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William N. Salmon

Title: Chair

Department: Linguistics

College: College of Information

Curriculum Vitae

Curriculum Vitae Link

Education

  • PhD, Yale University, 2008
    Major: Linguistics
    Dissertation: Dislocations, Context, and Composition: or, Double Subjects in Brazilian Portuguese
  • MA, Yale University, 2007
    Major: Linguistics
  • MPhil, Yale University, 2007
    Major: Linguistics

Current Scheduled Teaching

No current or future courses scheduled.

Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching

LING 2080.001The Language of Courts and CrimeSpring 2026 Syllabus SPOT
LING 5040.401Principles of LinguisticsFall 2025 SPOT
LING 4090.001Semantics and PragmaticsFall 2025 Syllabus SPOT
LING 5530.001Semantics and Pragmatics IFall 2025 SPOT
LING 5530.600Semantics and Pragmatics IFall 2025 SPOT
LING 2980.001Experimental CourseSpring 2025 Syllabus SPOT
LING 4090.001Semantics and PragmaticsFall 2024 Syllabus SPOT
LING 4070.001History of the English LanguageSpring 2024 SPOT
LING 4070.002History of the English LanguageSpring 2024 SPOT
LING 4090.001Semantics and PragmaticsFall 2023 Syllabus SPOT
LING 4070.001History of the English LanguageSpring 2023 Syllabus SPOT
LING 4070.002History of the English LanguageSpring 2023 Syllabus SPOT
LING 6900.001Special ProblemsSpring 2023
LING 4951.001Honors College Capstone ThesisFall 2022 SPOT
LING 4950.001Senior Capstone Field ExperienceFall 2022 SPOT
LING 5900.001Special ProblemsSummer 10W 2022
LING 4410.001World EnglishesSpring 2022 Syllabus SPOT
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Intellectual Contributions

    Book

  • Salmon, W.N. (2020). Negative Inversion, Social Meaning, and Gricean Implicature: A Study Across Three Texas Ethnolects. De Gruyter Mouton.
  • Gomez Menjivar, J., Salmon, W.N. (2018). Tropical Tongues: Language Ideologies, Endangerment, and Minority Languages in Belize. University of North Carolina Press.
  • Salmon, W.N., Park, C. (2013). Linguistics: Words, Rules, and Information. Kendall Hunt.

    • Book Review

  • Salmon, W.N. (2021). Review of "A Grammar of Southern Pomo". NAIS. Journal of Native American and Indigenous Studies.

    • Conference Proceeding

  • Salmon, W.N. (2020). Negative Inversion and Emphasis in an African American English Home Language. Chicago Linguistic Society.
  • Salmon, W.N. (2017). Meaning and Use of Negative Inversions in Texan and African American English. Berkeley Linguistics Society.
  • Salmon, W.N. (2014). Encoding Contrast, Inviting Disapproval. Discourse Markers in Belizean Kriol. Berkeley Linguistics Society.
  • Salmon, W.N. (2011). Determiners, Parentheticals, and Projectability: An Experimental Approach. Chicago Linguistic Society.
  • Salmon, W.N. (2007). Double-Subject Sentences, Double-Dimension Semantics. Berkeley Linguistics Society.
  • Salmon, W.N. (2006). Compromising Positions and Polarity Items. Berkeley Linguistics Society.

    • Journal Article

  • Salmon, W.N. (2025). Stereotyped social meaning, /ai/ monophthongization, and Gricean implicatures.. Journal of Pragmatics. Social Meaning: Between Pragmatics and Sociolinguistics, but Where Exactly?. 247 29-41. Elsevier. https://www.sciencedirect.com/science/article/pii/S0378216625001766
  • Salmon, W.N. (2022). Social Markers and Dimensions of Meaning. Journal of Pragmatics.
  • Salmon, W.N. (2021). Arrangements of Conversational Implicature Diagnostics.
  • Salmon, W.N. (2018). Camouflage and Style across Two Varieties of US English. Style.
  • Gomez Menjivar, J., Salmon, W. (2018). Mopan in Context: Mayan Identity, Belizean Citizenship, and the Future of a Language. NAIS. 5 (2) 50-70.
  • Salmon, W.N. (2018). Negative Auxiliaries and Absent Expletives in Texas Vernacular English. Journal of Pragmatics.
  • Gomez Menjivar, J., Salmon , W. (2017). Attitudes and Endangerment in a Maya Mopan Community. 52 253-266. Proceedings of the Chicago Linguistics Society.
  • Salmon, W.N. (2017). Language Attitudes, Generations, and Identity in Coastal Belize. African and Black Diaspora: An International Journal.
  • Salmon, W., Gomez Menjivar, J. (2017). Setting and Language Attitudes in a Creole Context. Applied Linguistics. 40 (2) 248-264.
  • Salmon, W.N. (2016). Irrealis and Emphatic: A Corpus Study of the Bee Copula in Belizean Kriol. English World-Wide.
  • Salmon, W., Gomez Menjivar, J. (2016). Language Attitudes and Varieties of Kriol in Belize City and Punta Gorda. Journal of Pidgin and Creole Languages. 31 (2) 316-360.
  • Salmon, W.N. (2015). Conversational Implicatures, Reference Point Constructions, and “That Noun Thing”. Linguistics: An Interdisciplinary Journal of the Language Sciences.
  • Salmon, W.N. (2015). Language Ideology, Gender, and Varieties of Belizean Kriol. Journal of Black Studies.
  • Salmon, W.N. (2014). The Contrastive Discourse Marker Ata in Belizean Kriol. Lingua.
  • Salmon, W.N. (2011). Conventional Implicature, Presupposition, and the Meaning of Must. Journal of Pragmatics.
  • Salmon, W.N. (2010). Double Subjects and Verbal Demonstrations. Journal of Pragmatics.
  • Salmon, W.N. (2010). Formal Idioms and Action: Toward a Grammar of Genres. Language and Communication.
  • Salmon, W.N. (2009). Double Subjects and Conventional Implicatures. International Review of Pragmatics.

Contracts, Grants and Sponsored Research

    Grant - Service

  • Gomez Menjivar, J., Salmon, W.N., "Charn Uswachoke International Development Fund Award.," University of North Texas, $2000 Funded. (2023 - 2023).
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Overall
Summative Rating		 Challenge and
Engagement Index		 Response Rate

out of 5
out of 7		 %
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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