Department of Spanish and Portuguese
Department of Spanish and Portuguese

Melissa D Murphy


Senior LecturerPh.D. Romance Linguistics, University of Texas at Austin

Senior Lecturer & Language Program Director
Melissa D Murphy

Contact

  • Phone: 512-232-7126
  • Office: BEN 4.136
  • Office Hours: T, W, TH 11:00 - 12:00
  • Campus Mail Code: B3700

Interests


Diachronic Romance linguistics; grammaticalization; tense, mood and aspect; second-language acquisition

Courses


ILA 398T • Suprvsd Teaching In Spn & Por

44965 • Fall 2015
Meets T 10:00AM-1:00PM BEN 2.104

DESCRIPTION

The purpose of this course is to prepare graduate students to teach beginning and intermediate language courses in the Department of Spanish and Portuguese.  The 398T seminar provides both theoretical knowledge and hands-on experience, thus addressing the demands of the job market.  Although there are weekly reading assignments for this course, the main focus outside of class will be on a variety of practical tasks designed to increase competence in some of the more challenging aspects of language teaching.  Throughout this course, students will:

  • Become familiar with our program structure and curriculum
  • Gain an understanding of the rationale behind our procedures and methodology
  • Acquire hands-on experience designing pedagogical materials
  • Strengthen their class management strategies and feedback techniques
  • Develop a reflective, critical approach towards understanding second language learning and second language teaching
  • Begin preparing a teaching portfolio for future professional development

 

SPN 318 • Conversation And Composition

46049 • Spring 2015
Meets TTH 12:30PM-2:00PM BEN 1.104

ILA 398T • Suprvsd Teaching In Spn & Por

46625 • Fall 2014
Meets T 12:30PM-3:30PM BEN 1.118

DESCRIPTION:

Second language (L2) teaching may be considered both art and science. The latter perspective seeks to understand the learning process, the former attempts to facilitate learning. This course will try to integrate both aspects of second language teaching.

The purpose of this course is to provide graduate students in Spanish and Portuguese with theoretical AND practical knowledge about L2 teaching. The 398T seminar focuses on both professional development and hands-on teacher training. This dual focus addresses the demands of the job market. The specific objectives of the course are:

  1. To acquire practical experience with language teaching at the college level
  2. To acquire a reflective, critical approach towards understanding second language learning and second language teaching
  3. To become familiar with some basic principles of second language acquisition
  4. To start the creation of a teaching portfolio for future professional development

REQUIREMENTS AND GRADING:

30%:                Three exams on content of readings and assignments

10%                 Class participation in small groups and in whole group discussions

15%:                Teaching Materials: lesson plans

15%:                Teaching Materials: exams

15%:                Teaching observation

15%:                Action research project

TEXTBOOKS AND/OR CLASS MATERIALS:

Required readings:

Arteaga, D. and Llorente, L. (2009). Spanish as an International Language: Implications for teachers and learners. Clevedon: Multilingual Matters.

Richards, J. (1995). The Language Teaching Matrix. New York: Cambridge University Press.

Recommended Bibliography (some chapters/pages will be assigned as homework):

Kumaravadivelu, B. (2003). Beyond Methods: Macrostrategies for Language Teaching. New Haven: Yale University Press.

Larsen-Freeman, D. (2003). Teaching language: From grammar to grammaring. Boston: Thomson/Heinle.

SPN 367K • History Of Spanish Language

47597 • Spring 2014
Meets TTH 2:00PM-3:30PM BEN 1.104

ILA 398T • Suprvsd Teaching In Spn & Por

46580 • Fall 2013
Meets W 10:00AM-1:00PM BEN 2.104

DESCRIPTION:

Second language (L2) teaching may be considered both art and science. The latter perspective seeks to understand the learning process, the former attempts to facilitate learning. This course will try to integrate both aspects of second language teaching.

The purpose of this course is to provide graduate students in Spanish and Portuguese with theoretical AND practical knowledge about L2 teaching. The 398T seminar focuses on both professional development and hands-on teacher training. This dual focus addresses the demands of the job market. The specific objectives of the course are:

  1. To acquire practical experience with language teaching at the college level
  2. To acquire a reflective, critical approach towards understanding second language learning and second language teaching
  3. To become familiar with some basic principles of second language acquisition
  4. To start the creation of a teaching portfolio for future professional development

REQUIREMENTS AND GRADING:

30%:                Three exams on content of readings and assignments

10%                 Class participation in small groups and in whole group discussions

15%:                Teaching Materials: lesson plans

15%:                Teaching Materials: exams

15%:                Teaching observation

15%:                Action research project

TEXTBOOKS AND/OR CLASS MATERIALS:

Required readings:

Arteaga, D. and Llorente, L. (2009). Spanish as an International Language: Implications for teachers and learners. Clevedon: Multilingual Matters.

Richards, J. (1995). The Language Teaching Matrix. New York: Cambridge University Press.

Recommended Bibliography (some chapters/pages will be assigned as homework):

Kumaravadivelu, B. (2003). Beyond Methods: Macrostrategies for Language Teaching. New Haven: Yale University Press.

Larsen-Freeman, D. (2003). Teaching language: From grammar to grammaring. Boston: Thomson/Heinle.

SPN S346 • Practical Phonetics

88735 • Summer 2013
Meets MTWTHF 1:00PM-2:30PM BEN 1.126


SPN 327G • Adv Grammar And Composition I

46475 • Fall 2012
Meets MWF 1:00PM-2:00PM MEZ 1.120

SPN 364L • Applied Linguistics

46610 • Fall 2012
Meets MWF 12:00PM-1:00PM MEZ 2.202

SPN F345L • Intro To Hispanic Linguistics

88960 • Summer 2012
Meets MTWTHF 1:00PM-2:30PM BEN 1.102

SPN 345L:
 
The purpose of this course is to provide students with the tools necessary to successfully  describe and analyze sounds, words and phrases in Spanish. This course will introduce students to various subfields of linguistics, including:
·   Phonetics: nature and articulation of sounds
·   Phonology: organization and use of sounds to encode meaning
·   Morphology: internal structure of words
·   Syntax: principles underlying construction of phrases and sentences
·   Diachronic linguistics: processes involved in the evolution of language
·   Pragmatics: situational or contextual usage of language
·   Sociolinguistics: effects of society / social variables on language
·   Dialectology: linguistic variation corresponding to geographic distribution
Although this is an introductory linguistics course, it is not an introduction to basic aspects of the Spanish language. Therefore, students should enter the course with an advanced level of proficiency in Spanish as well as a familiarity with grammatical concepts. This is a very challenging course that requires strong analytical skills as well as a willingness to deal with a wide range of technical terminology, definitions, formalizations and abstract concepts.

SPN 610D • Intermediate Spanish I

46190 • Spring 2012
Meets MWF 12:00PM-2:00PM MEZ 2.124

SPN F346 • Practical Phonetics

89060 • Summer 2011
Meets MTWTHF 1:00PM-2:30PM MEZ 1.120

SPN F322K • Civilizatn Of Spanish Amer-Arg

88465 • Summer 2010

 

SPAN 322K/LAS 370S: Civilization of Spanish America

 

Summer (first) 2012                                                                 Instructor: L.E. Porto, Ph.D.

                                                                                                Office/Hrs: BEN 1.114;

 

Description:

 

To grab at a composite is to overlook the particulate. And yet, in order to deal with systems, histories, identities... even language as a semi-stable continuum, we must grab at composites. In our case, as we embark upon the study of a so-called Spanish American Civilization, we are certainly at risk of over-extension, as the contours and constituents of this space are—in spatial, temporal, and qualitative terms—quite vast. The designated space points to “established” cultures which are, in the strictest sense, well over 3200 years old, to more than 360 million living human beings who make their homes in 18 countries (and the “Estado Libre Asociado” of Puerto Rico) which spread across 8.6 million miles2 (22.3 million km2) and range from the wettest lands on Earth (the Chocó region of Pacific Coastal Colombia) to the driest (Atacama Desert in Chile), from the largest tropical rain forest on Earth (Amazon) to the glaciers of Patagonia. The people of this vast space represent hundreds of ethnic and linguistic groups; and though the ethnicities are too many and too diverse to mention, the major indigenous and African linguistic groups are Tupi-Guarani in south-central South America, Maya (Cakchiquel, Kekchi, Mam, Quiché, or Yucatec) throughout Central America, Aymara in Bolivia, Quechua in Peru, Nahuatl in Mexico, and Yoruba in Cuba.

      Even this most cursory depiction of the vastness of Spanish America already presents the complexity of our subject. Our positioning vis-à-vis this course, therefore, will actually be where we most often reside in consciousness: between narrative and specimen; that is, between a story that “makes sense” and the details which seem to be left out of the seemingly complete jig-saw puzzle, between a sense of describable identity and a slew of idiosyncratic traits.

      Why then, or how, can we speak of a Spanish American Civilization? Leaving aside the fact that we have probably engaged in the common practice of “othering” the unknown, there is also the fact that the region has undergone four distinct periods or processes: i) a time before European domination; ii) the period of conquest and colonization; iii) the period of national independence; and iv) a “modern” and, in a more complex sense, post-modern period. Though these categories may not look all that different from the periods and processes that occurred to the north, the particular ways that they were experienced in Spanish America certainly did differ. Also, the region differs markedly from the rest of the Americas by way of its predominantly Hispanic and Portuguese cultural heritage, its predominantly Catholic religious culture, and a judicial system based in Roman Law.

 

 

The lectures and discussions will be conducted entirely in Spanish. Very rarely, a particular topic or text may warrant a brief switching into English, but only rarely. On the other hand, you will note that a few readings are in English—these were either originally written in English, in a third language (i.e., Quiché or French), or are too long to include in Spanish. Students are responsible for completing the assigned readings before each class.

 

 

Important: If you have any questions or concerns regarding these qualifications, or if any other concerns arise during the semester, please see me in my office immediately to discuss them. Remember that summer classes cover a lot of material in a brief amount of time, so the sooner we discuss your concerns, the better.

 

 

Texts/Class Materials:

Required: Course Packet, Spanish American Civilization, Porto; available at Jenn’s Copies (22nd /Guadalupe)

 

Grading Criteria:

Participation: 10%

Weekly Topic Report; 5 x 3 15%

Weekly Topic Presentation: 5%

Midterm Exam: 30%

Final Exam: 40%

SPN F327G • Adv Grammar & Compositn I-Arg

88485 • Summer 2010

Department of Spanish and Portuguese

SPANISH 327 G-Advanced Grammar and Composition I

Summer 2012

 

This document contains important information and represents an agreement between the Department of Spanish and Portuguese and its students. You indicate acceptance of these policies by registering for this course.  Read it carefully and refer to it frequently. You are responsible for knowing all of the information in it. Please note especially the sections on Academic Honesty and the Attendance Policy.

 

INSTRUCTOR:                      Irma Celina Nevárez-Carter

COURSE TITLE:                    Advanced Grammar and Composition I

MEETING TIME / PLACE:     M-F 10:00-11:30 / MEZ 2.118

E-MAIL:                                  celina@austin.utexas.edu

OFFICE:                                 MEZ 4.108

OFFICE HOURS:                  MWF 9:30-10:00 and 11:30-12:00

PHONE:                                 471-1686                    

 

 

1. COURSE PURPOSE, GOALS, AND OBJECTIVES

 

The language program at The University of Texas focuses on the development of three major types of competencies (all equally ranked in terms of importance):

 

(1)  linguistic competence (linguistic proficiency in Spanish including knowledge of phonetics/phonology, morphosyntax, lexicon, discourse, etc.)

(2)  communication/ interactional competence (communicative abilities in Spanish including knowledge of sociocultural uses of the language, pragmatics, cultural background/perspectives)

(3)  metalinguistic competence (awareness of language as a conceptual, symbolic  system)

 

Within the language program, SPN 327G is the first in the Advanced Spanish Grammar and Composition two-course sequence. It is a bridge course between lower and upper-division Spanish designed to

  • help you inductively master grammar points of particular concern to speakers of English
  • perfect your grammar skills through a variety of tasks designed to clarify grammatical points, including oral, reading, and writing activities
  • acquire and apply strategies of composition development (pre-writing, writing, revising, editing, and evaluation)
  • promote critical and integrative thinking skills.

 

This learner-based course will lead you through a “guided inductive approach” that presents you with selected samples to analyze in order to

  • discover patterns of oral and written discourse,
  • formulate hypotheses about the linguistic and communicative functions of the Spanish language
  • develop an understanding of Hispanic culture and literature.

 

All in-class activities, readings, movies, and assignments are in Spanish.

 

Expectations: This is a fifth-semester course designed to strengthen and advance your knowledge of Spanish. Students enrolled in this course are expected to

  • have mastered basic grammatical concepts (agreement; verb conjugations: present, past, future; pronouns)
  • understand indicative, imperative, and subjunctive moods
  • read and write at a fourth-semester level or at an advanced proficiency level

If you are weak in any of these skills, it is your responsibility to study and master them and/or visit your instructor at the beginning and throughout the semester to help you reach the expected basic level that is necessary for you to understand and master advanced notions.

The course will be entirely taught in Spanish

 

2. PREREQUISITE

 

Spanish 312L, 612, or the equivalent with a grade of C. 

 

 

3. REQUIRED MATRIALS

 

 Iguina, Zulma and Dozier, Eleanor. Manual de gramática: Grammar Reference for

Students of Spanish. Fouth Edition: Thomson and Heinle.

 

SPN F345L • Intro Hispanic Linguistics-Arg

88510 • Summer 2010

SPN 345L:
 
The purpose of this course is to provide students with the tools necessary to successfully  describe and analyze sounds, words and phrases in Spanish. This course will introduce students to various subfields of linguistics, including:
·   Phonetics: nature and articulation of sounds
·   Phonology: organization and use of sounds to encode meaning
·   Morphology: internal structure of words
·   Syntax: principles underlying construction of phrases and sentences
·   Diachronic linguistics: processes involved in the evolution of language
·   Pragmatics: situational or contextual usage of language
·   Sociolinguistics: effects of society / social variables on language
·   Dialectology: linguistic variation corresponding to geographic distribution
Although this is an introductory linguistics course, it is not an introduction to basic aspects of the Spanish language. Therefore, students should enter the course with an advanced level of proficiency in Spanish as well as a familiarity with grammatical concepts. This is a very challenging course that requires strong analytical skills as well as a willingness to deal with a wide range of technical terminology, definitions, formalizations and abstract concepts.

Curriculum Vitae


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    The University of Texas at Austin
    BEN 2.116
    150 W. 21st Street, Stop B3700
    Austin, TX 78712-1155
    512-471-4936