Department of Spanish and Portuguese

Salvatore Callesano


Teaching Assistant
Salvatore Callesano

Contact

Interests


language in U.S. Latin@ communities, sociolinguistics, language perception/attitudes, social psychology of language, language contact, bilingualism and immigration

Biography


EDUCATION

M.A. 2015, Florida International University, Linguistics

B.A. 2013, New York University, Spanish and Linguistics


RESEARCH INTERESTS

Primary: language variation and change, sociolinguistics, sociophonetics, language of U.S. Latin@ communities, language ideology, language/dialect contact, pragmatics, language perceptions/attitudes

Secondary: Heritage language, language and education, language and politics


COURSES TAUGHT

University of Texas at Austin (Fall 2016 - present)

  • Assistant Instructor - LIN 373/MAS 374, Bilingual Minds
  • Teaching Assistant - LIN 373/MAS 374, Bilingual Minds
  • Teaching Assistant - EDP 362/MAS 374, Latinx Psychology
  • Assistant Instructor - POR 610D, First Year Portuguese II
  • Teaching Assistant - UGS 303, Cross-Cultural Tongues (University Signature Course with Writing and Cultural Diversity Flags)
  • Assistant Instructor - SPN 610D, First Year Spanish II
  • Assistant Instructor - SPN 601D, First Year Spanish I
  • Teaching Assistant - UGS 303, Language in the Media (University Signature Course with Writing Flag)

Florida International University (Fall 2013 - Spring 2015)

  • Teaching Assistant - LIN 4640, Languages and Cultures of the World
  • Teaching Assistant - LIN 4608, Modern English Grammar
  • Teaching Assistant - LIN 3013, Introduction to Linguistics 

AFFILIATED RESEARCH GROUP

Texas English Linguistics Lab (TELL) - http://www.texasenglish.org/

LLAMA Psycholinguistic and Sociolinguistic Laboratory - @llamalab_mals


CONTACT

E-mail: callesano@utexas.edu

Twitter: @callesano

Courses


LIN 373 • Bilingual Minds

40130 • Spring 2019
Meets TTH 9:30AM-11:00AM GWB 1.130
(also listed as MAS 374)

Course Description

A bilingual is defined as an individual who functions in more than one language on a regular basis. This course will provide an introduction to classic and recent work on bilingualism from psycholinguistic and sociolinguistic perspectives. After reviewing basic concepts and methods in psycholinguistics and sociolinguistics the course will address empirical studies and theoretical frameworks related to such topics as stages of bilingual language acquisition and the role of age of acquisition, how bilinguals perceive and segment speech sounds, how word meanings are accessed and stored, how sentences are understood and planned, how characteristics of written language affect reading, how mixed language utterances are processed, how bilingualism  is perceived  in the United States, the historical contexts of bilingualism, and bilingual education. Given the interdisciplinary nature of the topic we will draw on research from cognitive psychology, (socio)linguistics, computer science, education, and neuroscience. Students will have the opportunity to apply course concepts by making their own bilingualism related internet memes and Spotify playlists. This course will consist of lectures, discussion, as well as in-class discussion of readings led by students.

Readings

Altarriba, J., & Heredia, R. R. (Eds.). (2018). An introduction to bilingualism: Principles and processes. Routledge Additional class readings will be posted on CANVAS unless otherwise noted.

Grading

2 Research Article Critiques (10% each) (20%); Bilingual Internet Meme & Meme World Cup (15%); Bilingual Spotily Playlist (10%), 3 Exams (@10% each) (30%); Final Paper (25%); Total (100%)

POR 610D • First-Year Portuguese II

45485 • Spring 2018
Meets MWF 2:00PM-4:00PM BEN 1.118

Development of speaking, listening, reading, and writing skills; building vocabulary, learning basic rules and terminology of grammar; and gaining a better understanding of Portuguese-speaking cultures, with focus on Brazil, in order to communicate in an accurate, effective, and informed manner within a variety of socio-cultural situations.

SPN F610D • First-Year Spanish II

85800 • Summer 2017
Meets MTWTHF 8:30AM-11:30AM SZB 526

A. SPN 610D is the second course in The University of Texas lower-division Spanish program. This is a six-credit course. The course focuses on further developing speaking, listening, reading, and writing skills in Spanish while building vocabulary, learning basic rules and terminology of Spanish grammar, and gaining a better understanding of Hispanic cultures in order to communicate in an accurate, effective, and informed manner within a variety of sociocultural situations. 

PREREQUISITE for 610D: SPN 601D, 604, 507, or 508K (or equivalent transfer course), with a grade of at least C, or an appropriate score on the University of Texas Placement Test.  For questions concerning prerequisites or eligibility, talk to your instructor or make an appointment with one of the Liberal Arts Advisors for Spanish: Liz Hastings (eyhastings@mail.utexas.edu) and Christine Fisher (fisher@mail.utexas.edu).  Their office is located in BEN 2.108.

B.  GOALS FOR SPANISH 610D

By the end of this course you should be able to do the following:

            (a)     express opinions, reactions and recommendations;

            (b)    discuss possible, probable and certain future events and situations;

            (c)     narrate past events and react subjectively to them;

            (d)    speak hypothetically about various events and situations;

            (e)     analyze moderately complex language data in order to draw conclusions regarding                             parts of speech, functional uses of grammar, etc.;

            (f)     recognize dialectal, social and contextual variation;

            (g)     understand the main ideas of moderately complex written texts (with improved                                 skimming, cognate recognition, and inference skills);

            (h)    understand the main ideas of moderately complex oral discourse (with improved                               recognition of tone, content, context, intonation, etc.);

            (i)     maintain conversations of a substantial length (with improved fluency strategies,                              such as circumlocution, discourse markers, etc.);

            (j)     produce written work of a substantial length (with improved organization,                                        connectors, and appropriateness of register)

SPN 601D • First-Year Spanish I

46275 • Spring 2017
Meets MWF 2:00PM-4:00PM BEN 1.126

Focus on the development of multilingual literacy through the analysis and use of Spanish to achieve linguistic competence (simple present and past tenses, pronouns, adjectives), communication and interactional competence (complimenting, thanking, requesting, giving opinions), and metalinguistic competence (parts of speech, sociolinguistic cues, dialectal differences).

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    The University of Texas at Austin
    BEN 2.116
    150 W. 21st Street, Stop B3700
    Austin, TX 78712-1155
    Advising & Registration: 512-232-4506/512-232-4503; Graduate Coordinator: 512-232-4502