scientific study of language, is a highly diverse field with many
specializations of relevance to today's increasingly globalized educational and
business environments. Benedictine's Master of Arts (M.A.) program in
Linguistics enables students to develop
an in-depth understanding of the nature of human language and how it is
used to communicate for different purposes in a variety of social cultural and
The M.A. program in Linguistics provides a thorough grounding in the basics of linguistics as a discipline as well as a choice of two concentrations that provide students with skills in the application of linguistic theory:
M.A. students may also pursue part of their studies in languages such as Mandarin, Arabic, or Spanish. The program requires 32 credit hours based on traditional 15 week semesters and may be completed in one year full-time or two years part-time.
diversity, and international students are strongly encouraged to apply. We
offer specialized preparatory or concurrent English for Academic Purposes courses for students whose first language is not English and who require
additional English language support.
Requirements for admission to the program include a one-page essay discussing your education and
career goals, followed by a personal or phone interview with departmental representatives. Two letters of recommendation are also required: one that addresses your academic potential and one that addresses your
interpersonal skills and work ethic. The Graduate Record Examination (GRE) is not required for admission. For a full list of application requirements, please visit the University's Graduate Admissions website.
Our teaching faculty have doctoral degrees in Linguistics, Literature, or TESOL. They are internationally experienced and highly attuned to the needs of a diverse student population.
Send Dr. Kies an Email
Phone: (630) 829-6279
Ph.D., Macquarie University | 2003
M.A., University of Sydney | 1989
LTCL (Licentiate Diploma in Teaching ESL), Trinity College | 1976
B.A., University of Queensland | 1973
Dr. Gollin-Kies's training is in applied linguistics with a focus on TESOL. Her research centers on English for academic purposes and analysis of discourse in social contexts—in other words, how language both contributes to context and is shaped by it. She is particularly interested in researching the spoken and written genres of academia and the professional workplace.
Gollin-Kies, S, Hall, D. & Moore S. "Language for Specific Purposes." London: Palgrave Macmillan. Forthcoming.
Burns, A., Joyce, H., Gollin, S. "I see what you mean" Analysing authentic spoken discourse in
the classroom: a handbook for teachers. Sydney: NCELTR, 1996.
"Methods reported in ESP research articles: A comparative survey of two leading journals." English for Specific Purposes Journal. Forthcoming, 2014.
"Accommodating generation 1.5 in the 21st century academy: New approaches to writing pedagogy." La Communicación escrita en el siglo XXI. Quaderns de Filologia Estudis Linguistics de la Universitat de Valencia. Vol. XVI. Pp. 105-128. (2011).
"Thematic development." In D. Rossen-Knil and T. Bakhmetyeva. Including Students in Academic Conversations: Principles and Strategies for Teaching. Theme-Based Writing Courses Across the Disciplines. Report of interview. New York NY: Hampton Press, 2011.
"Why? I thought we'd talked about it before: Collaborative writing in a professional workplace setting." In Writing: Texts, Processes, Practices. Eds. C. N. Candlin and K. Hyland. London: Longman, 1999.
"Why don't they speak up?" an integrative model for facilitating more inclusive case discussion in graduate business programs. Symposium presentation at 16th World Congress of Applied Linguistics (AILA Conference), Beijing Foreign Studies University, Beijing. (August 23-28, 2011).
"Research Methodologies in Language for Specific Purposes" Writing Research Across Borders II. George Mason University, VA. (February 17-20, 2011).
"Collaborative writing in an organization: reconciling competing ideologies in the recontextualisation process." VI Conference of the Latin American Systemic-Functional Linguistics Association-ALSFA. Fortaleza, Brazil. (October 5-9, 2010).
"The role of explicit instruction on Theme-Rheme and Given-New in developing texture in graduate student writing." Panel Member of invited colloquium: Writing through the lens of Systemic Functional Linguistic Theory at Symposium on Second Language Writing. Arizona State University, Tempe, AZ. (November 5-7, 2009).
"Balancing Power and Solidarity in the Discourse of Collaborative Writing." 14th World Congress of Applied Linguistics: Madison, WI (July 2005).
Cohort: Addressing the Language and Learning Needs of Masters by Coursework
Students." Guest talk,
Australian Catholic University Bi-Annual Conference: Sydney, Australia
Send Dr. Lambert an Email
Phone: (630) 829-6291
Ed.D., Harvard University | 2009
M.A., University of New Hampshire | 2001
B.A., Bates College | 1999
Dr. Lambert's research focuses on relationships between students' beliefs, attitudes, and perceptions and their academic performance. She is especially interested in the teaching of academic writing (with a focus on students for whom English is not the first language). She teaches first-year writing and English for Academic Purposes courses and served as Director of the University's Writing Program in spring 2014.
"Learner characteristics and writing performance in a community college ESL course: Some unexpected findings." Community College Journal of Research and Practice (in press).
"Who Are Our Students? Measuring Learner Characteristics in Adult Immigrants Studying English." Adult Basic Education and Literacy Journal 2.3 (2008). 162-173."It's Not What You Signed Up For: Zen and the Art of Teaching Freshman English." What to Expect When You're Expected to Teach. Eds. A. Bramblett and A. Knoblauch. Portsmouth, NH: Boynton/Cook, 2002. 43-46.
"My Writing Needs More Beautiful Words: Using International Undergraduates' Beliefs About Academic Writing to Inform Classroom Practice." The 16th World Congress of Applied Linguistics: Beijing, China (August 2011).
"Learner Characteristics and Writing Performance in a Community College ESL Course: Some Unexpected Findings." Writing Research Across Borders II Conference: Fairfax, VA (February 2011).
"Why Are They Studying English? Assessing the Goals, Beliefs, Needs, and Attitudes of Adult Immigrants in ESL Programs." Adult Education Research Conference: St. Louis, MO (June 2008).
"Examining Adult Immigrants' Goals for Learning English, Their Self-Concept as English Learners, and Their Definitions of Successful Acquisition of English." Harvard Graduate School of Education Student Research Conference and International Forum: Cambridge, MA (February 2006).
"Teacher Feedback and Student Writing Development in an ESL Classroom." The 14th World Congress of Applied Linguistics: Madison, WI (July 2005).
Send Dr. Iglesias an Email
Phone: (630) 829-6268
Ph.D., Florida State University | 1999
M.A., Florida State University | 1994
Licenciature, Universidad Complutense de Madrid | 1991
Spanish Golden Age literature; literature and political philosophy of Early Modern Europe; lying and deception as literary topics; simulation and dissimulation; Machiavellianism and anti-Machiavellianism; Francisco de Quevedo; Federico García Lorca.
"Francisco de Quevedo como practicante de la disimulación defensiva en Cómo ha de ser el privado y El chitón de las tarabillas." La Perinola 17 (2013): 69-106.
ha de ser el privado de Francisco de Quevedo y la tradición española
antimaquiavelista de los siglos XVI y XVII." La Perinola 14 (2010):
"Las fuentes literarias y no literarias de Cómo had de ser el privado de Francisco de Quevedo." Bulletin of the Comediantes 57.2 (2005): 365-405.
"Cervantes y la Inglaterra de los Estuardo." 1605-2005: Don Quixote across the Centuries Conference: Wooster, OH (April 2005). "El imposible equilibrio entre el encomio cortesano y la reprimenda política: Hacia una nueva interpretación de Cómo ha de ser el privado de Quevedo." Perinola: Revista de Investigación Quevediana 9 (2005): 267-98.
"Una posible nueva interpretación de los poemas de Quevedo de principios del reinado de Felipe IV relativos a fiestas de toros y de cañas." Calíope: Journal of the Society for Renaissance & Baroque Hispanic Poetry 10.2 (2004): 73-93.
"Un ejemplo de la influencia de las relaciones de sucesos en la
literatura del Siglo de Oro: El romance de don Miguel Venegas de Granada
relativo a las fiestas de toros y de cañas de agosto de 1623." Selected Proceedings of the Pennsylvania Foreign Language Conference (2002). Ed. Gregorio C. Martín. Pittsburgh: Duquesne University, 2003. 73-86.
Visit Professor Iglesias's profile at Academia.edu (opens in new window).
The job of the linguist, like that of the biologist or the botanist, is not to tell us how nature should behave, or what its creations should look like, but to describe those creations in all their messy glory and try to figure out what they can teach us about life, the world, and, especially in the case of linguistics, the workings of the human mind.
– Arika Okrent