personal statement for masters in linguistics

• Applying to Uni
• Apprenticeships
• Health & Relationships
• Money & Finance

Personal Statements

• Postgraduate
• U.S Universities

University Interviews

• Vocational Qualifications
• Accommodation
• ​​​​​​​Budgeting, Money & Finance
• ​​​​​​​Health & Relationships
• ​​​​​​​Jobs & Careers
• ​​​​​​​Socialising

Studying Abroad

• ​​​​​​​Studying & Revision
• ​​​​​​​Technology
• ​​​​​​​University & College Admissions

Guide to GCSE Results Day

Finding a job after school or college

Retaking GCSEs

In this section

Choosing GCSE Subjects

Post-GCSE Options

GCSE Work Experience

GCSE Revision Tips

Why take an Apprenticeship?

Applying for an Apprenticeship

Apprenticeships Interviews

Apprenticeship Wage

Engineering Apprenticeships

What is an Apprenticeship?

Choosing an Apprenticeship

Real Life Apprentices

Degree Apprenticeships

Higher Apprenticeships

A Level Results Day 2024

AS Levels 2024

Clearing Guide 2024

Applying to University

SQA Results Day Guide 2024

BTEC Results Day Guide

Vocational Qualifications Guide

Sixth Form or College

International Baccalaureate

Post 18 options

Finding a Job

Should I take a Gap Year?

Travel Planning

Volunteering

Gap Year Guide

Gap Year Blogs

Applying to Oxbridge

Applying to US Universities

Choosing a Degree

Choosing a University or College

Personal Statement Editing and Review Service

Guide to Freshers' Week

Student Guides

Student Cooking

Student Blogs

• Top Rated Personal Statements

Personal Statement Examples

Writing Your Personal Statement

• Postgraduate Personal Statements
• International Student Personal Statements
• Gap Year Personal Statements

Personal Statement Length Checker

Personal Statement Examples By University

Personal Statement Changes 2025

Personal Statement Template

Job Interviews

Types of Postgraduate Course

Writing a Postgraduate Personal Statement

Postgraduate Funding

Postgraduate Study

Internships

Choosing A College

Ivy League Universities

Common App Essay Examples

Universal College Application Guide

How To Write A College Admissions Essay

College Rankings

Admissions Tests

Fees & Funding

Scholarships

Budgeting For College

Online Degree

Platinum Express Editing and Review Service

Gold Editing and Review Service

Silver Express Editing and Review Service

UCAS Personal Statement Editing and Review Service

Oxbridge Personal Statement Editing and Review Service

Postgraduate Personal Statement Editing and Review Service

You are here

• Mature Student Personal Statements
• Personal Statements By University
• Accountancy and Finance Personal Statements
• Actuarial Science Personal Statements
• American Studies Personal Statements
• Anthropology Personal Statements
• Archaeology Personal Statements
• Architecture Personal Statements
• Art and Design Personal Statements
• Biochemistry Personal Statements
• Bioengineering Personal Statements
• Biology Personal Statements
• Biomedical Science Personal Statements
• Biotechnology Personal Statements
• Business Management Personal Statement Examples
• Business Personal Statements
• Catering and Food Personal Statements
• Chemistry Personal Statements
• Classics Personal Statements
• Computer Science Personal Statements
• Computing and IT Personal Statements
• Criminology Personal Statements
• Dance Personal Statements
• Dentistry Personal Statements
• Design Personal Statements
• Dietetics Personal Statements
• Drama Personal Statements
• Economics Personal Statement Examples
• Education Personal Statements
• Engineering Personal Statement Examples
• English Personal Statements
• Environment Personal Statements
• Environmental Science Personal Statements
• Event Management Personal Statements
• Fashion Personal Statements
• Film Personal Statements
• Finance Personal Statements
• Forensic Science Personal Statements
• Geography Personal Statements
• Geology Personal Statements
• Health Sciences Personal Statements
• History Personal Statements
• History of Art Personal Statements
• Hotel Management Personal Statements
• International Relations Personal Statements
• International Studies Personal Statements
• Islamic Studies Personal Statements
• Japanese Studies Personal Statements
• Journalism Personal Statements
• Land Economy Personal Statements
• Languages Personal Statements
• Law Personal Statement Examples
• Linguistics Personal Statements
• Management Personal Statements
• Marketing Personal Statements
• Mathematics Personal Statements
• Media Personal Statements
• Medicine Personal Statement Examples
• Midwifery Personal Statements
• Music Personal Statements
• Music Technology Personal Statements
• Natural Sciences Personal Statements
• Neuroscience Personal Statements
• Nursing Personal Statements
• Occupational Therapy Personal Statements
• Osteopathy Personal Statements

Oxbridge Personal Statements

• Pharmacy Personal Statements
• Philosophy Personal Statements
• Photography Personal Statements
• Physics Personal Statements
• Physiology Personal Statements
• Physiotherapy Personal Statements
• Politics Personal Statements
• Psychology Personal Statement Examples
• Radiography Personal Statements
• Religious Studies Personal Statements
• Social Work Personal Statements
• Sociology Personal Statements
• Sports & Leisure Personal Statements
• Sports Science Personal Statements
• Surveying Personal Statements
• Teacher Training Personal Statements
• Theology Personal Statements
• Travel and Tourism Personal Statements
• Urban Planning Personal Statements
• Veterinary Science Personal Statements
• Zoology Personal Statements
• Personal Statement Editing Service
• Personal Statement Writing Guide
• Submit Your Personal Statement
• Personal Statement Questions 2025
• Personal Statement Changes 2024

Linguistics Personal Statement Examples

Related resources

Find out more

Personal Statement Writing Tips

10 Personal Statement Don'ts

UCAS Personal Statement FAQs

• Prices/Payment
• Standard Service US$199.00
• VIP/Rush Service US$299.00
• Statement of Purpose Help
• Dr Robert Edinger, Personal Statement of Purpose Specialist
• Editing/Writing Service
• Guarantee/Privacy Policy
• Client Testimony
• Autobiographical
• Disadvantaged Status
• Letters of Recommendation

#header_text h2#site_subheading a, #header_text h2#site_subheading{ color:#000000 } @media (min-width: 650px) { #header_text h2#site_subheading a, #header_text h2#site_subheading{ } }

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
• Master’s Linguistics, Applicant from Ghana
• Masters English Education, Korean University
• MSc Applied Linguistics and English
• MA Master’s TESOL, Middle East, Iran
• MA Masters TESOL, Argentina
• MA Sociolinguistics, English Literature

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.

Search by Degree, Field, or Country of Origin

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.

Professional Writing & Editing Service

From US$99.00

Premium Statement Service by Dr. Robert Edinger

Premium Service  US$299.00    

With maximum creativity, research as indicated, priority attention, and as many drafts as needed,

Dr Robert Edinger with Son David

[email protected]

1-812-675-4937

• Accountancy
• Agriculture
• Architecture
• Asian Studies
• Communications
• Computer Science
• Construction Management
• Engineering
• Environmental Science
• Ethnic Studies
• Food Science
• Gender Studies
• Graphic Design
• Hospitality
• Human Resources
• Information Systems
• International Relations
• Latin American Studies
• Law Enforcement
• Library & Information Science
• Linguistics
• Mathematics
• Media Studies
• Medical School
• Occupational Therapy
• Physician Assistant Studies
• Political Science
• Real Estate
• Religious Studies
• Security Studies
• Translation
• Veterinary Medicine
• Women's Studies

Most Recently Edited Samples

• Real Estate Finance Master's Degree, Hong Kong, China
• MS, Chinese, Statistics for Technological Advancement
• MS Construction Mgmt, Indian Applicant
• Graphic Design Master's, Art History Background
• PHD Health Sciences Informatics, Chinese
• PHD Economics, Policy Analysis, Chinese
• PHD Earth Sciences, Petroleum Engineering Nigeria
• Master’s Real Estate Development, Latino, Mexico
• Doctor of Special Education, Autism Spectrum
• Masters Real Estate, Los Angeles, Indian
• MS Real Estate, NYC, Harlem, African-American
• Master’s Statistics, Chinese Woman
• Master’s Global Business Journalism, Korean
• Undergraduate, Physics, Chinese
• Diversity Statement, Grad School, Hong Kong
• PHD Statistics, Biomedical Research, Korean
• PHD Epidemiology LOR, Chinese Doctor
• MS Accountancy, Bookkeeping, Vietnamese
• Certificate Program in Global Studies and IR, Mexican-American
• PHD Agricultural Economics, Bangladeshi

View older posts »

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.

Reach out to us for career and sponsorship opportunities

© 2024 Acrosophy Excellence in Application

A Medical MBA Company The Medical MBA Ltd Company number: 13561401 86-90 Paul Street, London, England, United Kingdom, EC2A 4NE

Yale Linguistics

You are here, admissions faqs, do i apply for to the whole program or should i apply for one specific subfield.

You apply to the whole program. The application requires that you specify the subfield that is of primary interest to you, and you may also specify another.

Can I start in the Spring?

Graduate students are only admitted for the fall term.  The application process begins mid-August and all requirements are due by December 1 the year before you start. It is possible to defer entry to the PhD program for 1 academic year, if you are accepted.

Can I send you information, grades and a CV about myself so you can evaluate if I will be accepted?

All personal information should be uploaded on the online application.  You can also contact  a professor whose  research  is closely related to your interests and talk to them.

Do I have to take the GRE's?

We do not consider GRE (Graduate Record Exam) scores in evaluating applications.

What do my TOEFL or IELTS scores have to be?

There is no  minimum  required score. TOEFL or IELTS scores are only one consideration in evaluating applications for admission.

Do I need to take the TOEFL examination?

The TOEFL can only be waived if you received (or will receive) a baccalaureate degree or its foreign equivalent from a college or university where English is the primary language of instruction. The degree must have been awarded before matriculation at Yale. (This is a Graduate School requirement.)

Do I need a master’s to get into the PhD program?

No. Some of our students have taken Masters degrees before applying to the program, but others come in with a Bachelors degree.

What factors are considered in admitting students to our program?

We want to find the best students who are equipped for graduate school, and a good fit for our program. Factors considered (NOT in order of importance) include:

• Personal statement 
• Research experience (this is not a requirement, but we find that the students who are best prepared for graduate school have had some research experience, either through a senior project, independent study, or as a research assistant to a faculty member)
• Submitted writing sample (we want to see that you can write an academic essay)
• Match between interests of students and Yale Linguistics faculty
• Content of letters of recommendation
• Coursework and grades at previous institution(s)
• Language background

Does my writing sample have to be in English?

Yes. All entering students are required to read and write English fluently.

Can my writing sample be over the required pages?

Yes, you can send a longer paper if you think that is represents your best work. Note however that we are looking for quality in the writing sample, not quantity. If you are including a Masters or Senior thesis, you could consider including an excerpt and providing a link to the full version.

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.

What languages do I have to be proficient in before I enter?

None in particular (apart from English). Languages provide the data for linguistics, and linguists often crucially exploit their knowledge of their languages that they speak or sign. Obviously, then, proficiency in some language or languages other than one’s native tongue is a helpful resource to draw upon during graduate school and beyond, and is one of many factors taken into account during the admissions process. At the same time, proficiency in language doesn’t always translate into insight into theoretical issues. In addition, since research is typically guided by theoretical questions, one can’t ensure that the languages in which one has expertise match those one is led to study.

What classes should I take to prepare for a PhD in linguistics?

There are no specific courses that we require. Students come to PhD programs in linguistics with a variety of academic backgrounds, including, of course, linguistics, but also psychology, computer science, philosophy, classics, anthropology, mathematics, cognitive science, music and others. These fields provide different aspects of the foundation for work in linguistics, like formal and analytical skills, experience in working with patterns in language data, and training in experimental methods. Of course, some coursework in (theoretical) linguistics is helpful, both for students to ensure that they know what they are getting themselves into, and for the admissions committee, to get a sense of students’ promise and commitment to the field.

Can I take classes that I am deficient in while I am getting my PhD?

The amount of work in the graduate program does not permit first year students to do much remedial work. That said, the coursework is largely self-contained: the core requirements do not presuppose any specific background.

What is the status of my application?

If you are an applicant seeking answers to any of the following questions:

• Do you have my letters of recommendation?
• Do you have my writing sample yet?
• Was my application received?
• Did you receive my recommendations?

Then please log onto the GSAS website to  check the status of your application online .

Where do I send my application?

Do not send any materials (via mail or email) to the department or to the admissions office.  

You must  apply online . All materials must be uploaded onto your online application.

Why wasn’t I accepted? I didn’t get admitted and I was wondering why…

It is not our practice to tell each applicant the reasons for not being accepted. We have many applicants, and they are competing for a small number of positions. In a typical year, we make offers to about 10% of the applicant pool.

Can I reapply?

Yes, if your application is unsuccessful one year, you can reapply the following year if something has materially changed in your application. 

Do I need to apply for financial aid?

PhD students in the program are provided financial support for up to 6 years of study, consisting of full tuition, stipend support, and comprehensive health care coverage. The department and university also provide financial support for travel to conferences and workshops. Generous funding for fieldwork and other overseas research is available through Yale’s MacMillan Center .

Director of Graduate Studies

Any questions about the graduate program can be directed to the DGS, Jim Wood, at jim.wood@yale.edu

College of Liberal Arts & Sciences

Department of Linguistics

• Financial Aid
• Undergraduate Admission
• Career Paths
• Visiting Scholar Program

Graduate Admission

• Department Spotlights
• Undergraduate Program
• Graduate Program
• Course Listing
• Online Courses
• English Placement Test
• Less Commonly Taught Languages
• Teaching English as a Second/Foreign Language
• English as a Second Language
• Summer Institutes
• Publications Spotlight
• Conferences
• Upcoming Student Presentations
• Studies in the Linguistics Sciences
• Laboratories and Research Groups
• Reading and Discussion Groups
• Department Seminars
• PhD Dissertations
• MATESL Theses
• English Placement Test (EPT)
• Oral English Assessment Interview (OEAI)
• Department News
• Academic Journals
• Libraries and Reading Rooms
• Professional Organizations
• Related Units
• Linguistics Student Organizations
• New Student and Faculty Resources
• Leveraging your Linguistics training
• Wellness Resources
• Faculty and Staff Resources
• Administration & Staff
• Graduate Students
• Undergraduate Students
• About the Department
• In Memoriam
• Diversity & Inclusivity
• Stay Connected
• Illinois Alumni Association
• Alumni Spotlights
• Giving Opportunities
• Alumni Newsletter

Applicants must have completed a bachelor's degree for

• MA program in Teaching of English as a Second Language (MATESL)
• PhD program in Linguistics  

For the MATESL program, an undergraduate major in linguistics, English, a foreign language, or education is generally recommended, though other majors are also acceptable. Applicants must present a grade point average of at least 3.0 (A = 4.0) for the last 60 hours of undergraduate work. Two years of coursework in a foreign language or the equivalent are also required. TOEFL score of 103 or above is required for full-status admission; students with TOEFL scores below 103 may be considered for limited-status admission, please see the  requirements page . GRE scores are optional. For further guidance on applying to the MATESL program, see MATESL Program Application .

For the PhD program in Linguistics, undergraduate preparation should include the study of at least one foreign language; a course equivalent to LING 400 (Introduction to Linguistic Structure) on this campus; and a broad background in the humanities, social sciences, and/or mathematics. Please note that applicants for a graduate degree in Linguistics are considered only for admission to the PhD; beginning in August 2019, there is no admission to the MA in Linguistics. Students in the PhD program in Linguistics may obtain the MA in Linguistics upon completing the requirements for Stage 1 of the PhD.

The graduate admission process to the MATESL program and the PhD program in Linguistics is handled jointly by the Graduate College, the Department of Linguistics, and the SLCL Graduate Student Services office.  Applications are accepted for fall admission only. Please go to this link to start your graduate application .

The Graduate College web site contains links to information for applicants as well as application instructions and the link to the application itself.  The application fee ($70 domestic applicant/$90 international applicant) can be paid online by credit card (Visa or Mastercard) and the application will then be made available to the department.

The online application will accept uploads of the following required application materials for all graduate degrees in the Department of Linguistics.  Please do not send them to the department or Graduate College:

• Academic statement of purpose:  Please use the Academic Statement of Purpose to describe (within 1000 words): (1) the substantive scholarly questions you are interested in exploring in graduate study, (2) your academic background, intellectual interests, and any training, research, or other experiences that have prepared you for graduate study, (3) how our program would help you achieve your intellectual goals, (4) any specific faculty members, if applicable, whose research interests align with your own interests, and (5) your professional goals. 
• Personal statement:  Please use the Personal Statement to describe (within 500 words) how your personal background and experiences influenced your decision to pursue a graduate degree. Provide insight on your potential to contribute to a community of inclusion, belonging, and respect in which scholars with diverse backgrounds, perspectives, abilities, and experiences can learn and collaborate productively and positively together. 
• Resume or CV
• Academic documents:  Provide scanned copies of your transcripts (a complete list of all courses taken and grades received) as well as any certificates of degree completion or diplomas for all the post-secondary schools you have attended (undergraduate and graduate programs). English translations should be provided when applicable, preferably from the school attended. We will accept translations done by the applicant. They should follow the same format, line-by-line, as the original document. Official documents (original or “attested” copies) will be required if you are admitted .
• Writing Sample :  Approximately 10-20 pages of writing from one or two sources are required (e.g. term papers or research papers). The sample should showcase the applicant's academic ability.  Please upload to the online application in the Program Specific section.
• Letters of Recommendation:  Three (3) letters are required, preferably from professors familiar with your work. When you fill out the online application, you will need to include email addresses for all of your references. They will automatically receive an email from the online application with instructions on how to upload their letters of reference to your online application. If they don’t receive this email or have trouble uploading their letters, they should email SLCL Student Services : [email protected] .

The information you submit online, as well as the application fee ($70 for domestic applicants, $90 for international ), goes directly to the Graduate Admissions office . The online application materials will then be made available to the SLCL Student Services office, which will prepare your application file for the department’s admission committee to review.

Standardized tests:

1) English Proficiency Exams:

All applicants whose native language is not English are required to submit a TOEFL iBT or Academic IELTS score report. The test must have been taken no more than 2 years prior to the start of your first semester at UIUC. Minimum score requirements for full-status admission to Linguistics are 103 total on the TOEFL iBT or 7.5 total on the IELTS . The English Duolingo test is being temporarily accepted for admission purposes, please see  https://grad.illinois.edu/admissions/instructions/04c  for more information.

This English proficiency requirement may be waived if you have completed at least 2 academic years of full-time study or have completed a graduate degree at an English-language university in an English-speaking country within 5 years of your first semester at UIUC. The requirement may also be waived if you were raised in and/or went to school in one of the countries on this list  (scroll down to where it says "Approved countries with English as the primary language").

These waivers are for admission purposes only and do not provide an exemption from the English proficiency requirement for English language learners who are teaching assistants.

In order to hold a teaching assistantship (our most widely available source of financial aid), all applicants whose native language is not English must demonstrate their proficiency in spoken English. There are two ways to do this:

• pass the speaking section of the TOEFL iBT with a minimum score of 24, or the speaking section of the IELTS with a minimum score of 8 ; or
• pass the English Proficiency Interview (EPI) when you arrive on campus.

The oral English requirement for teaching assistants cannot be waived like the admissions requirement above. Any teaching assistantship award will be conditional upon proof of your proficiency in spoken English.

We would appreciate receiving your official score report by the application deadline or shortly thereafter, so please arrange to take any of these tests as early as possible in the application process. Have ETS send the TOEFL iBT score report to the University of Illinois at Urbana-Champaign, institution code #1836. If you took the Academic IELTS , please upload the score report to your online application.

Please see  http://www.grad.illinois.edu/admissions/instructions/04c  for more information, and for COVID-19 English proficiency requirement updates, which include information about at-home test options.

2) OPTIONAL:  The GRE  is not required for admission. Applicants who would like to submit the GRE score report (taken within the last five (5) years) should have it sent by ETS to institution code #1836, dept. #00.  There is no minimum score requirement.  During the COVID-19 pandemic, students are encouraged to take the at-home version of the GRE .

APPLICATION DEADLINE: 

Fellowship priority deadline: December 1, 2023 . If your application for Fall 2024 is complete (with all of the required elements on file) no later than December 1, 2023 at 11:00 PM Central Time, you will receive consideration both for admission and for nomination to the first round of college-wide recruitment fellowships.

Regular admission deadline: January 4, 2024.  Your application for Fall 2024 must be complete (with all of the required elements on file) no later than January 4, 2024 at 11:00 PM Central Time, in order for you to be considered for admission and financial aid.

A note for applicants who are currently-enrolled or previously-enrolled graduate students in another UIUC graduate program:

• Please contact  [email protected]  for information on how to submit your application.
• Please note that currently-enrolled and previously-enrolled UIUC graduate students are not eligible for college-wide recruitment fellowships; therefore, you have no need to meet the Dec. 1 fellowship priority deadline. You still need to meet the Jan. 4 deadline for admission and financial aid.

Financial aid:  All admitted applicants are considered for financial aid based on their application materials and funds available.  Financial aid may be awarded in the form of fellowships, assistantships, or a combination of the two.

There are many opportunities for financial aid at the University of Illinois other than those provided by the department.  The Graduate College Fellowship Office has a website Financial Assistance  which describes various kinds of financial assistance available for graduate students.  It also has a database, accessible for various fellowship opportunities potentially available to you.  In addition, there are fellowship opportunities available to graduate students studying specific languages through the FLAS Fellowships program.

If you are interested in second language acquisition, it is important that you know about the concentration in  SLATE (Second Language Acquisition and Teacher Education) concentration program.  Another option is the Concentration in Romance Linguistics . Students enrolled in our Ph.D. program can simultaneously earn either of these concentrations. Students in both Ph.D. and MATESL programs are eligible to earn a  Graduate Certificate in Computational Linguistics . 

Alternative forms of admission are also available.  Domestic students may apply for non-degree graduate student status and previous graduate students of the University of Illinois at Urbana-Champaign may apply for re-entry.  Please contact SLCL Graduate Student Services  for information on how to do so.

For detailed program information, please see the University’s  Programs of Study Guide.  

Contacts for Graduate Admission:

• Should you need assistance with the application process itself, please address your questions to SLCL Graduate Student Services at  [email protected]
• If you have questions about the graduate programs in Linguistics, please direct them to our Director of Graduate Admissions, Prof. Tania Ionin .

• Prices/Payment
• Standard Service US$199.00
• VIP/Rush Service US$299.00
• Masters Personal Statement Help
• Dr. Robert Edinger
• Autobiographical
• Cover Letter
• Disadvantaged Status
• Dual Degrees
• Letter of Appeal
• Letter of Recommendation
• Scholarship
• Summer School
• Undergraduate
• Mission/Service
• Privacy/Guarantee

#header_text h2#site_subheading a, #header_text h2#site_subheading{ color:#000000 } @media (min-width: 650px) { #header_text h2#site_subheading a, #header_text h2#site_subheading{ } }

[email protected]

Free Consults!

Dr. Robert Edinger Admission Writer and Editor

Samples of My Work for the MA Degree in Linguistics

• Phd Linguistics, Culture, Language, Korean
• MA Degree Linguistics, Ghana
• MSc Degree in Applied Linguistics and English
• Masters Degree in Linguistics, UAE, Middle East

Master’s Degree in Linguistics, Applicant from Sudan

I am an ESL teacher at Bennet College and Greensboro Islamic Academy. My goal is to acquire the highest level of skill and knowledge in socio-linguistics to enable me to maximize my usefulness as a teacher, to become equipped to become an excellent researcher in order to improve the teaching of English particularly to Arabic speaking students and to fulfil my academic and personal potential to its fullest extent. I hope to pass on my passion for the teaching of English to another generation of teachers and to provide expert consultancy services to Ministries of Education, especially in African countries.

Since my undergraduate years, I have been fascinated by theoretical and socio-linguistics and especially in the areas of syntax and second language acquisition. I have worked as an English/Arabic and ESOL teacher at intermediate, secondary and college levels and this has exposed me to various specific problems that I believe to be worthy of research. I am interested in investigating the difficulties specific to Arab learners of English in grammar, speaking, reading and writing to enable improvements in the effectiveness and speed in teaching these skills. I am also interested in establishing which cultural factors impede EFL teaching especially among Sudanese and other African students. It is clear that students from my own country, Sudan, seem to take longer to acquire English language skills than students from other countries and look to assist in the improvement of curriculum design and teaching methods.

It is clear that the traditional ‘chalk and talk’ method of teaching, with little student participation, is not particularly effective in the passing on of language skills and the outcomes seem to confirm this. However, this is still the only teaching technique in use in many countries. I want to be a catalyst in changing the language teaching environment to one in which students are enthused. Rather than regarding language learning as a tiresome but necessary burden, I want students to see it as a fascinating voyage of discovery.

I have 15 years’ experience in teaching English in Africa, the USA and the Middle East. I received my MA in the teaching of English from North Carolina Agriculture & Technical State University and immediately became a licensed ESL teacher. The program provided practical experience of teaching and particularly in selecting and applying specific and appropriate techniques for particular groups of students.

I have taught in very different educational environments, one in which the teacher is ‘king’ and one in which the student is the ‘client/consumer’ and may have to be coaxed to ‘consume’!  I have adapted my approach and techniques to be effective in both situations. I employ various engagement and enrichment activities to create and maintain the interest of students and seek to allow them to ‘take ownership’ of their learning schedule as far as possible. I find that teaching English is challenging but highly rewarding. The shared joy of student and teacher when a difficult concept is finally grasped would be hard to match in any other profession.

I admit to a lack of formal research experience but I see a considerable skill overlap between teaching and research. Both call for persistence, determination, creative and original thinking, the ability to formulate clear and challenging but achievable goals and to apply flexibility in reaching them. I am determined to apply all these hard-won characteristics and skills in the program.

I have carefully researched the programs available to help me achieve my goals and have concluded that your own is the ‘best fit’. I am seeking a challenging but supportive academic environment in which I shall be enabled to enhance my skills and knowledge to an expert level and to undertake highly useful research into the teaching of English. I am aware of the excellent work of Dr. Gloria Park and of her research and published work particularly ‘Narratives of East Asian Women Teacher of English, Where Privilege Meets Marginalization’ and would be delighted to be able to work with such an impressive educator and researcher and others like her. I also look forward to working with peers who share my passion in order to create a network of experts for mutual assistance and encouragement in the program and in our careers beyond.

To summarize: I am a well-qualified and highly experienced teacher who has successfully taught English in contrasting educational and cultural environments. I am academically able, ambitious and passionately committed to improving the teaching of English. I am convinced that my background, experience and personal characteristics will enable me to ‘add value’ to the program and I undertake to apply myself with exceptional diligence and enthusiasm to it.

How to Be a Linguist.

Premium Statement Service by Dr. Robert Edinger

Premium  Service US$299.00    

With maximum creativity, research, priority attention, and as many revisions as needed!

Dr Robert Edinger with Son David

1-812-675-4937

Statements of Excellence for Admission to Graduate School in Linguistics

Search by Discipline, Degree, Ethnicity, or Country of Origin

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.

I would be honored to help you gain admission to graduate school in Linguistics by drafting a most eloquent statement on your behalf. In addition to filling out my  Online Interview Form , send your resume/CV and/or rough draft to my email:

Free  Document Evaluation: 

• Accounting, MAcc, MSc
• Architecture MS, MSc
• Bacteriology MS
• Biology MS, MSc, PHD
• Chemical Engineering MS, MSc
• Chemistry MS, MSc
• Communications MA
• Computer Science MS, MSc, PHD
• Counseling MA
• Criminal Justice MA, MCJ
• Early Childhood Studies
• Economics Masters, PHD
• Education MA, MED, MS, EDM, EDD
• Engineering, MS, MSC, PHD
• English Language, Literature
• Finance MS, MSc
• Food Science MS
• Graphic Design MA
• Healthcare Management, Informatics
• Health Education MS
• HR Human Resources HRM
• International Relations, Affairs
• Information Systems MS, MSc
• Law, LLM, MA, MSc, JD
• Liberal Arts Masters, MA
• Linguistics
• Logistics MS, PHD
• Management MS, MBA
• Nuclear Energy
• Occupational Therapy
• Orthodontics
• Pathologist Assistant MS
• Pharmacy Masters, Doctorate
• Physician Assistant Studies BS, MS
• Physics MS, MSc
• Political Science MA
• Prosthodontics MS, MSc
• Real Estate MS
• Regulatory Science, Affairs
• Rehabilitation Counseling MS
• Research, MS, MRes
• School Counselor MA
• Security Studies
• Sociology MA, PHD
• Statistics MS, PHD
• Supply Chain MS, MSc, PHD
• Translation MA
• Transportation MS, PHD
• Veterinary Medicine

FBI Linguists: What We Do and How to be Successful.

The Heroines of Linguistics

Over the years, there have been some shockingly talented linguists. And many of them are women, because this is a field that´s dominated by women. Here are some women that really inspire us.

Joan Bybee  

Joan Bybee is an American  linguist and a Distinguished Professor at the  University of New Mexico . She served as president of the  Linguistic Society of America  in 2004, and much of her work concerns grammaticalization, stochastics, modality, phonology and morphology.

This talented linguist has a bachelor's degree from the  University of Texas at Austin , a master's degree from  San Diego State University  and a Ph.D. from the  University of California at Los Angeles .

Tsvia Walden

Tsvia Walden is an  Israeli   psycholinguist . She is a professor at the  Ben Gurion University of the Negev . She was a senior  lecturer  at  Beit Berl  Academic College and  Ben-Gurion University previously.

Walden specializes in  social constructionism  through  language ,  language and gender ,  language acquisition ,  literacy ,  digital literacy  and researches Jewish texts.

She is the creator and presenter of a lecture series about language instruction and language acquisition that was filmed recently.

Walden earned her doctoral degree in Psycholinguistics at  Harvard University  in 1981, a B.A. in Psychology, as well as a teaching certificate in  French , at the  Hebrew University in Jerusalem , where she also taught Hebrew as a second language.

Walden is married to Professor  Raphael Walden , Vascular  Surgeon , deputy director of the  Sheba Medical Center and co-Chair of Physicians for Human Rights.

Walden was among the promoters of Whole Language, advocating the use of books rather than textbooks for reading instruction and founded the publication Written Thoughts. She also established the Child Language Center at Beit Berl College in 1984 and the Institute for Whole Language and Computers in 1996.

She was among the creators of a five episode series called London, Corner of Ben Yehuda. She was among the founders of the pluralistic Beit Midrash Kolot (Voices), where she studied and taught Jewish Texts for more than 12 years.

Walden was conferred an honorary doctorate from the  Hebrew Union College in 2010. In addition to her professional work, she is involved in promoting active listening and dialogue through social issues like promoting  human rights and the  Middle East peace process .

Irene Heim  

Irene Heim is a  linguist  and a specialist in  semantics . She was a professor at the  University of Texas at Austin  and  UCLA . She later moved to the  Massachusetts Institute of Technology  in 1989, where she is Professor of Linguistics and former Head of the Linguistics Section of the Department of Linguistics and Philosophy.

She is probably most famous for her dissertation  The semantics of definite and indefinite noun phrases . In this work, she argued (developing an insight by the philosopher  David Lewis ) that  indefinite   noun phrases  like  a cat  in the  sentence   If a cat is not in Athens, she is in Rhodes  are not  quantifiers . She argues they are free variables bound by an existential operator inserted in the sentence by a semantic operation that she called existential closure.

She is also the co-author of one of the most influential textbooks in  formal semantics , and is a co-editor of the journal  Natural Language Semantics .

Irene Heim was awarded a Senior Fellowship of the Zukunftskolleg at the  University of Konstanz in 2010.

Mary Rosamund Haas  

Mary Haas passed away in 1996. She was an American  linguist  who specialized in  North American Indian  languages,  Thai , and  historical linguistics .

Haas undertook graduate work on  comparative philology  at the  University of Chicago , where she studied under  Edward Sapir . She later followed him to  Yale .

She began a long career in linguistic fieldwork, studying many languages during her summer vacations. Over the ten-year period from 1931 to 1941, Haas studied  Nitinat ,  Tunica ,  Natchez ,  Creek ,  Koasati ,  Choctaw ,  Alabama , and  Hichiti , mostly languages spoken in Southeast USA.

Her first co-authored and published paper,  A Visit to the Other World, a Nitinat Text , was published in 1933.

She completed her  PhD  in  linguistics  at  Yale University  in 1935 at age 25. Her dissertation was titled  A Grammar of the Tunica Language . Tunica was once spoken in what is now the Louisiana  and Mississippi areas of the USA.

In the 1930s, Haas worked with the last fluent speaker of Tunica,  Sesostrie Youchigant . She produced extensive texts and vocabularies, and shortly afterwards, conducted fieldwork with  Watt Sam  and  Nancy Raven , the last two native speakers of the  Natchez language  in  Oklahoma .

Haas’ extensive unpublished field notes have constituted the most reliable source of information on this dead language. She conducted extensive fieldwork on the  Creek language , too, and was the first modern linguist to collect extensive texts in the language.

Most of her notes on Creek and Natchez remain unpublished. However, they are being used by linguists in the 21st century.

Ofelia Zepeda  

Ofelia Zepeda is a  Tohono O'odham   poet  and  intellectual . She is a professor of  linguistics  at the  University of Arizona  and is well known for her efforts in the preservation of her native language and her promotion of literacy in this language.

She is the former director of the  American Indian Studies Program at the University of Arizona and is also known for her work as a consultant and advocate on behalf of a number of American indigenous languages.

Her book,  A Papago Grammar,  is the standard textbook used to teach Tohono O'odham . She was a student of  MIT   linguistics  professor  Ken Hale , who taught her a lot and inspired her greatly.

Zepeda has worked with her tribe to improve literacy in English and Tohono O'odham. In 1983, she developed  A Papago Grammar  from tapes of Native speakers. No textbook previously existed for the classes she taught.

Her work with the reservation committee for Tohono O'odham language policy yielded an official policy that encourages the speaking of the Native language at all grade levels, and in 1999, she received a  MacArthur Fellowship .

She is the Poet Laureate of  Tucson, Arizona and she continues to serve as editor for numerous journals and book series.

Will you become an inspired, successful linguist? Are you planning to go into this field, but would love to study further? If so, you know where the master´s experts are! Right here!

Most Recently Edited Statement Samples

• MA Educational Counseling, Multiculturalism
• MS Computer Science, Info Security, Saudi
• Real Estate Master’s, Tibetan, New York City
• Master’s in Real Estate Development, Chinese
• General Practice Dental Residency, GPR, Egyptian
• HRM Human Resources Masters, Chinese Woman
• Real Estate Development, Employment Position
• International Affairs Masters, Diplomacy, Africa
• Masters Communications Management, Taiwanese
• Letter of Appeal, International Dentist Program
• Masters Material Science, Pollution, Chinese
• Masters Food Science, Development, African
• Endeavour Scholarship Australia, Filipina
• MBA, Accounting Background, Saudi Woman
• MSC Clinical Microbiology, London, Turkish
• Master's Degree Occupational Therapy, Pakistani
• MA Global Communication, Marketing, Latina
• MS in Business Analytics, Mgmt., Programming
• Masters, Information Systems, Chinese
• MS Project Management, Oil & Gas, Iranian
• PHD Environmental Sciences, Canada
• OT Masters, African-American, Haitian
• PHD IT, Pathologist Assistant Faculty
• MA Counseling, Alcoholic Father, Suicide Mother
• MA Political Science, European, African Woman

View older posts »

Let's Get Started!

Follow the steps below to apply to the Linguistics MA and Linguistics PhD . (Applications for the Linguistics BA-MA are open only to current Michigan State undergraduate students). Additional information is on our FAQ s page.

If you are looking for the admissions requirements for MA or PhD programs in applied linguistics, please go to the websites of the Second Language Studies PhD program or the Teaching English to Speakers of Other Languages (TESOL) program .

May 4, 2022. We have removed our requirement for the Graduate Record Examination (GRE) . You do not have to take this exam to apply to the Linguistics MA or PhD programs.

For PhD students, a 5-year funding package is available, contingent upon sustained academic performance and progression toward program milestones. The package covers tuition for 9 credits (typically 3 courses) per semester in fall and spring, and health insurance all year, plus a stipend. In exchange, PhD students work for 20 hours per week in fall and spring as Graduate Assistants in teaching , research or administrative roles. For MA students, we do not routinely make funding offers, but funding is occasionally available. More information can be found at our Funding page.

The deadline for all graduate applications for fall semester is December 1.

Please see our Frequently Asked Questions before you apply to our program.

Requirements

Admission to the M.A. program.  Applicants should have completed at least an introductory course in linguistics. Students with an otherwise appropriate background may be admitted without this, but they must then enroll in LIN 401 Introduction to Linguistics in their first semester.

Admission to the Ph.D. program.  Applicants must hold a bachelor’s or master’s degree (or a foreign equivalent) in linguistics or a related field. 

Admission and B.A.-M.A. dual enrollment.  If you are currently a linguistics major at MSU, you may be eligible for dual enrollment in the undergraduate and M.A. programs . This makes it possible for certain courses to be counted toward satisfying the minimum credit requirements for both degrees. For further information, talk to your academic adviser, and to the director of the Linguistics graduate program.

Online application

Begin your application: https://admissions.msu.edu/apply/graduate-students .

Required documents and fees

• Admission fee . You will be prompted to pay the fee in the online system. If you would like to request a fee waiver , you may do so at that time. Please see our FAQ page for more information on waiving the application fee.
• International students only. Upload a copy of your passport. You may also be prompted for other documents including e.g. affidavit of support, English language test scores (or a waiver ). Some documents are required at the time of initial application. Others will be requested only if you are admitted to the program.
• Letters of recommendation. Provide the e-mail addresses of three people who can evaluate your readiness for graduate study.
• Personal statement.  This should include a summary of your academic and personal background, with a special emphasis on aspects of it that might be relevant to graduate work in linguistics. Of course, any previous study of the subject should be mentioned. You should also indicate your reasons for wanting to pursue a graduate degree in linguistics.
• Academic statement.  This is a statement of purpose that characterizes your intellectual goals. It should indicate your specific area(s) of interest in linguistics and what you hope to focus on in the program. It’s entirely appropriate to speculate about potential topics of future research papers or even the topic of your thesis or dissertation. (If admitted, you will not be required to do precisely what you describe. Your plans may change.)
• Resumé or academic CV . A 1-3 page summary of your major educational (and if relevant, occupational) milestones and achievements. If you have any publications, conference presentations, software, databases, or academic awards, include them here. Please do not include personal information such as marital status or a photograph.
• PhD applicants only . Provide a sample of your academic writing. Ideally your sample will be from a linguistics course or thesis, but it does not have to be. Applicants come from a wide variety of backgrounds in the sciences, arts, and humanities; sometimes they have spent years in an unrelated professional career before returning to academic study. Select a piece of writing that best demonstrates your ability to do at least some of these things: Summarize and critique ideas or studies; put forward your own evidence-based opinion or argument; analyze existing or novel data; generate and justify a hypothesis; test a hypothesis; describe methodological steps; suggest new directions for future research(ers).

• History of the Department
• Mission, Objectives and Strategic Areas of Development
• Linguistics Faculty
• Modern Languages Faculty
• Centre for Sign Linguistics and Deaf Studies
• Childhood Bilingualism Research Centre
• Laboratory for Language, Learning and the Brain
• Language Acquisition Laboratory
• Joint Centre for Language, Mind and Brain
• Other Research Staff
• Research Students
• Teaching Assistants
• Administrative Staff
• News & Events
• Departmental Seminars
• Modern Languages Events
• Conferences and Workshops

LINGUISTICS

• Undergraduate Programme
• Postgraduate Programme

MODERN LANGUAGES

• Modern Languages Programmes

MINOR PROGRAMMES

• Hong Kong Sign Language
• Chinese Language (Cantonese) as a Second Language
• Chinese Language (Putonghua) as a Second Language
• How to Minor

ELECTIVE PROGRAMMES

• Research Centres
• Research Laboratories
• Research Projects
• Research Theses
• What is Linguistics
• What are Modern Languages
• Undergraduate Programmes
• Postgraduate Programmes
• Change of major and declaration of minor
• FAQ about Language and Linguistics

Master of Arts (MA) programme in Linguistics

• Master of Arts (MA) Programme in Linguistics

Linguistics

• Admissions Early Admission
• Professional Recognition
• Reading List for newly admitted students
• MA Research Papers (since 2004)
• MA Leaflets  ( English ) ( 简体中文 ) ( 繁體中文 )
• MA Brochures  ( English ) ( 简体中文 ) ( 繁體中文 )

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

• G17, Leung Kau Kui Building, The Chinese University of Hong Kong
• (852) 3943-1516
• (852) 2603-7755
• [email protected]
• NEWS AND EVENTS
• LINGUISTICS PROGRAMMES
• MODERN LANGUAGES PROGRAMMES

• Prices/Payment
• Standard Service US$199.00
• VIP/Rush Service US$299.00
• Personal Statement Services by Dr. Robert Edinger
• Fellowships
• Internships
• Scholarships
• Interview Form

#header_text h2#site_subheading a, #header_text h2#site_subheading{ color:#000000 } @media (min-width: 650px) { #header_text h2#site_subheading a, #header_text h2#site_subheading{ } }

Samples of my work in linguistics & closely related areass.

• PHD Composition and TESOL, Iraqi Translator
• PHD Linguistics, TESOL, Learning Tech, Iraqi
• Ph.D. in Linguistics, South Korean Applicant
• Master’s Degree Linguistics, Applicant from Ghana
• MSc Degree in Applied Linguistics and English
• MA Degree in English Literature, Korean
• MA, Masters TESOL, Iran

PHD Linguistics Sample Personal Statement, Saudi Arabian Applicant

My central professional goal is to assume major responsibilities as a professor teaching new generations of language teachers. My central pedagogical strategy is to enthuse and inspire, making the content come alive for teachers of language, and subsequently their students.

The University of XXXX is my first choice among PHD programs in Linguistics. I have several friends in XXXX and I like very much everything that I read about your university. The primary reason why I have my heart set on attending your program in particular, however, is the fact that it is listed as #1 by the Saudi Ministry of Higher Education, my sponsor.

Once I have completed the PHD in Linguistics from the University of XXXX, I shall have the opportunity to take up a senior teaching post upon my return to the KSA. I seek a full immersion experience as a doctoral student in the areas of second language acquisition and social-linguistics. I feel confident that my solid background in TESL and teaching methods will help me to excel in my doctoral studies. Earning my PHD from the University of XXXX will serve as the optimal springboard upon which to launch the balance of my career as an educational professional in Saudi Arabia and, within time, as a full professor in in the area of Second Language Acquisition and Sociolinguistics.

I have been especially fascinated by language ever since I can remember because it is so pervasive in our lives and provides great insight into what people are thinking. My early interest in how language works and the relationship between language and communication developed, over time, into my desire to teach languages. As an alumnus from the Imam Mohammed Ibn Saud Islamic University (IMSU), I graduated with honours in two departments, Translation as well as Languages. Earning this degree gave me extensive knowledge in a variety of fields that are closely related to English language, especially Translation, Literature, Linguistics and Teaching Methodology. My studies enabled me to greatly develop my linguistic abilities and to acquire a vast appreciation for English Literature in addition to language. I especially enjoy focusing language acquisition through the use of cultural concepts that serve as bridges of knowledge that foster successful communication with English speakers, raising awareness of the way in which the customs of different peoples are reflected in their language.

During the last semester of my bachelor's program, I spent three months teaching English in our public-school system. My experience as a teacher helped to inspire and intensify my focus on integrating linguistics and education. Shortly after my graduation, I found the balance I was looking for when I was chosen for a position as a Teacher Assistant in the English Language Department at IMSU. In this position, I came to more fully appreciate the importance of keeping myself up-to-date in the literature of advanced education, promising research, and creative teaching methods in my field.

I completed my MA in TESL and Linguistics at XXXX University in XXXX and this has helped me to become familiar with and most comfortable in the American educational system. My graduate courses in the MA program provided me with a solid immersion in the fundamentals of Linguistics. I learned about many of the intricacies of linguistics and teaching, learning from world-famous professors with global perspectives.  This helped me to radically enhance my understanding of theory and enlightened me a great deal with respect to a broad gambit of issues and challenges in Linguistics.

What I have learned about teaching so far has deeply impressed me with the infinite character of knowledge. I profoundly appreciate the privilege of advancing professionally and keenly anticipate a full immersion in the theoretical examination of language acquisition reinforced by my own personal and professional experiences as a teacher, second language learner, and researcher. I am especially passionate about language and society, language change, and language acquisition. I believe that a world-class education in Sociolinguistics will help me to become the finest English Language educator that I can be, making my fullest contribution to the advancement of my society.

I like to think of myself as an international educational ambassador, adding to the diversity and richness of the University of XXXX. After completing your program, I will return home to utilize my abilities as a researcher and scholar to progressively enhance and enrich the Saudi educational system as a faculty member in the English Language Department. I look forward to a long professional lifetime teaching and networking in the KSA and beyond in such a way as to contribute maximum sensitivity to our study of cultural perspectives and diversity in education. I feel strongly that the University of XXXX is the best place to begin my journey and I thank you for considering my application.

Degree sought, field, or place of origin!

The linguistic genius of babies..

MA Linguistics Personal Statement Sample, Applicant from Hong Kong

As my undergraduate studies in Linguistics have progressed, a strong interest in the subject has developed into a genuine passion. I am ‘on target’ to gain a first-class degree in English and Linguistics from King’s College.  I believe that this fact clearly indicates an exceptional interest and ability in the subject, especially in view of the fact that I am not a native speaker of English. My results to date also provides evidence both of the necessary commitment and academic potential to ‘add value’ to, and to excel in, a Master’s programme. My ultimate goal is to pursue a Ph.D. and to become an academic, undertaking research and teaching at the highest level.

In addition to my academic studies, I have some admittedly limited but nevertheless useful work experience. I have provided assistance to my sister who is a Research Assistant in Linguistics to undertake data collection/data analysis and have undertaken some professional creative writing. As a trilingual person who speaks English, Cantonese and Mandarin, I have a special interest in the similarities and differences between their syntax and phonology. I have a very good understanding of traditional grammar. However, I should now like to investigate how we actually use our languages rather than merely studying the “correct” rules in their usage. I am particularly interested in looking into different non-native English accents, exploring their underlying phonological systems as compared to English RP. I am also curious about the variations of accents among single-language communities and how they arise. I hope to be able to acquire a greater understanding of some of these matters in the course of the programme.

I believe that, in addition to my formal studies, my experience of mastering a tongue which is totally unrelated to my native languages of Mandarin and Cantonese has further extended an already excellent foundation on which to build expertise in linguistics. It has also demonstrated to me how much, and how fundamentally, culture affects the ways in which we express ourselves. I marvel at the ways in which our forebears have managed to construct, through trial and error, the means to communicate concisely, precisely and sometimes poetically and have achieved these ends in such very different ways. What subject of study could be more fascinating?

I have happily studied, worked and socialised with people from many cultural and social backgrounds. I enjoy learning about new cultures and in sharing knowledge of my own rich heritage. I enjoy collaborating as a team member and am also happy to provide leadership when called upon to do so. I have held various offices in university organisations and am regarded as an outgoing, hard-working person with organisational ability.

I have limited research experience but I understand basic research techniques from working with my sister who is engaged in Linguistics research.  I am aware that useful research calls for special characteristics in those undertaking it. I know that a good researcher must, among other things, be able to: construct clear goals; think creatively and originally; be determined; be an excellent communicator and have exceptional intuitive and interpretative skills. I believe that I have the basic characteristics and that these can be developed to enable me to become a first class researcher. I also believe that the characteristics of a good teacher overlap considerably with these same traits. I have carefully observed and noted the characteristics and techniques applied by the best teachers who have taught me with the aim, one day, of emulating them and I continue to do so.

I have carefully researched the Master’s programmes s available to help me achieve my goals and have concluded that your own is, by far, the ‘best fit’. I am seeking a programme with an impressive international reputation in the field with first class experimental facilities.  I am also seeking an academic environment which is highly challenging but supportive and in which I shall be enabled to considerably expand my knowledge and skills in linguistics and assist in research. I am particularly drawn by the fact that I shall be able to ‘tailor’ the programme to some extent to fit my own special interests which lie in Grammar, Lexis, Phonology and Phonetics. Consequently, I am particularly drawn to the specific modules of ‘Syntax’, ‘Phonetics and Phonology’, ‘Current Issues in Syntax’ and ‘Advanced Phonological Theory’.

To summarize: I am successfully undertaking highly relevant academic studies. I have demonstrated a high degree of commitment and diligence to have reached the point at which I am submitting this application and I believe that this also demonstrates significant potential to excel in a more demanding academic environment. However my main recommendation is my genuine passion for the subject and for assisting in making further advances in it and in sharing my passion with a new generation of linguistic specialists.

Great Accomplishments in Linguistics

All languages change over time. There can be many different reasons for this. The English language is no different to any other. Why has it changed over the decades? Usually because of people! In fact, some might argue that one of the biggest accomplishments of mankind is developing language!

Some of the main influences on the evolution of languages include the following:

• The movement of people across countries and continents. For example, migration and, in previous centuries, colonization. An example of this is how English speakers today would probably be comfortable using the Spanish word “loco” to describe someone who is “crazy”.
• Speakers of one language coming into contact with those who speak a different one: no two individuals speak identically; people from different geographical places clearly speak differently and even within the same community there are variations according to a speaker’s age, gender, ethnicity and social and educational background. The word “courting”, for example, has become “dating”.

Premium Personal Statement Service

Premium   Statement 

Service  US$299.00    

With maximum creativity, research, priority attention, and as many drafts as needed!

Dr Robert Edinger with Son David

[email protected]

1-812-675-4937

Statements of Excellence in Linguistics

Sample 1st Paragaraph for MA Program in Linguistics, Hong Kong English

I completed my PHD in Religion and Social Ethics at the University of Southern California in 1995 and began studying towards a Master’s Degree in TESOL at the University of Illinois. That September, I found myself quite challenged by my linguistics class where, among other things, we had to invent a new language, complete with grammar, syntax, etc. The following year I was selected to teach for one year at the Universitat of Barcelona in Spain. The next year I began working on the Internet.

The science of analyzing conversations

• Accountancy
• Architecture
• Chiropractic
• Computer Science
• Engineering
• Environmental Science
• Financial Engineering
• Food Science
• Human Resources
• Information Systems
• International Relations
• Linguistics
• Peace Studies
• Physician Assistant Studies

Most Recently Edited Samples of My Work

• Petroleum Geology, Engineering Masters, Canada
• PHD Analytical Chemistry, Bangladeshi
• Master Business Analytics, Agricultural, Korean
• MA Mental Health Counseling, Kuwaiti
• Master’s PA, Physician Assistant Studies, Sri Lanka
• MA Human Rights and Conflict Management
• HRM, Human Resource Management, Saudi
• MS Financial Engineering, Instruments, Chinese
• MIS Masters Information, Dubai, Indian
• MISDI Mgmt of IS and Digital Innovation, Chinese
• Masters TESOL, Applicant from Pakistan
• Chiropractics, Philosopher, Pharmacy Supervisor
• MSIS Degree, Chinese Fluent in Russian
• Masters Degree in Finance, Saudi Arabian
• MBA International Business, Finance, Iranian
• PsyD Program, PTSD, California
• Fellowship International Relations, Chinese HK

View older posts »

Clearing Universities & Courses

Clearing advice.

Recommended Clearing Universities

Popular Course Categories

Course search & discover.

Start the search for your uni. Filter from hundreds of universities based on your preferences.

Search by Type

Search by region.

Recommended Universities

Ravensbourne University London

London (Greater) · 88% Recommended

City, University of London

London (Greater) · 92% Recommended

University of Surrey

South East England · 98% Recommended

Search Open Days

What's new at Uni Compare

University of Sunderland

Unlock your potential at one of the world’s best young universities (THE, 2023).

Surrey has been shortlisted for the University of the Year 2023 - find out more here!

Ranking Categories

Regional rankings.

More Rankings

Top 100 Universities

Taken from 65,000+ data points from students attending university to help future generations

About our Rankings

Discover university rankings devised from data collected from current students.

Guide Categories

Advice categories, recommended articles, popular statement examples, statement advice.

What to include in a Personal Statement

Personal Statement Tips

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.

Recommended Statements

Submitted by anonymous

English Literature Personal Statement

Literature has a unique ability in gathering an array of emotions from its readers whilst revealing attitu...

Submitted by Sabrina

English BA Personal Statement

I have always been fascinated by the way writers can influence people or even manipulate reader’s emotions...

Submitted by Annie

The broad range of writers from varying eras, from Chaucer to Capote, that I have been introduced to, has ...

Submitted by Amanda

To me, English Literature has a way of uniting us. The subject plays a vital role in understanding each ot...

Want to learn more about a university?

Get your questions answered by sending them an enquiry now.

undergraduate Universities

Undergraduate uni's.

Ravensbourne

245 courses

Uni of Surrey

437 courses

Uni of Kent

417 courses

Uni of Roehampton

268 courses

ARU Writtle

104 courses

West London IoT

Uni of Bedfordshire

336 courses

Uni of Leicester

267 courses

Uni of Chester

399 courses

Goldsmiths, UOL

273 courses

Northeastern Uni

Middlesex Uni

469 courses

Uni of Suffolk

109 courses

Uni of Bradford

197 courses

Cardiff Met Uni

304 courses

Uni of Sunderland

200 courses

Uni of East London

317 courses

Uni of Winchester

161 courses

528 courses

Leeds Arts University

Kingston Uni

378 courses

Uni of Hertfordshire

419 courses

238 courses

Coventry Uni

445 courses

Uni for Creative Arts

323 courses

Leeds Beckett Uni

327 courses

Heriot-Watt Uni

208 courses

Staffordshire Uni

272 courses

414 courses

Swansea Uni

780 courses

Anglia Ruskin Uni

460 courses

Uni of Westminster

UWE, Bristol

249 courses

Uni of Essex

797 courses

Uni of C.Lancashire

438 courses

Wrexham Uni

168 courses

355 courses

Uni of Huddersfield

458 courses

Escape Studios

Uni of Portsmouth

542 courses

Uni of Brighton

253 courses

Bath Spa Uni

295 courses

Edge Hill Uni

243 courses

Uni of Hull

Nottingham Trent

539 courses

Edinburgh Napier

184 courses

Uni of Reading

393 courses

Queen's Uni

411 courses

Find the latest from Uni Compare

University of Roehampton

Interested in studying Engineering? Roehampton are building a new sustainable engineering and technology building - learn more here!

Goldsmiths offers creative, cultural and social courses - click here to learn more!