Almeida Jacqueline Toribio

This course presents an overview of the language situation of established and emerging Spanish-speaking communities in the United States. To that end, we address the historical presence of Spanish and the current demographic profiles of its speakers; we consider the diversity of varieties of U.S. Spanish in the domains of lexicon, phonology/phonetics, and morpho-syntax; and we examine the consequences of dialect and language contact via analyses of phenomena such as borrowing, calquing, code-switching, and convergence. Attention is also devoted to the social factors that modulate Spanish language usage in public domains. In particular, we explore cultural productions and representations of U.S. Spanish and its speakers, as manifested in and across media and artistic forms. The syllabus is organized into five parts: (1) the presence of Spanish in the U.S.; (2) Heritage Spanish; (3) Language contact and dialect contact; (4) The social sphere: identity and representation; (5) Research project.

Course Description

Romance Syntax is intended to provide an overview of the major grammatical structures across multiple modern Romance languages. The course covers a broad array of themes, including word order, clitics, pro-drop, and agreement, among other topics, beginning with traditional description and cross-linguistic comparisons. The course additionally presents seminal works from a range of scholars that highlight the importance of the Romance languages in the development of syntactic theories.

The course assumes no prior knowledge of syntactic theory.

Cross-listed with French

Grading

Assignments: 50%

Midterm: 25%

Paper: 25%

Restricted to students accepted to the Mellon Mays Program. Seminar designed as an interdisciplinary primer to the exploration of research, writing, and professionalization in preparation for doctoral study. One lecture hour a week for one semester.
Prerequisite: Upper-division standing and consent of instructor.

Investigates Spanish in contact with other languages and among different regional varieties in historical and contemporary settings.

COURSE DESCRIPTION:

As scholars, we are called on to disseminate our research findings through publication. This course will guide graduate students in preparing a research paper for submission to an academic journal. Students should have a research project ready for the writing phase—i.e., an analyzed data set, an articulated argument or model— or a substantial course or exam paper ready for revision. Students from other departments are invited to participate.

Topics to be covered include: The structure and workflow of references: choosing and using a bibliographic management system; the structure and function of the Introduction; structuring a concise and relevant Background section; the structure of Methods; using effective Visualizations to explain findings; the hallmarks of Replicability; the text of Results; the structure of the Discussion (and how it differs from Results); the role of the Conclusion; effective titles and abstracts; following journal guidelines for format and submission; interpreting Revision recommendations.

TEXTS:

The core text for the course is: Writing your research article in 12 weeks: A guide to academic publishing success.

GRADING:

The grade for the course comprises participation (including peer review): 20%; assignments: 30%; final paper: 50%

Restricted to students accepted to the Mellon Mays Program. Seminar designed as an interdisciplinary primer to the exploration of research, writing, and professionalization in preparation for doctoral study. One lecture hour a week for one semester.
Prerequisite: Upper-division standing and consent of instructor.

COURSE DESCRIPTION: The course explores what is popularly labeled Spanglish in the cultural productions and representations of U.S. Spanish speakers. We address various themes surrounding Spanglish, including myths and ideologies about language, linguistic discrimination and profiling, and language and identity, and we examine Spanglish as manifested in the repertoires of individuals and communities and as a resource in print and broadcast media and in diverse artistic forms, such as film, literature, and music. 

Investigates Spanish in contact with other languages and among different regional varieties in historical and contemporary settings.

Restricted to students accepted to the Mellon Mays Program. Seminar designed as an interdisciplinary primer to the exploration of research, writing, and professionalization in preparation for doctoral study. One lecture hour a week for one semester.
Prerequisite: Upper-division standing and consent of instructor.

The study of bilingualism presents a unique challenge within the discipline of linguistics since, without exception, the major linguistic theories are only equipped to deal with the study of language from a monolingual orientation.  However, no language is completely insulated from all others so there is invariably a bit of language contact in every monolingual grammar. In this course, we focus on the overt forms of language contact as manifested by the phenomenon of borrowing and code-switching. Our aim is to:

1. provide a comprehensive overview of the social, psychological and linguistic issues posed by borrowing and code-switching;

2. examine the theories that attempt to account for linguistic patterns of code-switching and borrowing;

3. introduce new empirical approaches to borrowing and code-switching.

Course Materials:

All materials will be distributed on CANVAS

All readings through a shared library in Zotero

Restricted to students accepted to the Mellon Mays Program. Seminar designed as an interdisciplinary primer to the exploration of research, writing, and professionalization in preparation for doctoral study. One lecture hour a week for one semester.
Prerequisite: Upper-division standing and consent of instructor.

Examines the dynamics of language structure and use throughout the Spanish-speaking world, and covers topics such as sound systems, grammatical structures, historical developments, language learning and loss, and dialect differences and their social significance.

DESCRIPTION: This course presents the prevalent theories, discourses, and methods relevant to the study of the language forms and language practices of individuals and societies of the Spanish-speaking world. As such, it introduces students to the fields of phonetics/phonology, morphology, syntax, sociolinguistics, language contact and bilingualism, pragmatics, discourse, and second language acquisition, and prepares them to read and understand research in these areas. Course materials include overview readings that provide descriptive facts of the structure of Spanish, selected chapters that represent diverse theoretical and empirical approaches to its study, and research articles that reflect various methodological and interpretive orientations. The course seeks to assist students in developing an appreciation of the sub-disciplines of the field of Hispanic linguistics as well as initiate them into specialized reading and academic writing appropriate for the discipline.

COURSE OVERVIEW: The course is divided into five parts, each with a specific purpose and requirements.

           I.     The structure of Spanish [Weeks 1-4] Reinforces students’ knowledge of the core phonological, morphological, and syntactic properties of Spanish; knowledge will be further bolstered with exercises and activities and assessed with take-home exams.

          II.     Spanish in context [Weeks 5-7] Examines the regional and social variation presented by Spanish; students additionally explore the variation manifest in diverse contemporary contact settings; analytical capacities are assessed with quizzes and a research report.

        III.     Resources for research [Week 8]

        IV.     Approaches to the study of Spanish [Weeks 9-12] Exposes students to diverse areas of linguistic study, including major questions and methodological issues, modeled by the research agendas of guest faculty and doctoral candidates; students will enhance their appreciation of linguistic disciplines and develop their academic skills with critical review assignments and peer editing.

          V.     Pursuing and publishing your research [Weeks 13-14] Guides students through successful writing/revision of a research paper—from articulation of research questions, to review of relevant literature and selection of methodologies, to determination of the potential significance and larger benefits of the research—and identification of appropriate publication venues; the final product is to be submitted for publication.

The detailed syllabus will be delivered in segments, following the course outline.

GRADING: Several components of the course will be graded:

• Exams (3): 30%
• Quizzes (2): 10%
• Research report: 15%
• Critical reviews (2): 10%
• Book review: 10%
• Research paper and submission: 25%

MATERIALS: Course materials will be posted online or distributed in class. Readings are drawn from introductory textbooks, including Introducción de la lingüística hispánica (2009, Hualde et al. eds.), various handbooks, among these, The Handbook of Hispanic Linguistics (2012, Hualde et al., eds.) and The Handbook of Hispanic Sociolinguistics (2011, Díaz-Campos, ed.), and research articles drawn from professional journals and other compendia.

Investigates Spanish in contact with other languages and among different regional varieties in historical and contemporary settings.

Significant issues in Iberian or Latin American societies and cultures.

Topic 1: Jewish Voices from Latin America. An introduction to Jewish writers from Brazil and Latin America, with an emphasis on those whose works portray the situation of the Jewish communities in their respective cities and countries.

Topic 2: Mediascapes: Literature and Media in the Caribbean. Analyzes the relationship between literature and media technologies in contemporary Caribbean cultures.

Investigates Spanish in contact with other languages and among different regional varieties in historical and contemporary settings.

DESCRIPTION: This course presents the prevalent theories, discourses, and methods relevant to the study of the language forms and language practices of individuals and societies of the Spanish-speaking world. As such, it introduces students to the fields of phonetics/phonology, morphology, syntax, sociolinguistics, language contact and bilingualism, pragmatics, discourse, and second language acquisition, and prepares them to read and understand research in these areas. Course materials include overview readings that provide descriptive facts of the structure of Spanish, selected chapters that represent diverse theoretical and empirical approaches to its study, and research articles that reflect various methodological and interpretive orientations. The course seeks to assist students in developing an appreciation of the sub-disciplines of the field of Hispanic linguistics as well as initiate them into specialized reading and academic writing appropriate for the discipline.

COURSE OVERVIEW: The course is divided into five parts, each with a specific purpose and requirements.

           I.     The structure of Spanish [Weeks 1-4] Reinforces students’ knowledge of the core phonological, morphological, and syntactic properties of Spanish; knowledge will be further bolstered with exercises and activities and assessed with take-home exams.

          II.     Spanish in context [Weeks 5-7] Examines the regional and social variation presented by Spanish; students additionally explore the variation manifest in diverse contemporary contact settings; analytical capacities are assessed with quizzes and a research report.

        III.     Resources for research [Week 8]

        IV.     Approaches to the study of Spanish [Weeks 9-12] Exposes students to diverse areas of linguistic study, including major questions and methodological issues, modeled by the research agendas of guest faculty and doctoral candidates; students will enhance their appreciation of linguistic disciplines and develop their academic skills with critical review assignments and peer editing.

• Bilingualism: Professor Barbara E. Bullock
• Syntax: Joshua Frank and Adrian Riccelli
• Language Contact: Jacqueline Larsen Serigos
• Sociolinguistics: Brendan Regan and Robyn Wright

          V.     Pursuing and publishing your research [Weeks 13-14] Guides students through successful writing/revision of a research paper—from articulation of research questions, to review of relevant literature and selection of methodologies, to determination of the potential significance and larger benefits of the research—and identification of appropriate publication venues; the final product is to be submitted for publication.

The detailed syllabus will be delivered in segments, following the course outline.

GRADING: Several components of the course will be graded:

• Exams (3): 30%
• Quizzes (2): 10%
• Research report: 15%
• Critical reviews (2): 10%
• Book review: 10%
• Research paper and submission: 25%

MATERIALS: Course materials will be posted online or distributed in class. Readings are drawn from introductory textbooks, including Introducción de la lingüística hispánica (2009, Hualde et al. eds.), various handbooks, among these, The Handbook of Hispanic Linguistics (2012, Hualde et al., eds.) and The Handbook of Hispanic Sociolinguistics (2011, Díaz-Campos, ed.), and research articles drawn from professional journals and other compendia.

Examines the dynamics of language structure and use throughout the Spanish-speaking world, and covers topics such as sound systems, grammatical structures, historical developments, language learning and loss, and dialect differences and their social significance.

COURSE TITLE: Bilingualism worldwide: conceptual and methodological considerations 

This graduate-level seminar is intended to present a comprehensive and critical treatment of the prevailing conceptual and empirical issues in the study of bilingualism worldwide. Particular attention will be focused on the empirical assessment of variability in bilingual speech forms as a function of individuals and the social contexts in which they are embedded. The course will highlight diverse approaches to the examination bilingual speech, to include field and laboratory methods as well as ‘big’ data methods of corpus linguistics. The course assumes some prior training in linguistics, and it will prove of relevance for students across specializations.

Students are expected to attend all class meetings and to engage in meaningful and constructive participation. In addition, students will take turns leading discussions and activities on selected readings. Students are also expected to complete several brief written assignments, among them, critical reviews of research articles and an analysis of a bilingual data set. The course culminates in the design and execution of a pilot project, to be developed and evaluated in stages throughout the term: proposal, annotated bibliography, presentation, and short written report.

Examines the dynamics of language structure and use throughout the Spanish-speaking world, and covers topics such as sound systems, grammatical structures, historical developments, language learning and loss, and dialect differences and their social significance.

COURSE DESCRIPTION: The course is divided into four parts, each with a specific purpose and attendant requirements.

      I.     The structure of Spanish (Weeks 1-4) Reinforces students’ knowledge of the core phonological, morphological, and syntactic properties of Spanish; knowledge will be further bolstered with in-class exercises and assessed with in-class quizzes.

     II.     Spanish in context (Weeks 5-6) Examines the diachronic and synchronic variation presented by Spanish; students additionally explore the variation manifest in diverse contemporary contact settings through collaborative presentation of a selected reading.

   III.     Approaches to the study of Spanish (Weeks 7-10) Exposes students to diverse areas of linguistic study, including major questions and methodological issues, modeled by the research agendas of departmental faculty and advanced doctoral candidates; students will enhance their appreciation of linguistic disciplines and develop their academic skills with critical review assignments and peer editing.

• Area: Sociolinguistics
• Area: Language contact and bilingualism
• Discourse-pragmatics
• Second language acquisition theories and pedagogies

   IV.     Posing and pursuing research questions (Weeks 11-15) Guides students in developing a research proposal, from articulation of a research question, to review of relevant literature and selection of methodologies for language study, to determination of the potential significance and larger benefits of the research; students will elaborate the research proposal under the supervision of a chosen faculty member.

The detailed syllabus will be delivered in segments, following the course outline above.

GRADING: Several components of the course will be graded:

• Quizzes (3): 30%
• Presentation: 10%
• Critical reviews (3): 30%
• Paper Proposal: 30%

MATERIALS: Course materials will be posted on Blackboard or distributed in class. Readings are drawn from introductory textbooks, including Introducción de la lingüística hispánica (2009, Hualde et al. eds.), various recent handbooks, among these, The Handbook of Hispanic Linguistics (2012, Hualde et al., eds.) and The Handbook of Hispanic Sociolinguistics (2011, Díaz-Campos, ed.), and research articles drawn from professionals journals and other compendia.

Introduction to the study of the Spanish language through different areas of linguistics such as phonology, morphology, syntax, semantics, sociolinguistics, and second-language acquisition.

Introduction to the study of Spanish phonetics and phonology, focusing on four aspects: mechanisms of sound production, representation of sounds and intonation, dialect variation, and comparison with English.

COURSE OVERVIEW: The course is divided into four parts, each with a specific purpose and attendant requirements.

      I.     The structure of Spanish (Weeks 1-4) Reinforces students’ knowledge of the core phonological, morphological, and syntactic properties of Spanish; knowledge will be further bolstered with in-class exercises and assessed with in-class quizzes.

     II.     Spanish in context (Weeks 5-6) Examines the diachronic and synchronic variation presented by Spanish; students additionally explore the variation manifest in diverse contemporary contact settings through collaborative presentation of a selected reading.

   III.     Approaches to the study of Spanish (Weeks 7-10) Exposes students to diverse areas of linguistic study, including major questions and methodological issues, modeled by the research agendas of departmental faculty and advanced doctoral candidates; students will enhance their appreciation of linguistic disciplines and develop their academic skills with critical review assignments and peer editing.

• Area: Sociolinguistics
• Area: Language contact and bilingualism
• Discourse-pragmatics
• Second language acquisition theories and pedagogies

   IV.     Posing and pursuing research questions (Weeks 11-15) Guides students in developing a research proposal, from articulation of a research question, to review of relevant literature and selection of methodologies for language study, to determination of the potential significance and larger benefits of the research; students will elaborate the research proposal under the supervision of a chosen faculty member.

The detailed syllabus will be delivered in segments, following the course outline above.

GRADING: Several components of the course will be graded:

• Quizzes (3): 30%
• Presentation: 10%
• Critical reviews (3): 30%
• Paper Proposal: 30%

MATERIALS: Course materials will be posted on Blackboard or distributed in class. Readings are drawn from introductory textbooks, including Introducción de la lingüística hispánica (2009, Hualde et al. eds.), various recent handbooks, among these, The Handbook of Hispanic Linguistics (2012, Hualde et al., eds.) and The Handbook of Hispanic Sociolinguistics (2011, Díaz-Campos, ed.), and research articles drawn from professionals journals and other compendia.

Introduction to the study of the Spanish language through different areas of linguistics such as phonology, morphology, syntax, semantics, sociolinguistics, and second-language acquisition.

Introduction to the study of Spanish phonetics and phonology, focusing on four aspects: mechanisms of sound production, representation of sounds and intonation, dialect variation, and comparison with English.

Course Description

The seminar invites students to a careful consideration of Spanish, as it spoken in Texas, with attention to the individual, regional, and socio-cultural factors implicated in the variation it presents. The goal of the course is to understand the nature of language variation in order to provide information about local Spanish language varieties for scholarly, educational, and public interests. Thus, the course is focused as much on research as on outreach, addressing the empirical questions that local Spanish variation raises for researchers and the educational implications for students, educators, and the general public.

The course begins with a review various relevant literatures, including socio-historical treatments on the presence of Spanish in Texas and linguistic and sociolinguistic studies of Spanish focused on all levels of analysis.  The course then turns to the theoretical approaches and methods that will be relevant in the study of language variation and the application to naturally occurring data. The course culminates in the elaboration of a final paper, which may take one of two forms—a report of original empirical research or a lesson plan for educators; while the paper may address any Spanish language data set, students are encouraged to draw on the corpus of the Spanish in Texas Project.

The course will be largely organized as a seminar, consisting of lectures, presentations, guided discussion, and participation in group activities. There will also be several guest lectures from local faculty engaged in pertinent research, e.g., in history, sociology, and education.

Knowledge of Spanish is required. The course will be conducted in Spanish and/or English.

Materials

Readings, assignments, and Powerpoint slides will be posted on Blackboard.

Course Requirement and Grading

Several components of the course will be evaluated: participation in class, including familiarity with reading and collaboration in group tasks; an exam on the structure of Spanish; analysis and discussion of several Spanish language data sets; presentation and submission of the final paper.

10%: Participation

20%: Exam

20%: Linguistic analyses

10%: Presentation

40%: Final paper 

GRADUATE STUDIES I (HISPANIC LINGUISTICS)

DESCRIPTION

 This course is an introduction to the prevalent theories, discourses, and methods relevant to the study of the language forms and language practices of individuals and societies. As such, it introduces students to the fields of phonetics/phonology, morpho-syntax, pragmatics/discourse analysis, sociolinguistics, and second language acquisition, and prepares them to read and understand research in these areas. Course materials will include overview chapters that represent diverse frameworks, including theoretical and applied approaches, and research articles that reflect various methodological and interpretive orientations. The course seeks to assist students in developing an appreciation of fields of linguistic study as well as train them for specialized academic writing.

Students will dedicate the first weeks of the course to preparing written assignments based on the readings. In subsequent weeks, students prepare oral presentations, in English or Spanish, based on assigned readings. By the fourth week of the semester students will choose a faculty mentor in a selected area of specialization with whom they will develop a professional relationship and who will work with them in the development of a research paper. A draft of the research paper with an annotated bibliography will be completed by the end of the first semester; the paper will be completed in the second semester. Students will be graded on their analyses of theoretical readings, their writing, their oral presentations and their participation in class. Participation and attendance are required for all entering students.

The Signature Course (UGS 302 and 303) introduces first-year students to the university’s academic community through the exploration of new interests. The Signature Course is your opportunity to engage in college-level thinking and learning.

Introduction to the study of Spanish phonetics and phonology, focusing on four aspects: mechanisms of sound production, representation of sounds and intonation, dialect variation, and comparison with English.

Dominican and Contact Spanish 

Course description

This course presents an overview of the language situation of established monolingual Spanish communities and long-standing and emerging bilingual communities in the Caribbean and in the United States. We will address language and dialect convergence in the domains of phonology/phonetics and morpho-syntax through the analysis of phenomena such as borrowing, code-switching, leveling, accommodation, and attrition. Particular attention is devoted to the dynamics between the language-internal and language-external factors that constrain the mechanisms of language change and the outcomes of language change. We will draw on seminal readings and more recent empirical studies (as well as some overlooked, early work) that represent a broad array of research paradigms and interpretive frameworks.

Course requirements

• Attendance and active participation: careful preparation and discussion of required readings and completion of

(ungraded) in?class and out?of?class activities.

• Several components of the course will be graded, each described in turn.

40% Written assignments (4)

Each student will select four focus articles from the list of ‘additional readings’ for brief (750?1000

word) critical evaluation. The evaluation of the research presented should succinctly summarize the

work, highlight points of contrast/convergence with extant literature, post pertinent unanswered

questions, and, where possible, offer novel insights on some aspect of the topic under study (i.e.,

move beyond a simple summary). Guidelines for preparing critical reviews will be provided and due

dates are specified on the syllabus.

20% Presentations

Students will select a focus article for a twenty?minute individual or collaborative presentation; the

presentation should be accompanied by a visual aid (handout and/or Powerpoint). Research articles

will be drawn from those marked with an asterisk in ‘additional readings’ in Sections IV?VII (see

overview).

40% Research proposal

Each student will be required to present a written proposal for research on any aspect of U.S.

contact Spanish. The paper must include a literature review, a compelling purpose, a conceptual

framework, and a well?articulated methodology. It may be a replication of an extant study or a

novel proposal. (In the best case, the student would carry out the work in subsequent semesters.)

We will dedicate several class sessions to the development of the research proposal.

Research topic: due Monday, November 14

Annotated bibliography: due Monday, November 21

Presentation of project proposal: November 28 and 30

Written paper, due by December 12

Course materials

• Course readings, handouts, Powerpoint presentations, and assignments will be posted on Blackboard, the University

course management system; additional materials will be made available in class.

Course overview

 I. Introduction: Fictions and facts about U.S. Spanish and its speakers

II. Varieties of Spanish in the U.S.

III. Contact language and linguistics: conceptual issues

IV. Dialect contact and accommodation

V. Language contact: Borrowing and code?switching

VI. Congruence and convergence

VII. Variation in competence and style

VIII. Research project

Syllabus: Contact Spanish in the United States

 I. Introduction: Fictions and facts about U.S. Spanish and its speakers

Wednesday, August 24

Myths about U.S. Spanish and its speakers

Monday, August 29

A demographic portrait

US Census data and Pew Hispanic Center Reports

Wednesday, August 31

Hispanics and Spanish in Texas

[Monday, September 5: Holiday]

 II. Varieties of Spanish in the U.S.

Wednesday, September 7

Spanish in the Southwest: Mexican?American Spanish

? Required reading

?  Silva?Corval.n, C. 2004. Spanish in the Southwest. In Language in the USA: themes for the 21st century, E.

Finegan and J. Rickford (eds.), 205?229. Cambridge, UK: Cambridge University Press.

Monday, September 12

Spanish in the Northeast and Florida: Caribbean

? Required reading

?  Zentella, A.C. 2004. Spanish in the Northeast. In Language in the USA: themes for the 21st century, E.

Finegan and J. Rickford (eds.), 182?204. Cambridge, UK: Cambridge University Press.

?  Otheguy, R., O. Garc.a, and A. Roca. 2000. Speaking in Cuban: the language of Cuban Americans. In New

immigrants in the United States, S. McKay and S. Wong (eds.), 165?188. Cambridge, UK: Cambridge

University Press.

Wednesday, September 14

Other varieties: Brule and Isle.o Spanish in Louisiana; Traditional Southwest Spanish in New Mexico

? Required reading

?  Holloway, C. 1997. Divergent twins: Isle.o and Brule Spanish in Louisiana. Southwest Journal of Linguistics

17: 55?72.

Varieties of Spanish in the U.S.: Additional readings

o Lipski, J. 2008. Varieties of Spanish in the United States. Washington, DC: Georgetown University Press.

o Bills, G. and N. Vigil. 2008. The Spanish language of New Mexico and southern Colorado: a linguistic atlas.

Albuquerque: University of New Mexico Press.

o Bills, G. 1997. New Mexican Spanish: Demise of the earliest European variety in the United States. American

Speech 72: 154?171.

o Zentella, A.C. 1997. Growing up bilingual: Puerto Rican children in New York. Malden, MA: Blackwell.

o Mendoza?Denton, N. 1999. Sociolinguistics and linguistic anthropology of US Latinos. Annual Review of

Anthropology 28: 375?395.

o S.nchez, R. 1982. Our linguistic and social context. In Spanish in the United States: sociolinguistic

perspectives, J. Amastae and L. El.as?Olivares, 9?46. Cambridge, UK: Cambridge University Press.

o Poplack, S. 1983. Bilingual competence: linguistic interference or grammatical integrity? In Spanish in the

U.S. setting: beyond the Southwest, L. El.as?Olivares (ed.), 107?129. Rosslyn, VA: National Clearinghouse for

Bilingual Education.

o Ornstein?Galicia, J. 1981. Varieties of Southwest Spanish: Some neglected basic constructions. In Latino

language and communicative behavior, R. Dur.n (ed.), 19?38. Norwood, NJ: ABLEX Publishing.

 III. Language contact and contact linguistics: conceptual issues

Monday, September 19

The field of contact linguistics

? Required reading

?  Winford, D. 2003. An introduction to contact linguistics. Oxford, UK: Blackwell. (Chapter 1)

Wednesday, September 21

The ‘failure of linguistic constraints’

? Required reading

?  Thomason, S. and T. Kaufman. 1988. Language contact, creolization, and genetic linguistics. Berkeley:

University of California Press. (Chapter 2: The failure of linguistic constraints on linguistic interference

Monday, September 26

New views on language change

? Required reading

?  Muysken, P. 2010. Scenarios for language contact. In The handbook of language contact, R. Hickey (ed.),

265?281. West?Sussex, UK: Wiley?Blackwell.

Language contact and linguistics: Additional reading

o Thomason, S. 2010. Contact explanations in linguistics. In The handbook of language contact, R. Hickey

(ed.), 31?47. West?Sussex, UK: Wiley?Blackwell.

o Labov, W. 2007. Transmission and diffusion. Language 83: 344?387.

o Sankoff, G. 2002. Linguistic outcomes of language contact. In The handbook of language variation and

change, J. K. Chambers, P. Trudgill and N. Schilling?Estes (eds.), 638?668. Oxford, UK: Blackwell Publishing

o Muysken, P. 2004. Two linguistic systems in contact: Grammar, phonology and lexicon. In The handbook of

bilingualism, T. Bhatia and W. Ritchie (eds.), 147?167. Oxford, UK: Wiley?Blackwell.

o Hickey, R. 2010. Language contact: reconsideration and reassessment. In The handbook of language

contact, R. Hickey (ed.), 1?28. West?Sussex, UK: Wiley?Blackwell.

o Lüdi, G. 2006. Multilingual repertoires and the consequences for linguistic theory. In Beyond

misunderstanding: linguistic analyses of intercultural communication, K. Bührig and J. ten Thije (eds.),11?42.

Amsterdam: Benjamins.

 IV. Dialect contact and accommodation

Wednesday, September 28

Morphosyntax

? Required reading

?  Otheguy, R., A.C. Zentella, and D. Livert. 2007. Language and dialect contact in Spanish in New York:

toward the formation of a speech community. Language 83: 770?802.

Monday, October 3

Phonology

? Required reading

?  Aaron, J. and J.E. Hern.ndez. 2007. Quantitative evidence for contact?induced accommodation. In

Language in contact: policy, social and linguistic inquiries, K. Potowski and R. Cameron (eds.), 329?343.

Amsterdam: Johna Benjamins

*Critical Review #1 due

Dialect contact: Additional readings

o *Rivera?Mills, S. 2011. Use of voseo and Latino identity: an intergenerational study of Hondurans and

Salvadorans in the Western region of the U.S. In Selected proceedings of the 13th Hispanic Linguistics

Symposium, L. Ortiz?L.pez (ed.), 94?106. Somerville, MA: Cascadilla Proceedings Project.

o *Bayley, R., N. C.rdenas, B. Trevi.o Schouten, and C. Martin V.lez. 2011. Spanish dialect contact in San

Antonio, Texas: An exploratory study. Paper presented at the 2010 Hispanic Linguistics Symposium.

o Potowski, K. 2011. Intrafamilial dialect contact. In M. D.az?Campos (ed.), The handbook of Hispanic

sociolinguistics, 579?597. Oxford, UK: Blackwell Publishing.

o Zentella, A.C. 1990. Lexical leveling in four New York City Spanish dialects: Linguistic and social factors.

Hispania 73: 1094?1105.

o Hern.ndez, J.E. 2009. Measuring rates of word?final nasal velarization: The effect of dialect contact on ingroup

and out?group exchanges. Journal of Sociolinguistics 13: 583?612.

o Amastae, J. and D. Satcher. 1993. Linguistic assimilation in two variables. Language Variation and Change 5:

77?90.

 V. Language contact: Borrowing and code?switching

Wednesday, October 5

Borrowing: Nouns

? Required reading

?  Otheguy, R. and N. Lapidus. 2003. An adaptive approach to noun gender in New York contact Spanish. In A

Romance perspective on language knowledge and use, R. Cameron, L. L.pez and R. N..ez?Cede.o (eds.),

209?229. Amsterdam: John Benjamins.

?  Jenkins, D. 2003. Bilingual verb constructions in Southwestern Spanish. Bilingual Review/ La Revista

Bilingüe 27:195?204.

Monday, October 10

Borrowing: Discourse markers

? Required reading nouns

?  Torres, L. 2002. Bilingual discourse markers in Puerto Rican Spanish. Language in Society 31: 65?83.

Wednesday, October 12

Code?switching: overview

? Required reading

?  Bullock, B. and A.J. Toribio. 2009. Themes in the study of code?switching. In The Cambridge handbook of

linguistic code?switching, B. Bullock and A.J. Toribio (eds.), 1?17. Cambridge, UK: Cambridge University Press

Monday, October 17

Code?switching: morpho?syntax

? Required reading

?  Poplack, S. 1980. Sometimes I’ll start in Spanish y termino en espa.ol: toward a typology of code?switching.

Linguistics 18: 581?618.

? Pfaff, C. 1979. Constraints on language mixing: code?switching and borrowing in Spanish/English, Language

55: 291?318.

Wednesday, October 19

Phonetics

? Required reading

?  Bullock, B.E. and A.J. Toribio 2009. Trying to hit a moving target: On the sociophonetics of code?switching.

In Multidisciplinary approaches to code switching, L. Isurin, D. Winford, and K. de Bot (eds.), 189?206.

Amsterdam: Benjamins.

*Critical Review #2 due

Code?switching: Additional readings

o *Montes?Alcal., C. and N. Lapidus Shin. 2011. Las keys versus el key: Feminine gender assignment in mixedlanguage

texts. Spanish in Context 8: 119?143.

o *Pletsch de Garc.a, K. 2002, .ALA! Linguistic innovations and the blending of cultures on the South Texas

border,” Southwest Journal of Linguistics 1: 1?15.

o *Callahan, L. 2002. The Matrix Language Frame model and Spanish/English codeswitching in fiction.

Language & Communication 22: 1?16.

o *Matus?Mendoza, M. 2002. The English lexical loan: a class marker. Journal of Hispanic Higher Education 1:

329?337.

o *Fairclough, M. 2009. Spanish/English interaction in US Hispanic heritage learners’ writing. In Globalization

and language in the Spanish speaking world: macro and micro perspectives, C. Mar?Molinero and M.

Stewart (eds.), 76?93. New York: Palgrave MacMillan.

o Muysken, P. 2000. Bilingual speech: a typology of code?mixing. Cambridge, UK: Cambridge University Press.

o Bullock, B. and A.J. Toribio (eds.). 2009. The Cambridge handbook of linguistic code?switching. Cambridge,

UK: Cambridge University Press.

o MacSwan, J. 2008. Code switching and grammatical theory. In The handbook of bilingualism, T. Bhatia and

W. Ritchie (eds.), 283?311. Hoboken, NJ: Wiley?Blackwell.

o Belazi, H., E. Rubin, and A.J. Toribio. 1994. Code?switching and X?bar theory: The Functional Head

Constraint. Linguistic Inquiry 25: 221?237.

o Olson, D. and M. Ortega?Llebaria. 2010. The perceptual relevance of code switching and intonation in

creating narrow focus. In Selected proceedings of the 4th Conference on laboratory Approaches to Spanish

Phonology, M. Ortega?Llebaria (ed.), 57?68. Somerville, MA: Cascadilla Proceedings Project.

o Shenk, P. 2006. The interactional and syntactic importance of prosody in Spanish?English bilingual

discourse. International Journal of Bilingualism 10, 179?205.

o Timm, L. 1975. Spanish?English code?switching: el por qu. y how?not?to. Romance Philology 28: 473?482.

o Otheguy, R. and N. Stern. 2011. On so?called Spanglish. International Journal of Bilingualism 15: 85?100.

o Sobin, N. 1982. Texas Spanish and lexical borrowing. In Spanish in the United States: sociolinguistic

perspectives, J. Amastae and L. El.as?Olivares, 166?181 Cambridge, UK: Cambridge University Press.

o Reyes, R. 1981. Independent convergence in Chicano and New York City Puerto Rican bilingualism. In Latino

language and communicative behavior, R. Dur.n (ed.), 39?48. Norwood, NJ: ABLEX Publishing.

o Barkin, F. 1981. The role of loanword assimilation in gender assignment. Bilingual Review 8: 1?13.

 VI. Congruence and convergence

Monday, October 24

Language contact and language change

? Required reading

?  Silva?Corval.n, C. 2008. The limits of convergence in language contact. Journal of Language Contact Thema

II: 212?225.

Wednesday, October 26

Contact and congruence: morpho?syntax

? Required reading

?  Lapidus, N. and R. Otheguy. 2005. Contact induced change? Overt nonspecific ellos in Spanish in New York.

In L. Sayahi and M. Westmoreland (eds.) Selected Proceedings of the Second Workshop on Spanish

Sociolinguistics 67?75. Somerville, MA: Cascadilla Proceedings Project.

Monday, October 31

Contact and convergence

? Required reading

?  Bullock, B.E. and A.J. Toribio. 2004. Introduction: Convergence as an emergent property of bilingual

speech. Bilingualism: Language & Cognition 7: 91?93.

?  Toribio, A.J. 2004. Convergence as an optimization strategy in Spanish?English code?switching. Bilingualism:

Language and Cognition 7: 165?173.

*Critical Review #3 due

Congruence and convergence: Additional reading

o *Montrul, S. 2004. Subject and object expression in Spanish heritage speakers: A case of morphosyntactic

convergence. Bilingualism: Language & Cognition 7: 125?142.

o *Alvord, S. 2010. Variation in Miami Cuban Spanish interrogative intonation. Hispania 93: 235?255.

o *Brown, E. and D. Harper. 2009. Phonological evidence of interlingual exemplar connections. Studies in

Hispanic and Lusophone Linguistics 2, 257?274.

o Ra.a Risso, R. 2010. Subject pronoun placement as evidence of contact and leveling in Spanish in New York.

International Journal of the Sociology of Language 203: 101?114.

o Otheguy, R. 2011. Functional adaptation and conceptual convergence in the analysis of language contact in

the Spanish of bilingual communities in New York. In M. D.az?Campos (ed.), The handbook of Hispanic

sociolinguistics, 504?529. Oxford, UK: Blackwell Publishing

o Lynch, A. 2008. A sociolinguistic analysis of final /s/ in Miami Cuban Spanish. Language Sciences 31: 766?

790.

o Lantolf, J. 1983. Toward a comparative dialectology of U.S. Spanish. In Spanish in the U.S. setting: beyond

the Southwest, L. El.as?Olivares (ed.), 3?20. Rosslyn, VA: National Clearinghouse for Bilingual Education.

o Dvorak, T. 1983. Subject?object reversals in the use of gustar among New York Hispanics. In Spanish in the

U.S. setting: beyond the Southwest, L. El.as?Olivares (ed.), 21?36. Rosslyn, VA: National Clearinghouse for

Bilingual Education.

 VII. Variation in competence and style

Wednesday, November 2

Registers

? Required reading

 Vald.s, G. and M. Geoffrion?Vinci 1998. Chicano Spanish: The problem of the “underdeveloped” code in

bilingual repertoires,” The Modern Language Journal 82: 473?501.

Monday, November 7

Grammatical knowledge

? Required reading

 Polinsky, M. and O. Kagan. 2007. Heritage languages: in the ‘wild’ and in the classroom. Language and

Linguistics Compass 1: 368?395.

Wednesday, November 9

Establishing a baseline for U.S. Spanish

? Required reading

? TBA

*Critical Review #4 due

Variation in competence and style: Additional readings

o *MacSwan, J. 2000. The threshold hypothesis, semilingualism, and other contributions to a deficit view of

linguistic minorities. Hispanic Journal of Behavioral Sciences 22: 3?45.

o *Montrul, S. 2009. Knowledge of tense?aspect and mood in Spanish heritage speakers. International Journal

of Linguistics 3: 239?269.

o Vald.s, G. 2001. Heritage language students: profiles and possibilities. . In Heritage languages in America:

Preserving a national resource, J. Peyton, D. Ranard, and S. McGinnis (eds.), 37?77. McHenry, IL : Center for

Applied Linguistics

o Montrul, S. 2010. Current issues in heritage language acquisition. Annual Review of Applied Linguistics 30: 3?

23.

 VIII. Research projects

Monday, November 14: Research tutorial

*Due: Research topic

Wednesday, November 16: Articulating a research question and selecting appropriate methods

Monday, November 21: Writing a research proposal/report

*Due: Annotated bibliography

Wednesday, November 23: Holiday

Monday, November 28: Presentations of research proposal

Wednesday, November 30: Presentations of research proposal

*Written research paper, due by December 12

The Signature Course (UGS 302 and 303) introduces first-year students to the university’s academic community through the exploration of new interests. The Signature Course is your opportunity to engage in college-level thinking and learning.

Explores the interrelationship of language and society, with reference to the Spanish-speaking world. Studies how socioeconomic, political, and anthropological factors like race, social class, gender, age, and identity influence linguistics forms.

The Signature Course (UGS 302 and 303) introduces first-year students to the university’s academic community through the exploration of new interests. The Signature Course is your opportunity to engage in college-level thinking and learning.

Introduction to the study of the Spanish language through different areas of linguistics such as phonology, morphology, syntax, semantics, sociolinguistics, and second-language acquisition.

Introduction to the study of the Spanish language through different areas of linguistics such as phonology, morphology, syntax, semantics, sociolinguistics, and second-language acquisition.