute, I am proud of the technicality, creativity and resilience I have acquired in my ten years of learning an instrument. My commitment has been recognised by school through numerous house awards for attendance, role model and most outstanding female. In addition I have been awarded by the parish council for my musical and dance achievements and involvement in the local community.

Organisation and responsibility is something I pride myself in, being head of both prom and sixth form ball committees has allowed me to delegate roles in and work collaboratively at a range of fundraising tasks. I have held a range of positions within school for example; dance ambassador, music concerts manager and currently house captain. These roles have involved my work closely with teachers and representing the school. Participating in the National Citizen Service programme allowed me to work with variety of people on projects to improve the local community. I took part in a high achievers’ mentoring programme with Price Waterhouse Coopers that involved a group presentation to panel of professionals in an industry environment.

To me it seems obvious to explore the ability to communicate and the way we do so. Language is always evolving, it will always be relevant and there will always be something new, something interesting to discover.

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Applied Linguistics MSc

Awards: MSc

Study modes: Full-time, Part-time

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Programme description

This programme offers a linguistic perspective on real-world problems of language in use, with a strong emphasis on developing skills and knowledge that can be applied in a wide range of professional settings.

In Applied Linguistics, we draw on knowledge about language, how it works and how it is used in order to contribute to real-life issues.

• examine language and other communicative modes in a variety of social settings such as everyday conversation, educational settings, medical settings, digital and social media
• focus on language variability; for example, bilingualism, accents, and dialects versus social diversity (such as gender, class, ethnicity)
• consider how knowledge about language as it is actually used in real social settings can impact people's lives

Key research areas

This programme will help you gain intellectual and practical skills to engage in applied linguistics research, either for its own sake or as part of inter-disciplinary research.

This highly flexible MSc draws on the University of Edinburgh’s unparalleled research expertise in Linguistics. Linguistics and English Language at Edinburgh has access to a wide breadth of research themes, with the greatest theoretical depth that you will find anywhere. This programme gives you the flexibility to choose courses and research topics to suit your academic interests and goals.

The department has multiple overlapping research groups, covering everything from meaning and grammar to language evolution. This programme is unique in allowing you the freedom to draw on these resources.

Linguistics & English Language is rated 3rd in the UK by Times Higher Education for the quality and breadth of the research using the latest Research Excellence Framework (REF 2021).

What will I learn

• explore how language and other communicative modes are used in a variety of social situations - for example, in everyday conversation, in educational settings, or on digital and social media
• compare language variability - for example, bilingualism, accents, dialects - with social diversity such as gender, class, or ethnicity
• examine how knowledge and uses of language can impact people’s lives

You can also take advantage of the interdisciplinary department and draw on teaching and research both elsewhere in the School of Philosophy, Psychology and Language Sciences and within other relevant Schools.

Is this MSc for me?

This programme provides and enhances your skills to engage in applied linguistic research. It provides an excellent preparation for further research and knowledge as an applied linguistics specialist, whether you choose to pursue this further in academic research or in a professional career.

Please note, unlike other programmes in applied linguistics, one topic that we do not concentrate on is teaching pedagogy. If you are primarily interested in the teaching side of applied linguistics, please see:

MSc in Language Education

MSc in TESOL

Similarly, this MSc programme focuses on linguistics, not English language. If you are primarily interested in English language, please see:

• MSc in English Language

Reputation, relevance and employability

The programme benefits from a long and respected academic tradition. Edinburgh was the first UK university to offer a programme in Applied Linguistics. You will be taught by world-leading experts. Our Linguistics and English Language department is home to academics leading research into a wide range of topics.

You will benefit from the breadth and strength of the interdisciplinary academic community at Edinburgh, having the opportunity to select option courses and attend research seminars across different disciplines.

Our students’ research projects are often published in academic or professional journals.

We have an excellent reputation amongst employers and further research opportunities. Many of our graduates have gone onto PhD training and we have a high academic job placement record.

• Find out more about our community

The School of Philosophy, Psychology and Language Sciences is home to a large, supportive and active student community, hosting events and activities throughout the year which you can join. As a postgraduate student, you will have access to a range of research resources, state-of-the-art facilities research seminars and reading groups.

Programme structure

This programme contains two semesters of taught core courses and optional courses followed by a dissertation.

The taught courses and their assessments take place between September to December (Semester 1) and January to April (Semester 2). Planning for the dissertation will take place until April and carried out between April and August.

Core Courses

Core courses provide a solid foundation in the fundamentals of applied linguistics. These are:

Issues in Applied Linguistics

Discourse Analysis

Language Variation and Change

Sociolinguistic Research Design

Optional Courses

The optional courses offer you the opportunity to explore areas of your interest. Examples of optional courses are:

• Cognitive Linguistics
• Introduction to Phonology and Phonetics
• Introduction to Syntax
• Introduction to Multimodality
• Guided Research in Linguistics and English Language
• Online experiments for language scientists
• Or any other course available to MSc students subject to approval from the programme director

Dissertation

The dissertation involves writing a research project in close collaboration with an expert supervisor.

You will produce a written report, similar to an academic journal article; indeed, some dissertations are published as journal articles.

The empirical work and writing take place between April and August and will be due in August.

Past examples of dissertation topics include:

• Style-Shifting in Safe and Non-Safe Spaces: A Study of Gay Speech in Singapore
• Dialect Loss and Variation Amongst Kedahans of Different Generations
• The Use of Sajiao in Chinese Gay Communities: Identity Construction in Digital Communication
• A Case Study of Indigenous Minority Languages in France
• Negotiating Professional Identities and Knowledge on YouTube: Skincare Influencers
• Avatar: The last Airbender is (not) an anime: A study on Genre Bending of Japanese Visual Language in America

How will I learn?

Most courses are taught through a combination of lectures and seminars/tutorials. The number of contact hours and the teaching format will depend to some extent on the option courses chosen.

After classes finish in April, you will spend all your time working independently on coursework, exam revision and on your dissertation. When you carry out your supervised dissertation research, you will receive guidance from your supervisor through one-to-one meetings, comments on written work and email communication.

Find out more about compulsory and optional courses

We link to the latest information available. Please note that this may be for a previous academic year and should be considered indicative.

Learning outcomes

At the end of the programme, you will be able to discuss issues of language description and use the knowledge you have acquired to address real-life problems. This might include the teaching of languages and the use of language in specific institutional contexts.

The programme aims to:

• develop your relevant critical and analytical skills
• prepare you for employment in the various spheres of social life where linguistics knowledge and skills play a significant part
• help you develop interest and skills in working at the interface between linguistics and other disciplines
• prepare you for further study (PhD) in applied linguistics
• develop your transferable skills in written and verbal communication, group and teamwork, computing, programming and numeracy, time and project management
• develop your ability to work as an independent researcher and as part of a team

Career opportunities

This is the ideal programme for deepening your involvement in linguistics, giving you a grounding in further study (PhD) or developing an academic career in linguistics.

The programmes also teach a broad range of transferable skills applicable to a wide range of modern jobs, such as:

• Marketing, communications and PR
• Speech synthesis (such as Amazon and Google)
• Interpreting and translation

Our graduates

The analytical skills you develop and the research training you receive will be valuable in a wide range of careers. In addition to a number of our graduates going onto further academic research opportunities, some recent roles they have progressed to are:

• Language Examiner
• Research Assistant
• Project Manager
• English Language Teacher
• Linguistic Content & Market Manager
• Social Media Marketing
• MA Modern Languages
• Careers Service

Our award-winning Careers Service plays an essential part in your wider student experience at the University, providing:

• tailored advice
• individual guidance and personal assistance
• internships and networking opportunities (with employers from local organisations to top multinationals)
• access to the experience of our worldwide alumni network

We invest in your future beyond the end of your degree. Studying at the University of Edinburgh will lay the foundations for your future success, whatever shape that takes.

Important application information

Your application and personal statement allow us to make sure that you and your chosen MSc are good matches for each other, and that you will have a productive and successful year at Edinburgh.

We strongly recommend you apply as early as possible. Specific details about your application and personal statement, alongside deadlines and dates can be found in 'Application Deadlines' and 'How to apply' on this page.

You should avoid applying to more than one degree. Applicants who can demonstrate their understanding and commitment to a specific programme are preferred.

Personal statements

When applying you should include a personal statement detailing your academic abilities and your reasons for applying for the programme

The personal statement helps us decide whether you are right for the MSc programme you have selected, but just as importantly, it helps us decide whether the MSc programme is right for you.

Your personal statement should include:

• What makes this particular MSc programme interesting for you?
• What are the most important things you want to gain from the MSc programme?
• What are the key courses you have taken and that are relevant for this specific programme and what are your academic abilities?
• Any other information which you feel will help us ensure that you are a good match to your intended MSc programme.

A good personal statement can make a big difference to the admissions process as it may be the only opportunity to explain why you are an ideal candidate for the programme.

You will be asked to add contact details for your referees. We will email them with information on how to upload their reference directly to your online application. Alternatively, they can email their comments to:

[email protected]

Find out more about the general application process for postgraduate programmes:

• How to apply

Language Sciences at Edinburgh

Entry requirements.

These entry requirements are for the 2024/25 academic year and requirements for future academic years may differ. Entry requirements for the 2025/26 academic year will be published on 1 Oct 2024.

A UK 2:1 honours degree, or its international equivalent, in linguistics. We may also consider students without a linguistics degree if you if you have substantial practical experience as a language professional.

Entry to this programme is extremely competitive.

Students from China

This degree is Band B.

• Postgraduate entry requirements for students from China

International qualifications

Check whether your international qualifications meet our general entry requirements:

• Entry requirements by country
• English language requirements

Regardless of your nationality or country of residence, you must demonstrate a level of English language competency at a level that will enable you to succeed in your studies.

English language tests

We accept the following English language qualifications at the grades specified:

• IELTS Academic: total 7.0 with at least 6.5 in each component. We do not accept IELTS One Skill Retake to meet our English language requirements.
• TOEFL-iBT (including Home Edition): total 100 with at least 23 in each component. We do not accept TOEFL MyBest Score to meet our English language requirements.
• C1 Advanced ( CAE ) / C2 Proficiency ( CPE ): total 185 with at least 176 in each component.
• Trinity ISE : ISE III with passes in all four components.
• PTE Academic: total 70 with at least 62 in each component.

Your English language qualification must be no more than three and a half years old from the start date of the programme you are applying to study, unless you are using IELTS , TOEFL, Trinity ISE or PTE , in which case it must be no more than two years old.

Degrees taught and assessed in English

We also accept an undergraduate or postgraduate degree that has been taught and assessed in English in a majority English speaking country, as defined by UK Visas and Immigration:

• UKVI list of majority English speaking countries

We also accept a degree that has been taught and assessed in English from a university on our list of approved universities in non-majority English speaking countries (non-MESC).

• Approved universities in non-MESC

If you are not a national of a majority English speaking country, then your degree must be no more than five years old* at the beginning of your programme of study. (*Revised 05 March 2024 to extend degree validity to five years.)

Find out more about our language requirements:

Fees and costs

Scholarships and funding.

There are a number of highly competitive scholarships and funding options available to MSc students.

Deadlines for funding applications vary for each funding source - please make sure to check the specific deadlines for the funding opportunities you wish to apply for and make sure that you submit your application in good time.

UK government postgraduate loans

If you live in the UK, you may be able to apply for a postgraduate loan from one of the UK’s governments.

The type and amount of financial support you are eligible for will depend on:

• your programme
• the duration of your studies
• your tuition fee status

Programmes studied on a part-time intermittent basis are not eligible.

• UK government and other external funding

Other funding opportunities

Search for scholarships and funding opportunities:

• Search for funding

Further information

• PPLS Postgraduate Office
• Phone: +44 (0)131 651 5002
• Contact: [email protected]
• Programme Director, Dr Sumin Zhao
• Contact: [email protected]
• Dugald Stewart Building
• 3 Charles Street
• Central Campus
• School: Philosophy, Psychology & Language Sciences
• College: Arts, Humanities & Social Sciences

Select your programme and preferred start date to begin your application.

MSc Applied Linguistics - 1 Year (Full-time)

Msc applied linguistics - 2 years (part-time), application deadlines.

MSc Applied Linguistics operates a gathered field approach to applications.

You may submit your application at any time. All complete applications that satisfy our minimum entry requirements will be held until the deadline, at which point applications will be ranked and offers made to the top candidates.

Applications are processed in batches:

You must submit one reference with your application.

Please read through the ‘Important application information’ section on this page before applying.

Yale Linguistics

You are here, what are you looking for in the personal statement.

Your statement should convey your reasons for wanting to pursue graduate study in linguistics. You should outline your areas of research interest, what kinds of questions you would like to pursue, and why you are in a good position to answer these questions. What kinds of linguistics questions interest you? Why do you think they are good to study? Be as specific as you can. We are interested in candidates with strong analytical abilities, and laying out research questions and ideas in a clear and compelling manner is a good opportunity to demonstrate such abilities. Your statement should also address the issue of fit between your interests and those of the faculty members in Linguistics at Yale (hint: spend some time looking at  faculty research pages ). Applications from candidates, however strong, with research interests far removed from those of the department faculty are not likely to be successful.

Applying for Linguistics at University in 2023: Reading, Personal Statement and Interview Tips From an Oxford Linguistics Graduate

This article is written by U2 Spanish and Linguistics mentor, Rhys. Rhys graduated with a First in Linguistics and Spanish from St. Catherine’s College, Oxford in 2012. He has a particular interest in both Old Norse and modern Icelandic, as well as on how languages in general change over time - and was the winner of the Fred Holcroft Prize for study of the history of Spanish as a language. This article provides a comprehensive guide to Linguistics at Oxbridge, how to prepare and what to expect at interview (+ the resources suggested will be useful for personal statement preparation for other top UK universities).

Why Linguistics?

Linguistics is the subject for people who don’t think two languages is enough.  Now, that’s not to say that it’s all about learning lots of languages at once. Far from it, in fact! Linguistics is even better than that. The truth is, the individual language is a worthwhile and valuable object of study in itself, but the aim of Linguistics is to go a little deeper (though you’ll certainly pick up bits from myriad languages along the way). 

We know that a lot of our language ability is something shared by every human: we all have at least one language, we all acquire languages in the same way as infants, we all use the same tools to make and understand speech (or sign language), and it seems like we might even (though it probably doesn’t feel like it sometimes!) be using the same grammatical “algorithm”, even if the thing that comes out of our mouths gets labelled as English, Malay, or Quechua. And that’s not all. I haven’t even talked about language’s interaction with psychology, neurology, or how language infuses and affects pretty much every aspect of society. Linguistics is, in brief, an “under-the-bonnet” look at what might be the one thing that makes humans unique in the animal kingdom.

So, if it’s so great, why isn’t it a more widespread and popular subject? Many students seem to “stumble upon” Linguistics by accident - but it’s odd that a subject so varied and fundamental to human existence is the sort of thing that needs a stumble to be found! In my opinion, it’s because it’s not a standard school subject. There is no GCSE in Linguistics, no course dedicated to it at A-Level or IB (though other subjects do borrow some of its tools, and vice versa). This can be at once daunting and liberating for a prospective student.  Where do you start? How best to prepare? What are interviewers at Oxbridge looking for?

What follows, for the entirety of this article, is my personal opinion. My specialities were historical linguistics (i.e. how languages change over time) and phonetics (i.e. the mechanics of sequencing and producing speech), but a specialist in e.g. Psycholinguistics might write a very different blog post! What I want to stress is: there is no right or wrong way to prepare for Linguistics . Some people see this as the curse of an interdisciplinary subject, but I see it as a joy. Always more to explore, ready for whenever you want - and it means that you can follow your nose to a large extent. Do you have an interest in speech disorders (often called “aphasia” for a general term)? Great! Indulge it as part of your preparation. Is computational linguistics your thing? Delve into that with gusto.

Let me put it another way. Linguists draw a distinction between prescriptive linguistics (“this is how you should speak and write” - or what most of the world thinks linguists do!) and descriptive linguistics (“let’s record and explain what people actually say and do”). The latter, descriptive linguistics, is what the vast, vast majority of linguists practice - and it’s what you’ll be studying. This guide aims to be similarly descriptive, and not prescriptive. I will suggest what is available, what might be good to pursue or to investigate, and point out some of the things that would make a strong candidate (it is impossible to be exhaustive). It is rare that I will be prescriptive; there are very few “you shoulds” in what follows.  Since Linguistics is a new subject for everyone at the start of university, aptitude and enthusiasm are prized above all else . Our focus will be on how to make the most of that aptitude, and how best to channel that enthusiasm.

Why are you applying?

Before you begin preparing for your linguistics application, it is worth taking a few minutes to think about the reasons why you wish to study the course. This will be crucial for personal statement writing and you may be asked about your motivations for applying at interview.

Reading Around the Subject

As you can tell, this blog post is going to take a highly permissive approach to what counts as useful preparation - but, because of the nature of the UK application process (with the personal statement and maybe an interview, depending on university), some reading and discussion of what you’ve learnt from reading is something that will definitely feature. I should make clear that you should feel no compulsion to tackle any academic texts at this point. Why would you have to - you don’t have any formal training yet! Things on the ambitious side of popular science / written for general consumption by the public will be fine.

A common starting point is Oxford’s Very Short Introduction To Linguistics , and I can see why. You can read it in an afternoon, and it will give a broad overview of what different disciplines in Linguistics there are.  From there, you can take a mosey down whatever route you like - maybe even multiple routes if you aren’t sure. Some of these routes - such as Sociolinguistics - even have Very Short Introductions of their own.

Another fantastic starting point, quite a bit longer but very digestible, is The Story of Human Language by John McWhorter .  This is actually a series of recorded lectures available as an audiobook (or direct from The Great Courses) that has an accompanying PDF with things like diagrams, charts, and so on. I think that, despite the slightly chintzy format of the recording (the between-chapter music really is awful), the content is excellent - and it has the advantage of encouraging you to head off in the direction you choose. Note what makes you prick up your ears - literally - and take your reading from there.

A good touchstone - not necessarily a cover-to-cover read, but a touchstone - is Limits of Language by Mikael Parkvall . If, like me, your only pre-university knowledge of languages is of European languages, this is a great way to dive in to some of the world’s linguistic diversity. I also find that it has a good indication of the different sub-themes encompassed in the discipline - so again, one to dip in and out of, and to reference if needed.

Many universities - including Oxford - only offer Linguistics as a joint course (in Oxford’s case, this means with Psychology, or Philosophy, or a modern language). This is an opportunity for some crossover reading. If you’re studying Linguistics with Italian, for example, it’s worth knowing a little about what Italian is and where it comes from (no, just saying Latin isn’t going to cut the mustard!).  If paired with Psychology, then something on how language operates in the brain is probably a good place to start (perhaps The Stuff of Thought by Steven Pinker is where to go first).

At Cambridge, you spend part of your first year studying the history and development of English itself - and one of the most readable and engaging introductions to that which I’ve found is another John McWhorter book, Our Magnificent Bastard Tongue .  In fact, I’d go so far as recommending it to all applicants; since you will be studying with English as the medium, it’s no surprise that many examples you encounter will be from English - and therefore a knowledge of the language’s history itself is a boon.

Some very common texts to appear on personal statements are The Language Instinct by Steven Pinker , Through The Language Glass by Guy Deutscher ,  Linguistics: a Complete Introduction by David Hornsby , and any of a number of books by Jean Aitchison or David Crystal .  These are all popular for a reason - they’re really good! I will not highlight one of them in particular, however. Remember, outside reading is not about swallowing a chunk of prescribed knowledge; it’s about what you do with the knowledge you acquire. It is easy to tell when a student has read book X because “it’s what you’re supposed to do, isn’t it?”. It is far preferable for a student to have read a small number of texts, or to have developed a special interest and the ability to speak interestingly about it. It’s also far easier to show enthusiasm when you’re in that position, as that enthusiasm won’t be artificial.

Other Non-Book Sources

Podcasts are my go-to when it comes to learning about ... well, anything really.  For me, the format is great. Portable, almost always free, and pitched at just the right level: designed to hold attention, but sturdy enough for a good piece of knowledge to be acquired. Again, the ones that are going to appeal most is a matter of personal choice. But there’s plenty out there, and I think the majority of them are fairly good at covering a wide range of topics. The back-catalogues of some of them are copious (you do not need to listen to them all!), so be choosy - start with the episodes that whet your appetite, and then delve deeper if you develop a taste.  Some back-catalogues into which to delve are (in no particular order) Lingthusiasm , BBC Word of Mouth , The Allusionist , Lexicon Valley , The History of English .

YouTube and a few other video sites (such as TED) will also provide a good overview of certain subjects and topics - and, even better, some of them will allow you to get an idea of what other languages sound like along the way. Some of my favourite channels are NativLang , Tom Scott’s Language Files , and The Ling Space , though there are others to explore as well - again, feel free to act like a magpie here, and pounce on whatever seems shiny to you.

If you live in a large city, you might find talks and lectures on Linguistics that can be attended as well ... but honestly, this isn’t something you need to lose sleep over. I didn’t have access to these when I applied, for instance, and did not feel any poorer for it. Nor is Linguistics the sort of mass-appeal subject that, say, history or a science is - so it might be hard to find suitable lectures in the first place!

Either way, whether it’s books or some of the other avenues mentioned above, what matters is the benefit that engaging with them has given you. It all relates back to the undefined nature of what a good linguist will look like, and how there is no single body of knowledge, no syllabus, that is expected of you. The utility in these books, podcasts, and videos is what you learn, and how well you can demonstrate that learning - and that’s always easier if you have a genuine interest. Hence the emphasis above on enjoyment. If it’s not captivating you, try something else!

Special Interests for Linguistics

This is another facet of the qualities of a linguist being a little shapeless (or, if we’re kinder, flexible and open). As mentioned, Linguistics is a subject that people stumble upon, often by accident. It’s really common for that to be a specialist interest in something that intersects with Linguistics. 

I had one of these: Old Norse and Modern Icelandic, both of which had captured my imagination years before thinking about university. Whilst one might find a couple (only 2 or 3, to my knowledge) of places where these can be studied in the UK as the main component of your degree, I chose to go for Linguistics instead: that interest in Old Norse led to other things - especially language change - and from there to Linguistics itself (and yes, I did get to look at Old Norse as one exam paper within the degree). This is a trait that I’ve noticed with other students as well: previous students of mine have had interests in American Sign Language, or Mongolian, or bilingualism in young children, or how language use intersects with gender. I am happy to bet that you have some kind of Linguistics-related special interest as well. So: hone it.

There is no set method for this; it really is an open field. If it’s a language, then it’s worth looking at how that language works (not just how to speak it, but also its grammar, culture, sounds or signs, and history). If it’s something more thematic, like bilingualism, then I’d say that it’s worth looking for in-depth discussions, texts, or articles about it.  But I’ll guess that, if you’re looking at this page, you’ve started doing that for your special interest already. In short, give yourself the time to geek out about it! I was asked about Icelandic in every university interview I had, even the interviews which were not related to Old Norse, Icelandic, or Linguistics at all - another indication that there are many routes to demonstrating interest, and that the ball really is in your court.

Things You Don’t Need to Worry About for Linguistics

From-scratch subjects are a little different to others. If you’re applying for a language, then yes, some experience using that language (or, if feasible, time in a place where that language is spoken) is always welcome. For some other courses, having work experience is a major advantage, even a quasi-prerequisite. Not so with Linguistics! Many generalist guides to university application will chat about demonstrating your interest in a subject in a practical way, but fear not - this doesn’t apply here.

Some schools encourage students to write essays for prizes. I know of one for Linguistics, run by Trinity College at Cambridge (there may be more, this just happens to be the one I know) - you will need to be in Year 12/Lower Sixth or equivalent to be eligible, and the deadline is early August. You might find them useful as practice in researching a linguistic topic, and the topic (for 2021 at time of writing) is interesting, however, don’t consider them a priority and don’t be discouraged if you don’t win!

You also don’t need to know of any particular theories within Linguistics itself, nor really of any current affairs or developments (like I would expect for, say, a Modern Languages candidate). As you’ll find out soon enough, there are many theories which attempt to explain the mechanisms by which we produce speech.  For example, I guarantee that you’ll hear about Noam Chomsky and Generative Grammar in at least one of the books you read. A background outline of Chomsky’s ideas will be sufficient - but do not feel like you need an understanding of the theory itself.  Or, in other words, it’s good to know what it is, but it’s certainly not necessary to know how it works! 

Admissions Tests for Linguistics

Only Cambridge requires an admissions exam dedicated to Linguistics. Oxford used to do so, and students will still need to sit a test for the other “half” of their degree (either the Modern Languages Admissions Test ( see U2 blog ) if paired with a language, or the TSA (See U2 blog) if paired with Philosophy or Psychology), but the Linguistics-specific portion is no longer offered. This is (in my personal opinion) a shame, as they were actually rather absorbing!

That’s not to say that there’s no longer any usefulness in looking at Oxford’s tests, in fact, I think it’s super-helpful no matter which university you choose!  See other sections below.

The Cambridge test is taken at-interview, lasts an hour, and is split into three equal-time and equal-mark parts: some questions on an unknown language, some data analysis (usually of graphs, but sometimes of charts), and a short essay based on a linguistics-themed topic. You will need to attempt all questions. You do not need specialist terminology or knowledge to complete these tests - that’s not what it’s about! It’s a gauge of a few things: your aptitude, your ability to process data, and a snapshot of your essay-writing ability. There are a few past papers available on the Cambridge website itself (on the Entry Requirements tab, at time of writing this guide) , and you will of course find it useful to practice with these. I do have a couple of other ideas as well, in case you run out:

There are a few more tips on the linguistic analysis below, so I won’t repeat that here.  For the graphs section, this is something that can be practised a little with Oxford’s past papers (link below), which also have graphs and charts to analyse (though, as the test for Oxford was half the length of Cambridge’s, they’re a little bit more simple - but still good practice!). But do not be intimidated by the graphs; they are (by my eye) no more complex than the chart/graph skills needed for GCSE Science, and some questions related to the graphs are often speculative (e.g. “the graphs show that younger people say XYZ but older people say ABC ; why might that be?”) - so the graphs themselves are usually no big deal.

The essay-writing section is what students find hardest, in my experience - and this is because a 20-minute essay is something unusual and not really expected in most other areas of study!  What I think is best is: to plan the essay, even just a rough plan, for a few minutes.  A look at the mark scheme shows us that there are marks for style and structure, so they’re expecting you to display both! The essay should be short, relevant, to-the-point, and organised. Often a structure is implied in the question, so this is easier than I’m making it sound - you’ll see what I mean. When writing, ensure that you have answered every aspect of the question - and nothing more (you don’t have time for more). This essay (indeed the whole test) is a skill, and as with any skill, practice leads to improvement.

Linguistic Analysis/ Dealing with Unfamiliar Languages

I’ve separated this out from other parts of this discussion, as it’s part of the process for everyone at some point: being presented with unfamiliar utterances in a language, being asked to draw conclusions and generalisations about the language’s form and grammar, and (sometimes) to make new sentences according to the grammar rules that you notice. This might sound terrifying, but trust me - once you start, it’s really fun!

This is where Oxford’s past papers are a great well of resources for some practice (on the How Do I Prepare? tab, at time of writing this guide) .  The Linguistics test is (well, was) part of the Modern Languages Admissions Test. PDFs of the whole thing are freely available on Oxford’s website, and available for download. Most of them also have mark schemes available - but you don’t need to worry about exam technique.  Instead, try and solve the little language-based puzzles (and most of them are puzzles, in a way). Gain a method for analysing and systematising the data, and explain it aloud to yourself - even if it makes you sound a little nuts! It’s what you’d need to do in an interview setting, so it’s decent practice. I found that coloured pens or a set of highlighters will be useful; it helps you notice and mark the commonalities and patterns (or grammar rules, in short) - and they’ll be ready if you need to use them to generate a new phrase in the language. I think you’ll be surprised at how engaging - fun, even - these will turn out to be. If applying for Cambridge, give Oxford’s papers a go: they help you get accustomed to the first and second questions in the Cambridge paper.

Some schools and students also participate in the UK Linguistics Olympiad . This is, again, a competition based on linguistic and grammatical analysis, or pattern finding. If your school offers it, great! Give it a try. But I certainly don’t think it’s an obligatory step in preparation - I didn’t even know what it was when applying! That said, I think it’s a brilliant resource for practising. Many of the papers from previous years, with explanations, are freely available on the UKLO website; you can practice solo with past questions from there. Again, I think these are great fun, and I think you will too! But you needn’t approach it in any formalised way if that option is unavailable or un-enticing.

This is an example problem from the Linguistics Olympiad - their training materials are excellent practice!

How to Prepare for the Linguistics Interview

The interview is often the section of the application process which most worries applicants. The info below is mostly for Oxford and Cambridge, though other courses with Linguistics as a component (e.g. BA Language and Culture at UCL) may also require an interview. What I find interesting is that there seems to be no set agenda for the interviews, no checklist, no recurring topic, and no “this will definitely happen” task or question. Again, I think it’s best to see this as a liberation rather than a worry. Feedback from previous students does indicate one commonality: the interviews themselves were more entertaining - pleasant, even - than expected. What follows is a list of things that I’ve heard of that crop up in interviews. You might experience all of these, or just some - and it’s no indication of a good or poor performance if you aren’t asked them all. Some are my own experiences, some from old classmates, some from old students of mine. They’re in no particular order:

•  A language puzzle . These are common, but not universal. Oxford in particular seems to be setting them, now that the paper-based test has been retired. I had one of these with an East African language. Often (but not always) you will be given the stimulus in advance of the interview - so it won’t necessarily be something you have to deal with on the spot!

•  Analysis of English grammar . This might ask you to explain and codify what’s going on in some English sentences - which might involve a bit of wordplay, or ambiguous sentences, or use of a particular word in a variety of contexts. Again, you are usually given a bit of alone time to look at these before the interview. The techniques for this are the same as for any other language puzzle: systematise, organise, find commonalities, and explain.

•  Discussion of your personal statement . With no grades or (in most cases) Linguistics-specific teacher reference to draw on, this is often the interviewers’ main source of information about you before the interview itself. If you’ve done your preparation right, there will be plenty of avenues waiting for the interviewer to pick up.

•  Discussion of any clear special interests . This is something that’ll likely make itself clear in your personal statement, but I’ve separated it out because (personal opinion alert!) it’s often the most interesting thing from the interviewer’s perspective. A nice source of variety. As mentioned earlier, I was asked about Icelandic in every interview, and I recall it being the topic which most interested the interviewers. When I give mock interviews, I pounce on any clear special subjects. It’s usually the area where you are most able to demonstrate aptitude, interest, and a drive to investigate something of your own volition - so keep chipping away at the special interest, whatever it is, and it will be easy for that interest to radiate out.

Overall, then, it seems to me that the interview is as open and flexible as the rest of what we’ve discussed so far. There are, of course, plenty of things that one can do in order to come across well. Most of these, like getting used to language puzzles, developing a special interest, and knowing the content of your personal statement, can be prepared in advance. But there is an element of unpredictability - and that is, of course, deliberate . It’s another indication that the interviewers are hunting for aptitude. This doesn’t mean they’re trying to catch you out! The opposite, in fact: since your ability is something of a blank slate (no indicative grades to look at, say), they’re trying to reel you in. I find it quite fitting that it’s often called an “invitation” to interview - because that’s exactly what it is. They’re asking you to come with an open mind, and to show them how that mind works.

I half-suspect that this guide might not have been what you expected. Many “how-to” guides are, by definition, prescriptive; this was descriptive. I’ve purposefully avoided that as much as I can (though inevitably there’s a bit of prescription above). It’s all because of those two central things that are most prized in the selection for Linguistics (and indeed some other from-scratch subjects): interest, and aptitude. The intention of this guide has not been to push you in a particular direction, because there is no set direction in which you should be pushed. If you’ve read this far in this (really quite long!) blog post, it’s a safe bet that you’re already interested in Linguistics. You probably already know what the special interest is as well - the thing that first caught your eye, the thing that makes your knowledge and investigation unique. What’s laid out above are just tools that you can use to sharpen your own aptitude, to augment your interests. I emphasise it so frequently because I think it really matters.  Treat the information above not as a route laid out on a map, but merely the unscrolled map itself . It is up to you to chart the course you’ll most enjoy - and it will, I promise, be enjoyable.

Are You Applying For Linguistics or Joint Honours Linguistics (E.g. PPL) at Oxbridge?

Oxbridge Linguistics Mentoring

U2 offers ad hoc sessions as well as wider Oxbridge Mentoring programmes ( book a free consultation to discuss options). We have a great team of Oxbridge-educated Linguistics mentors including 1st Class, Master’s and PhD level graduates.

The Process:

1) We suggest an Oxbridge Linguistics graduate as a mentor and send their full CV for review. Our mentors are deeply familiar with the admissions process to study Linguistics/ Joint Honours with Linguistics at the University of Oxford and Cambridge, and are well-placed to guide you through personal statement curation, the entrance exam (if applicable) and interview process. 

2) We typically suggest beginning with a 1.5 hour informal assessment/ taster session , where the mentor will informally assess the student’s current performance level for application, including test and interview. Following this, we issue a report with feedback, and structure a plan to best prepare.

3) U2’s approach for regular Linguistics application sessions: The main focus of tutorial sessions will be to explore material that can be discussed in the personal statement and at interview. Mentors ensure each student refines their interests within Linguistics, and is exposed to a range of approaches and new concepts, guiding students in their reading and wider subject exploration. Together, we build a case for the student, exploring their special interests in the subject and honing skills for the admissions test if applicable.

Frequency of sessions can be decided between student and mentor. Students can take either ad hoc sessions, or we structure a full programme for preparation, which may include further co-curricular opportunities such as our research projects , our Languages Summer Schools and Oxbridge mock interview days. Oxbridge mentoring presents a wonderful opportunity to learn from and be inspired by some extraordinary academic minds. We would be delighted to support you through what can be a challenging, but hugely rewarding process.

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Linguistics Personal Statement Examples

• 1 Personal Statement Example Links
• 2 Career Opportunities
• 3 UK Admission Requirements
• 4 UK Earnings Potential For Linguists
• 5 Similar Courses in UK
• 6 UK Curriculum
• 7 Alumni Network

Personal Statement Example Links

• Personal Statement Example 1
• Personal Statement Example 2
• Personal Statement Example 3
• Personal Statement Example 4
• Personal Statement Example 5
• Personal Statement Example 6

Ever wondered about the complexities of human language, its structure, evolution, and impact on society? Intrigued by how we communicate, interpret, and understand linguistic signals?

If so, a degree in Linguistics might be the perfect pathway for you. This fascinating field invites you to delve into the scientific study of language, exploring the nuances of syntax, phonetics, semantics, and more.

The linguistics course covers a wide range of topics, including the history of language, the structure of language, language acquisition, and the application of linguistics in various fields. You will learn about the different aspects of language, such as phonology, morphology, syntax, and semantics. You will also explore the various theories of language and how they are used to analyze and interpret language data.

By studying linguistics, students gain an understanding of the structure, history, and development of language. They learn to analyze language from a variety of perspectives, including its social, cultural, and historical contexts. In addition, students gain an appreciation for the complexity of language and its role in communication.

Through the study of linguistics, students can gain a better understanding of how language is used to express ideas, feelings, and beliefs. Furthermore, students can develop their own language skills and become more proficient in communicating with others. Ultimately, studying linguistics provides students with a valuable tool for understanding the world around them and communicating effectively.

👍 When writing a personal statement : Highlight your passion for the course, demonstrating your understanding of it. Use relevant personal experiences, coursework, or work history to showcase how these have fostered your interest and readiness for the course.

Career Opportunities

Someone with a degree in linguistics can pursue a variety of careers and professions. These include:

1. Language Teacher: Language teachers can teach in a variety of settings, including primary and secondary schools, universities, language schools, and private tutoring.

2. Interpreter/Translator: Interpreters and translators work with both written and spoken language to help facilitate communication between two languages. They can work in a variety of settings, including government agencies, hospitals, and private companies.

3. Speech-Language Pathologist: Speech-language pathologists work with individuals who have speech and language disorders, such as stuttering and difficulty understanding and producing language. They can work in a variety of settings, including hospitals, schools, and private practice.

4. Lexicographer: Lexicographers work to create, maintain, and update dictionaries and other reference works. They can work in a variety of settings, including publishing companies, libraries, and universities.

5. Computational Linguist: Computational linguists use computer science and linguistics to develop and improve language-based technology, such as natural language processing and machine translation. They can work in a variety of settings, including software companies, research labs, and universities.

6. Language Researcher: Language researchers use linguistics to study language and language use. They can work in a variety of settings, including universities, research labs, and government agencies.

UK Admission Requirements

To be accepted into the University of Kent’s Linguistics course, applicants must have a minimum of a 2:1 undergraduate degree in a relevant subject such as English Language, Linguistics, or a related subject. Preference may be given to applicants who have achieved a higher grade.

In addition to a degree, applicants must also demonstrate a good level of English proficiency. This is usually assessed through a recognised English language test such as the IELTS or TOEFL.

Other entry criteria may include a personal statement, references, and/or an interview.

The entry criteria for the University of Kent’s Linguistics course is similar to many other universities who offer linguistics courses. Most universities will require a minimum of a 2:1 undergraduate degree in a relevant subject, as well as a good level of English proficiency. Some universities may also require a personal statement, references, and/or an interview.

UK Earnings Potential For Linguists

The average earnings for someone with a degree in linguistics will vary depending on the individual’s experience, qualifications, and the job market. Generally, linguists with a bachelor’s degree can expect to make between $30,000 and $60,000 per year. Those with a master’s degree may earn up to $80,000 per year.

In terms of job market trends, the demand for linguists is increasing as the world becomes more interconnected and the need for translation services increases. Additionally, linguists are in demand in the fields of technology, artificial intelligence, and data science, as well as in the fields of education, marketing, and healthcare.

Similar Courses in UK

Other university courses related to linguistics include English Language and Literature, Applied Linguistics, and Language and Communication.

English Language and Literature focuses on the analysis of language and literature, while Applied Linguistics examines the use of language in various contexts, such as education, business, and media. Language and Communication explores the use of language in communication, such as how language is used to convey meaning and how language can be used to influence others.

Linguistics is a broader field that encompasses all of these areas, as it looks at the structure and use of language in a variety of contexts. It focuses on the study of language in its various forms, such as syntax, morphology, phonology, and semantics. It also looks at how language is used in different contexts and how it is acquired, developed, and maintained.

In comparison to the other courses, Linguistics is more comprehensive and looks at language from a broader perspective. It examines language from a scientific and theoretical perspective, rather than just a practical one. Additionally, it looks at language from a historical and cultural perspective, which is not necessarily the focus of the other courses.

UK Curriculum

The key topics and modules typically covered in a university course in linguistics include:

• Introduction to linguistics: This module introduces students to the fundamental concepts of linguistics, such as the structure of language, the history of language, and the different types of languages.
• Phonetics and Phonology: This module focuses on the study of the sounds of language, including the production and perception of speech sounds, the structure of sound systems, and the phonological rules of language.
• Morphology and Syntax: This module focuses on the study of the structure of words and sentences, including the formation of words, the structure of sentences, and the rules of grammar.
• Semantics and Pragmatics: This module focuses on the study of the meaning of language, including the meaning of words, the meaning of sentences, and the use of language in context.
• Language Acquisition: This module focuses on the study of how children learn language, including the stages of language development, the role of the environment, and the influence of language on thought.
• Sociolinguistics: This module focuses on the study of language in social context, including language variation and change, language and identity, and language and power.
• Applied Linguistics: This module focuses on the application of linguistic knowledge to real-world problems, such as language teaching, language assessment, and language policy.

Alumni Network

Notable alumni from the course of linguistics include Noam Chomsky, a renowned linguist, philosopher, cognitive scientist, historian, and political activist. Chomsky is known for his pioneering work in the field of linguistics, specifically for his theories of generative grammar.

He has written numerous books, articles, and essays on language and linguistics, and is considered one of the most influential linguists of the 20th century. Chomsky is currently a Professor Emeritus of Linguistics at the Massachusetts Institute of Technology (MIT).

Other notable alumni from the course of linguistics include Steven Pinker, a cognitive scientist, linguist, and popular science author. Pinker has written several books on language and linguistics, including The Language Instinct, Words and Rules, and The Stuff of Thought.

He is currently a Professor of Psychology at Harvard University.Alumni events and networking opportunities for linguistics students are offered by many universities. For example, the University of California, Berkeley offers an annual alumni event for linguistics students, which includes a panel discussion, alumni networking, and a Q&A session.

In addition, many universities offer alumni networking opportunities through online platforms such as LinkedIn and Facebook. These platforms allow alumni to connect with each other and share job opportunities, research opportunities, and other resources.

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Samples of my work in linguistics & closely related areas.

• PHD Degree in Linguistics, Woman from Jordan
• PHD Applied Linguistics, Korean Teacher
• PHD Linguistics, Saudi, Dialects
• PHD Linguistics, Saudi Arabia
• PHD Linguistics, Culture & Language, Korean
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Statements of Excellence for Admission to Graduate School in Linguistics

Graduate Programs in Linguistics are designed to provide the student with a sound training in a wide variety of language-related areas, leading to a career in teaching and scientific research. Building on core offerings in current grammatical theory, the student may elect to specialize in either theoretical, experimental, or applied areas. Most programs maintain laboratories for research in Second Language Acquisition and Psycholinguistics.

In addition to core areas of phonology, morphology, syntax, and semantics, programs also generally offer specializations in both First and Second Language Acquisition, Sentence Processing, Psycholinguistics, Computational Linguistics, Historical Linguistics, and Sociolinguistics. Offerings in Computational Linguistics include machine translation, human-machine communication, and other areas where linguistics and computer science overlap. Many of the above specializations involve areas of cognitive science, and lend themselves to interdisciplinary approaches. Faculty usually specialize in a wide range of languages, and work on endangered and under-documented languages is strongly encouraged.

Teaching English In India.The British School of English is one of thousands of language schools serving a disparate group of mature students studying English to further their careers.

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Why I want to help you get accepted to Graduate School in Linguistics

My greatest strength in helping you to write an extremely effective statement for admission to advanced study in linguistics is not so much my own understanding of linguistics per se, but rather my understanding and creative capacity to help you to develop and articulate your long term career plans and contribution to society, in other words, what you intend to do with your advanced degree in linguistics once you earn it.

Teaching English to migrants in Ireland.

The Humanitarian Side of Linguistics

You might love the idea of traveling into the developing world and teaching English as a foreign language. But are these programs always effective?

For two years, Fang He, Leigh Linden and Margaret McLeod worked with a sample of over 15,000 students to determine the effectiveness of teaching English as a foreign language in India.

In many developing countries, the official language used in government and business is either French or English, rather than the native language spoken by the population at large.

While the curricula of many countries require students to learn official languages, the quality of instruction is often poor. These researchers partnered with the Indian NGO Pratham to evaluate whether different technologies and implementation methods can increase students’ English test scores. Overall, the interventions were successful and effective at increasing students’ knowledge of English.

The benefits of knowing the official language of a country can be life transforming, and proper instruction really important. This study evaluated a project that focuses on improving students’ acquisition of this crucial second language.

In this regard, this research fits squarely within the branch of education which does not solely seek to understand how to get children into school, but also what it takes to cost-effectively improve the quality of education. Many schools rely on rote learning and memorization. However, it may be more effective to take an interactive approach which is tailored to a child’s level of learning. How do different types of technologies and implementation methods affect learning outcomes? Let´s take a closer look. But first, a bit of background information is necessary.

Despite the fact that English is part of the normal curriculum, only 10 percent of second and third grade students in the study were able to correctly identify pictures of simple objects when given the object’s English name.

In government schools, teachers generally train children to recite the English alphabet and memorize vocabulary lists. Conversational skills are rarely introduced. Lots of teachers simply skip reading the source text altogether, and teach only in preparation for exams.

As a result, the Indian public primary school system often fails to teach a language that is of crucial importance to a child’s subsequent employment opportunities. The “critical period” in which a child is able to acquire a second language up to native-like levels is often missed completely.

Researchers evaluated the effectiveness of a unique English language training program developed by the Indian NGO Pratham on increasing students’ English test scores during the study.

The program, called PicTalk, had two components: first, an electronic machine called the PicTalk is designed to be used individually by the student; the second is a set of specially tailored flashcards and teaching manuals designed to promote oral communication with the help of a teacher. Both methods aimed to teach equivalent curricula to its students, yet through the use of differential teaching methods.

To evaluate the effectiveness of this program, two randomized evaluations were conducted with children in grades 1-5 in both rural and urban areas of India. The research design varied both in terms of the implementation technology and whether the intervention was delivered through externally hired tutors or the public schools’ own teachers and assistants.

In the first study year, 97 schools in Thane were assigned to one of two research groups: (1) PicTalk class in second grade but not in third, or (2) PicTalk class in third grade but not in second. Therefore, every single school served as both a treatment and a comparison group. English tutors were hired and trained by Pratham.

In the second year, 242 schools in Mangaon were assigned to one of four research groups: 1. PicTalk machine classes only; 2. activities classes only; 3. both PicTalk machine and activities classes (as in the first year); or 4. neither PicTalk machine nor activities classes. All classes were taught by normal classroom teachers here.

On average, the machines and the student activities were similarly effective at improving students’ English scores. The externally implemented program increased students’ scores by 0.26 standard deviations. Students subjected to the teacher implemented interventions improved their test scores by 0.36 standard deviations.

Thus, each implementation method seemed to be similarly effective—regardless of the technology used by the instructor or whether the instructor was a local teacher or from an external agency.

When implemented by local teachers and teaching assistants, however, the interventions increased not only English scores, but also math scores, too. This seemed to be due to the discretion teachers had over the intensity with which the program was implemented. Ehen the program made teaching English more efficient, teachers were able to spend more time on other subjects. The results demonstrated improvements in math scores of a similar magnitude to the improvements in English for those students in the teacher implemented interventions.

In comparing the flashcard-/teacher-based intervention versus the self-paced computerized implementation, the study found interesting differences between the benefit to subgroups from such interventions.

Specifically, lower performing students benefited more from interventions that included teacher implemented activities. Higher performing students gained more from the self-paced machine-only intervention.

This is important, since the norm in Indian classes is to focus on the better performing students. These results also suggest that significant gains could be achieved by targeting different approaches to individual children, depending on ability and their response to each approach.

If you´re interested in teaching English as a foreign language to children or adults in India, you might find this video useful:

It´s also possible to teach English to immigrants from all over the world in your own country. For example, in Ireland, NALA teaches teachers to teach English as a second language.

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Applied Linguistics  publishes research into language with relevance to real-world issues. The journal is keen to help make connections between scholarly discourses, theories, and research methods…

Applied Linguistics, Social Problems, and Social Change

This latest Virtual Issue explores how applied linguistics can support social change and address social issues. Topics examined include race and class in English Language Teaching, the linguistic and pedagogical issues around the use of gender-inclusive language in Spanish, working towards the diversity and equity of knowledge, and race, representation, and diversity in the American Association of Applied Linguistics.

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Deceptive Identity Performance: Offender Moves and Multiple Identities in Online Child Abuse Conversations  by Emily Chiang and Tim Grant

Discipline, Level, Genre: Integrating Situational Perspectives in a New MD Analysis of University Student Writing  by Sheena Gardner, Hilary Nesi, and Douglas Biber

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Considering 'trans-' perspectives in language theories and practices.

The notion of ‘trans-’ has been gaining momentum and visibility within an increasingly globalized world. This special issue brings together researchers working in different applied linguistics paradigms, research areas, and world regions to weigh divergent, as well as convergent views on the recent ‘trans- turn’ in applied linguistics. The articles are a mix of conceptually driven pieces illustrated with empirical data and data-driven pieces with full theorization, and they consider a variety of ‘trans-’ perspectives, including their theoretical origins and empirical applications.

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This special issue focuses on the emerging features of the methodological landscape that represent both challenges and opportunities. Its theme is innovation but it is not concerned with what is merely novel; its sweep is broader, exploring the relationship between methodological thinking and the evolution of new approaches within the discipline. In bringing these together, the collection aims to illustrate that methodological investment is as fundamental as theory building to disciplinary development.

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How linguistics can help us catch sex offenders

As sex offenders take ever-more sophisticated measures to mask their identities online, Emily Chiang and Tim Grant suggest that forensic linguistics may be the key to catching them out.

Racial biases in academic knowledge

Ryuko Kubota explores the way epistemological racism, or biases in academic knowledge, reinforces institutional and individual forms of racism.

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Applied Linguistics

Using language-related research to create better understanding

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• An Introduction to Punctuation
• Ph.D., Rhetoric and English, University of Georgia
• M.A., Modern English and American Literature, University of Leicester
• B.A., English, State University of New York

The term  applied linguistics refers to the interdisciplinary field that aims to seek out, identify, and provide solutions to real-life problems that result from language -related causes. This research encompasses a wide variety of fields including  language acquisition , language teaching, literacy , literary studies, gender studies , speech therapy, discourse analysis , censorship, professional communication , media studies , translation studies , lexicography , and forensic linguistics .

Applied Linguistics vs. General Linguistics

The study and practice of applied linguistics are specifically geared toward addressing practical issues as opposed to theoretical constructs. Fields in which applied linguistics routinely come into play are education, psychology, communication research, anthropology, and sociology. General linguistics or theoretical linguistics, on the other hand, deal with language itself, not as that language applies to the people who are using it.

One way to better understand what distinguishes the two disciplines is to make an analogy between them and connotative versus denotative word meanings in grammar. Denotative words generally have a single meaning that isn't open to interpretation. Take, for example, the word a "door." Generally speaking, when you look at a door, you know it's a door—not a shoe or a dog. Like denotative words, general or theoretical linguistics are based on a set of predetermined rules that are understood to have a uniform meaning.

Connotative words, on the other hand, tend to be conceptual rather than concrete. Concepts, which are open to interpretation, are often understood differently by different people. Take, for example, the concept of "happiness." As we know, one person's happiness can be another person's misery. As with connotative meaning, applied linguistics focuses on language with regard to how people interpret—or misinterpret—meaning. In other words, both applied linguistics and connotative meaning are dependent on human interaction and reaction.

Language-Based Anomalies

[It's the] language-based problems in the world that drive applied linguistics." —From "The Oxford Handbook of Applied Linguistics" by Robert B. Kaplan

Applied linguistics tackles a broad scope of issues that include learning new languages, or assessing the validity and reliability of the language we encounter every day. Even small variations in language—such as a regional dialect or the use of a modern versus an archaic vernacular—can have an impact on translation and interpretations, as well as usage and style.

To understand the importance of applied linguistics, let's look at how it relates to the study of a new language. Teachers and academics must determine which resources, training, practice methods, and interactive techniques best solve the difficulties related to teaching someone a language with which they're not familiar. Using research in the fields of teaching, sociology, and English grammar, experts attempt to create temporary-to-permanent solutions to these issues. All of these disciplines are tied to applied linguistics.

Applying Theory to Practice

One of the main goals of applied linguistics is to determine practical applications for linguistic theories as they apply to the evolution of everyday language usage. Initially targeted toward teaching, the field has become increasingly far-reaching since its inception in the late 1950s.

Alan Davies, whose career spanned four decades as a professor of applied linguistics at the University of Edinburgh, wrote, "There is no finality: the problems such as how to assess language proficiency, what is the optimum age to begin a second language, [and the like] may find local and temporary solutions but the problems recur."

As a result, applied linguistics is a constantly evolving discipline that changes as frequently as the modern usage of any given language, adapting and presenting new solutions to the ever-evolving problems of linguistic discourse.

• Brumfit, Christopher. "Teacher Professionalism and Research" in "Principles and Practice in Applied Linguistics: Studies in Honour of H.G. Widdowson." Oxford University Press, 1995
• Cook, Guy. "Applied Linguistics." Oxford University Press, 2003 
• Davies, Alan. "An Introduction to Applied Linguistics: From Practice to Theory," Second Edition. author Alan Davies. The University of Edinburgh Press, September 2007
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What Is Applied Linguistics?

Applied linguistics is a particular field of linguistic exploration that not only studies linguistics in a theoretical manner, but also examines how language has an actual impact on society and on people’s lives. This type of study can be conducted and utilized in a number of different ways, and may overlap with research in some related fields such as sociology , psychology , communications, and multicultural studies. Applied linguistics examines human language , or languages, and applies the understanding of human thought and behavior gained through such examination to real world problems and applications that can be utilized in different ways.

One of the primary ways in which applied linguistics differs from other linguistic fields is that the information gained through research can be relevant to other disciplines. A linguistic scholar might, for example, study how different language sounds or phonetic differences have developed in a language over hundreds of years. While this may be useful for greater understanding of linguistic evolution, it may not necessarily have a direct use for someone in another field or for practical linguistic understanding. Someone working in applied linguistics, on the other hand, might study how different phonetic sounds occur in various languages and use that information in a practical way.

A speech therapist, for example, often uses concepts and knowledge gained through applied linguistics to help someone overcome an accent or difficulty in speaking. Similarly, new developments in related fields such as psychology or sociology may occur through the research and understanding gained through applied linguistics. A psychologist might consider word choice and usage in a letter or spoken recording to learn about the mindset or attitude of a particular person. This type of information could be used by someone to analyze a letter written to a prominent public figure or politician to determine that the writer of that letter may have a violent demeanor.

Similarly, a sociologist can utilize applied linguistics to understand how people who speak different languages can overcome language barriers. This can be used to assist people with learning a new language or to help someone from one culture ensure they do not accidentally offend a person from another culture. Applied linguistics can also be utilized to understand changes and ongoing evolution of a language for various purposes. Someone writing a new computer program for word processing, for example, might utilize certain linguistic concepts to better future proof the program against new developments in language for years to come.

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• By: Focus Pocus LTD Information gained through linguistics research can be relevant to other disciplines.
• By: inesbazdar Applied linguistics examines how language has an actual impact on society and on people’s lives.
• By: Minerva Studio Linguistics studies how the mouth and vocal chords are shaped to produced specific sounds.
• By: michaeljung Applied linguistics can be applied to help someone learn a new language.

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Introduction

The Master of Arts Programme in Linguistics features an interdisciplinary approach to language study. It is designed to introduce students to current theories in linguistics and their various applications to language typology, language acquisition, language and modality, language teaching as well as culture and society, which are presented in a comparative framework. The programme consists of three streams, namely, (i) the General Linguistics Stream, (ii) the Language Acquisition and Bilingualism Stream, and (iii) the Sign Linguistics Stream.

The programme aims to:

• Help students develop sensitivity towards the complexities of language structure and use;
• Develop students’ understanding of the characteristic properties of languages that use the vocal-auditory channel (i.e. typical human language) and languages that use the manual-visual channel (i.e. sign language);
• Enhance students’ linguistic awareness regarding language development, language acquisition, and bilingualism.
• Equip students with methodological tools for the analysis of language structure, and for the empirical study on the dynamics of the teaching and learning process.

Learning Outcomes

• Students will achieve a theory-based and informed understanding of the richness of language structure, and of the major findings related to theoretical linguistics, the acquisition of the spoken and/or sign language, and bilingualism.
• Students will be able to conduct research with selected methodological tools used in the analysis of language form, language acquisition, and language performance, such as computerized corpora, naturalistic and experimental methods of data collection, data processing, and frameworks for analysis.
• Students will be able to approach a linguistic problem with a deep appreciation of the complex array of variables underlying language form, function, and meaning.

Programme Mode

The programme is offered in both full-time and part-time study modes. The full-time mode covers a normal period of one academic year while the part-time mode covers a normal period of two academic years. Students are required to complete a total of 27 units of courses. The numbers of required courses and elective courses differ from stream to stream.

• 1. Coursework requirements

A. Applicable to students admitted in 2022-23 and thereafter.

Students are required to complete a minimum of 27 units of courses for graduation.

1.    General Linguistics Stream

• 2.    Language Acquisition and Bilingualism Stream

1  Students may also choose to take all three courses in (i)(b), in which case one of them will be counted towards fulfillment of the elective requirements.

3.    Sign Linguistics Stream

2. Other requirements

(a) Student must fulfill the Term Assessment Requirement of the Graduate School. For details, please refer the section 13.0 “Unsatisfactory Performance and Discontinuation of Studies” of the General Regulations Governing Postgraduate Studies. ( http://www.gs.cuhk.edu.hk/ )

(b) Minimum cumulative GPA of 2.0.

A. Applicable to students admitted in 2018-19 and thereafter. I. General Linguistics Stream

II. Language Acquisition and Bilingualism Stream

   III. Sign Linguistics Stream

Remarks :  *   Not all semi-required courses or elective courses are offered every academic year

* Not all courses listed below are offered every academic year.

Applicable to students admitted in 2018-19 and thereafter.

LING5101 Foundations I: Phonetics and Phonology  ( A -Course Outline 1 st Term, 2023-24 )  ( B – Course Outline 1 st Term, 2023-24 )

This course introduces students to a unified approach to language as a complex structure represented in the minds of its speakers. Empirical linguistic data will be drawn across languages to enable students to understand the intimate relation between language and the human mind. On the basis of this understanding, students are led to explore the core areas of linguistics. The exploration starts with natural language sound systems and phonological components of grammar. These will be explained with basic concepts and recent theoretical advances in linguistic studies alongside new findings in language acquisition. Students will learn to apply these concepts and ideas to tackle linguistic problems.

LING5102 Foundations II: Syntax and Semantics  ( A – Course Outline 1 st Term, 2023-24 )  ( B – Course Outline 1 st Term, 2023-24 )

This course is taught concurrently with LING5101 Foundations I: Phonetics and Phonology, aiming at introducing students to the core areas of linguistics. Taking a modular approach to the language system, this course examines the morphological, semantic and syntactic components of the grammar, as well as the interaction among them. The lectures are intended to provide students with a solid grounding in basic linguistic concepts, which will enable them to tackle linguistic problems, and formulate their own analyses to prepare them for further studies in the discipline. A wide range of data will be discussed to develop students’ sensitivity toward linguistic phenomena with systematic properties in form, meaning and structure.

LING5103 Foundations in Language Acquisition  ( A -Course Outline 1 st Term, 2023-24 )  ( B – Course Outline 1 st Term, 2023-24 )

The acquisition of first language by children has been considered a remarkable feat. How do children accomplish this feat so rapidly and effortlessly? What are the stages they go through in mastering the different aspects of language? What does the development of language in children tell us about the human language faculty? These questions will be examined in light of modern linguistic theory, and nativist and interactionist accounts will be compared. Topics in second language acquisition will also be covered. Questions such as how interlanguage grammars develop in adults and the role of the mother tongue in the construction of interlanguage grammar will be addressed.

LING5104 Foundations in Sign Language Research  ( Course Outline 1 st Term, 2023-24 )

This course provides an introduction to a relatively new area of linguistic exploration: sign language as a natural language system. We will lead students into a variety of disciplinary studies that adopt sign language as a focus of research. Examples of these disciplines are linguistics, language in education, language and the brain, language and cognition, language development, language and society, and language and culture. The course aims to tackle these issues in light of the current developments in sign language research and see how they shed light on our understanding of deaf issues.

LING5201 Topics in Second Language Acquisition  ( Course Outline 2 nd Term, 2023-2 4)

The course introduces major issues in the field of second language acquisition: how is a second language acquired by children and adults? In what ways is acquiring a second language different from acquiring a first language? Different theoretical perspectives on second language acquisition will be reviewed and methodologies will be surveyed. Data will be drawn mainly from English and Chinese as target languages.

LING5202 Topics in Bilingualism ( Course Outline 2 nd Term, 2023-2 4)

This course discusses general issues in the study of bilingualism from the linguistic perspective. Basic questions such as how to define and measure bilingualism, degrees of bilingualism, and types of bilinguals will be examined. Psycholinguistic and sociolinguistic aspects of bilingualism at the individual and societal levels will be covered within the larger context of language contact. Issues in bilingualism such as code-mixing, medium of instruction, bilingual education and language policy for bilingual society will be treated with special relevance to the Hong Kong context.

LING5301 Linguistics and Language Teaching  ( Course Outline )

The course aims to highlight the relevance of linguistic studies to language teaching. Various pedagogical issues such as curriculum development, teaching methodology, language assessment, language development and professional teacher training will be discussed in light of theories of general and applied linguistics. Students are encouraged to reflect upon their language teaching experience and problems and seek an explanation from the perspective of theories and issues in general and applied linguistics.

LING5302 Approaches to English Grammar  (For students of MA in Linguistics only) ( Course Outline 2 nd Term, 2023-2 4)

This course introduces students to various approaches to the study of English grammatical constructions. The approaches adopted may include formal, functional or cognitive perspectives. Students are encouraged to analyze grammatical constructions in terms of form-function relationships, cognitive processing and information flow. This course is designed to enhance students’ sensitivity to the interactive aspects of grammatical analysis.

LING5403 Topics in Language Acquisition of Deaf Children   (Not for students of the General Linguistics Stream of MA in Linguistics) ( Course Outline 2 nd Term, 2023-2 4)

This course focuses on the language acquisition of deaf children, involving both sign language and spoken language. It starts with a general introduction on the acquisition of sign language as a first language by deaf children, covering the developmental milestones in phonology, morphology and syntax. The second part of the course will explore how deaf children acquire spoken language in the context of bilingual acquisition and spoken language literacy development. No prior knowledge of a sign language is required.

LING5404 Sign Linguistics   (Not for students of the General Linguistics Stream of MA in Linguistics) ( Course Outline 2 nd Term, 2023-2 4)

This course provides a general introduction to the linguistic analysis of phonology, morphology and syntax in sign languages. It aims to demonstrate that the system of organization in sign language grammar reflects natural language properties and that sign language grammar is as complex and rule-governed as spoken languages. Focus will be placed on how the visual modality, availability of paired manual articulators, non-manual features as well as the use of signing space affect the organization of grammar at various linguistic levels. No prior knowledge of a sign language is required.

LING5501 Topics in Chinese Phonetics and Phonology ( Course Outline 2 nd Term, 2023-2 4) (For students of MA in Chinese Linguistics & Language Acquistion only)

This course introduces general aspects of modern Chinese phonetics and phonology, including both segmental and prosodic characteristics. Students will be trained to compare and analyze sound patterns of standard Chinese and other Chinese dialects from different theoretical approaches. The final goal of the course is to provide students with a solid foundation for further phonological research.

LING5502 Topics in Chinese Syntax and Semantics ( Course Outline 2 nd Term, 2023-2 4) (For students of MA in Chinese Linguistics & Language Acquistion only)

This course aims to acquaint students with fundamental issues in the syntax and semantics of the Chinese language and the related theoretical implications. Through an investigation of a rich array of data, students will have the opportunity to appreciate the inner workings of the Chinese language with regard to its structural and semantic properties, to enrich and broaden their understanding of linguistic theories and methodologies, to develop skills in analyzing Chinese phrases and sentences, and to defend their analysis systematically.

LING5503 Topics in Chinese Language Acquisition (For students of MA in Chinese Linguistics & Language Acquistion & Biligualism Stream of MA in Linguistics only) ( Course Outline 2 nd Term, 2023-2 4)

This course aims to introduce the major tenets of generative and usage-based approaches to language acquisition, with a focus on the characteristics of the learner and the learning situation in first and second language. The course familiarizes students with the basic methodology and tools for analyzing acquisition data. It critically surveys the major findings on the acquisition of Chinese as a first language and as a second language.

LING5602 Special Topics in Linguistics  ( Course Outline Summer Session 2021-22 )

From time to time, a course focusing on a specific area of linguistics that is not covered in the regular linguistic programme may be offered. Students are allowed to take this course more than once, and gain the units each time they pass the course. However, students cannot take the course under the same topic twice.

LING5604 Topics in Sociolinguistics  ( Course Outline 2 nd  Term, 2021-22 ) ( Course Outline 2 nd Term, 2023-2 4)

This course explores human language in the broader context of culture and society. How does language relate to culture and world-view? How does language interact with social structure, gender and individual identity? To what extent do men and women talk differently? How does language reflect relations of power and status between the speakers? The use of pronouns, politeness markers and other linguistic features will be examined. Exploration of these topics aims to enhance students’ awareness of language as a cultural phenomenon and sharpen their sensitivity toward the nuances of language use in relation to cultural complexities, with special reference to Hong Kong culture.

LING5606 Special Topics in Applied Linguistics    ( Course Outline )

This course introduces applied linguistics from interdisciplinary perspectives, including theoretical linguistics, psychology, sociology, and pedagogy. Issues discussed in this course focus on the interface between theory and practice, including translating theory into practice and using practice to build theory. Students are allowed to take this course more than once, and gain the units each time they pass the course. However, students cannot take the course under the same topic twice.

LING5607 Topics in Psycholinguistics ( Course Outline 2 nd Term, 2023-2 4)

This course studies language as a cognitive system which interfaces with other subsystems of mind. Emphasis will be placed on linguistic properties rather than psychological mechanisms or various techniques in psycholinguistic studies. The principles and mechanisms that underlie speech perception, sentence processing and discourse comprehension, as well as structural factors in language production form the focus of this course. This course first examines the unique features of human languages and the biological foundations of language. It then explores the perception of various linguistic aspects (speech sounds, words, sentences and discourse) before touching on issues in language production. Major models of language production and perception will be introduced. After examining different aspects of our language competence, this course concludes with a discussion of language and culture. However, issues related to the origin of language and language acquisition will not be covered in this course. Students are expected to be familiar with the basic concepts in phonetics, phonology, morphology and syntax.

LING5608 Language Disorders ( Course Outline 2 nd  Term, 2022-23 )

This survey course introduces non-clinical students to fundamental concepts of language disorders in pediatric and adult populations. Characteristics of primary language impairment, aphasia, dysarthria, and hearing impairments, as well as articulation, fluency, and voice and other related disorders affecting language are among the topics to be discussed. Diagnostic techniques and treatment strategies are also introduced. Research studies in language disorders will be reviewed.

LING5701 Linguistics Research  ( A -Course Outline 1 st Term, 2023-24 )  ( B – Course Outline 1 st Term, 2023-24 )

The course aims to train students in conducting linguistic research. General research methodology will be introduced, with a focus on methods commonly used in linguistic research and analysis. Students may be required to take part in field trips and expeditions.

LING5702 Research Project

This is an independent, individual investigation on a topic of linguistic interest guided by a supervisor, the findings of which must be presented in a standard report format. Consent of the teacher on the topic is required. Students who wish to take the course should obtain prior approval from the Graduate Division for their research proposals. Prerequisite: LING5701 Linguistics Research.

LING 5802 Research Practicum  The course provides students with an experiential learning opportunity through participating in faculty’s research projects, as a way to prepare themselves for postgraduate study in Linguistics.  Specific learning activities may include review of literature, preparation of experimental stimuli, data collection, data analysis and presentation of research findings

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