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SPN 368C / Unique # 45780 / Fall 2018 Tuesdays & Thursdays 9:30 SPN 368C / Unique # 45780 / Fall 2018 Tuesdays & Thursdays 9:30-11:00 in MEZ 1.208 Contact Spanish in the United States Professor Almeida Jacqueline Toribio Email: [email protected] Office hours: Mondays & Tuesday 11-12:30 and by appointment, in BEN 3.150 Course description • 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 the across media and artistic forms. Course requirements • Attendance and active participation: Careful preparation and discussion of readings and completion of in-class and at-home activities. • Written assignments: 60%. Assignments designed to assess the student’s knowledge of pertinent concepts and ability to analyze linguistic data and to communicate findings in Spanish. • Research presentation [10%] and written report [30%]. Original research that analyzes a small set of language data (e.g., a YouTube video, speeches by public figures, open corpora, survey data, samples from social networks, excerpts from film or television programs, etc.). The results must be presented as a concise research report (2500-3000 words) that includes an introduction motivating the project, a review of a limited body of relevant literature, a description of the methods and analysis, an accurate representation of results, and a discussion of the significance of the findings. Expected outcomes • The student will become a critical reader of scholarly texts. • The student will understand the terminology employed to discuss language behavior and be able to use it correctly. • The student will be able to access, synthesize, and properly use relevant literature and resources. • The student will be able to produce a written, well-researched scholarly text that aims to contribute to our understanding of the Spanish language and Spanish speakers in the U.S. context. • The student will be able to discuss research results in a precise, concise, and informative manner. • The student will be able to write in clear and coherent Spanish prose, using appropriate linguistic terminology. Course Materials and Policies • Course readings, notes, and assignments will be posted Canvas. • Lectures are delivered in Spanish, with recourse to English as needed. • Review Course and University Procedures Tentative outline of syllabus 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 TEMARIO I. LA PRESENCIA DEL ESPAÑOL EN LOS ESTADOS UNIDOS 30 de agosto El español en los Estados Unidos desde el siglo XVI hasta el siglo XXI 4 de septiembre Actividad individual: explorar recursos para elaborar un informe de investigación — Perry Castañeda Library Map Collection: Historic maps of Texas — United States Census Fact Finder; Pew Hispanic Center — Corpus: Davies Corpus; Spanish in Texas; BilingBank — Subtitulos: Activ-es — Medios sociales: Twitter; WhatsApp; Youtube — Medios impresos: periódicos, revistas — Programación de radio y televisión — Paisaje lingüístico — Letras de canciones … *Asignar ejercicio de tarea #1 6 de septiembre Investigaciones actuales: estudios cualitativos y cuantitativos actuales Invitados: Aris Clemons, alumna de posgrado, y Jesús Adolfo Hermosillo, alumno de pregrado Lectura —Carter (2018) Spanish in the U.S. language policy and politics —Jenkins (2018) Spanish language use, maintenance, and shift in the United States 11 de septiembre El español en regiones tradicionales y en nuevos contextos Lectura —Silva-Corvalán (2004) Spanish in the southwest —Zentella (2004) Spanish in the northeast 13 de septiembre El español en regiones tradicionales y en nuevos contextos Lectura —Harris (2012) The evolution of the Isleño identity —Bills (1997) New Mexican Spanish: Demise of the earliest European variety in the United States *Asignar ejercicio de tarea #2 II. EL ESPAÑOL DE/EN (?) LOS ESTADOS UNIDOS 18 de septiembre Adquisición de una lengua minoritaria Lectura —Silva-Corvalán (2012) Acquisition of Spanish in bilingual contexts —Shin (2018) Child heritage speakers’ morphosyntax 20 de septiembre El sistema lingüístico de los hablantes de herencia: el léxico y la pragmática Lectura —Fairclough & Garza (2018) The lexicon of Spanish heritage language speakers —Pinto (2018) Heritage Spanish pragmatics 25 de septiembre El sistema lingüístico de los hablantes de herencia: la morfosintaxis Lectura —Montrul (2018) Morphology, syntax, and semantics in Spanish as a heritage language —Carter & Wolford (2018) Grammatical change in borderlands Spanish: A variationist analysis of copula variation and progressive expansion in a South Texas bilingual enclave community 27 de septiembre El sistema lingüístico de los hablantes de herencia: la fonología Lectura —Ronquest & Rao (2015) The heritage Spanish phonetic/phonological system: looking back and moving foreward —Trovato (2017) Presence of the voiced labiodental fricative segment [v] in Texas Spanish *Asignar ejercicio de tarea #3 2 de octubre Lectura [opcional] —Otheguy & Stern (2011) On so-called Spanglish —Toribio & Bullock (2016) A new look at heritage Spanish and its speakers 4 de octubre Actividad en clase: lectura crítica Lectura —Toribio (2004) Convergence as an optimization strategy in bilingual speech: Evidence from code-switching —Carter & Wolford (2016) Cross-generational prosodic convergence in South Texas Spanish III. LENGUAS Y DIALECTOS EN CONTACTO 9 de octubre Tipos de fenómenos de contacto lingüístico: cambio de código Lectura —Toribio (2011) Code-switching among US Latinos —Toribio (2017) Structural approaches to code-switching: Research then and now —Toribio & Durán (2018) Understanding and leveraging Spanish heritage speaker’s bilingual practices 11 de octubre Tipos de fenómenos de contacto lingüístico: marcadores del discurso Lectura —Kern (2014) Como in commute: The travels of a discourse marker across languages —Holguin (2015) Pragmatic functions and cultural communicative needs in the use of innovative quotatives among Mexican bilingual youth 16 de octubre Mock Spanish Lectura —Hill (2008) Covert racist discourse: metaphors, mocking, and the racialization of historically Spanish-speaking populations in the United States —Schwartz (2011) Mockery and appropriation of Spanish in White spaces: Perceptions of Latinos in the United States 18 de octubre Lectura —Barrett (2006) Language ideology and racial inequality: Competing functions of Spanish in an Anglo-owned Mexican restaurant *Asignar ejercicio de tarea #4 23 de octubre El contacto entre dialectos de español en los EE.UU. Lectura — Raymond (2012) Generational divisions: Dialect divergence in a Los Angeles Salvadoran household —Hernández (2007) Accommodation in a dialect contact situation 25 de octubre Lectura —Zentella (1990) lexical leveling in four New York City Spanish dialects: linguistic and social factors —Otheguy et al. (2010) Generational differences in pronominal usage in Spanish reflecting language and dialect contact in a bilingual setting IV. EL ESPAÑOL EN LA VIDA SOCIAL 30 de octubre Lengua e identidad Lectura —Rosa (2014) Nuevo Chicago? Language, diaspora, and Latina/o panethnic formations —García Bedolla (2003) The identity paradox: Latino language, politics, and selective dissociation 2 de noviembre Lectura —Bailey (2007) Shifting negotiations of identity in a Dominican American community —Negrón (2018) Spanish as heritage language and the negotiation of race and intra-latina/o hierarchies in the U.S. —Toribio (2018) National and diasporic Spanish varieties as evidence of ethnic affiliations *Asignar ejercicio de tarea #5 6 de noviembre El español en los medios impresos Lectura —Franco Rodríguez (2018) Spanish in the linguistic landscapes of the U.S. —Bishop & Peterson (2011) Comprende code-switching? Young Mexican-Americans’ responses to language alternation in Print Advertising —Rojas & Piñon (2014) Spanish, English or Spanglish? Media strategies and corporate struggles to reach the second and later generations of Latinos 8 de noviembre Lectura —Mahootian (2005) Linguistic change and social meaning: codeswitching in the media —Potowski (2011) Linguistic and cultural authenticity of ‘Spanglish’ greeting cards 13 de noviembre El cambio de código en la literatura Lectura —Torres (2007) In the contact zone: Code-switching strategies by Latino/a writers —Casielles-Suárez (2017) Spanglish: The hybrid voice of Latinos in the United States 15 de noviembre Lectura —Excerpts from Norma Cantú’s Canícula: Snapshots of a girlhood en la frontera —Excerpts from Roberto Fernández’s Raining Backwards —Excerpts from Susana Chávez Silverman’s Killer Crónicas: Bilingual Memories *Asignar ejercicio de tarea #6 V. ELABORACIÓN DEL INFORME Y SIMPOSIO DE INVESTIGACIÓN 20 de noviembre Temas de investigación, marcos conceptuales y metodológicos 22 de noviembre: día festivo** 27 de noviembre Hipótesis y recogida de datos 29 de noviembre Resultados y conclusiones Actividad: Esquema preliminar y evaluación por pares SIMPOSIO 4 de diciembre Simposio: Presentaciones de investigaciones 6 de diciembre Simposio: Presentaciones de investigaciones Entregar el informe final para el 13 de diciembre ** .
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