DEPARTMENT OF SPANISH AND PORTUGUESE Span 4215 Spanish in the United States Fall 2017

Javier Rivas Office: McKenna Languages Bldg. 22 Phone number: (303) 492-6268 E-mail address: [email protected] Office hours: Wednesdays 2:00 – 3:30 and Fridays 11.00 – 12.30 or by appointment Class time and location: MWF 1:00 – 1:50 STAD 136C

Course description Spanish is the second most used language in the United States, after English. In this country, Spanish and English have been in close contact for several centuries and, as a result, Spanish has undergone many changes. The aim of this course is to describe the linguistic characteristics of the different communities of Spanish speakers in the USA including, among others, Mexican, Cuban, Puerto Rican, Central American, as well as the traditional varieties of New Mexico and Louisiana. We will discuss how and to what an extent the contact between these varieties and the Spanish contact with English give rise to linguistic phenomena such as leveling, accommodation, code-switching, borrowing, simplification as well as phonological and grammatical convergence. We will take into consideration both linguistic and social factors that constrain the mechanisms of language change and its outcomes. The course will also be concerned with the relationships between language and identity, and with the role of Spanish in US education, media, and social institutions.

Textbook Escobar, Anna María y Kim Potowski. 2015. El español de los Estados Unidos. Cambridge: Cambridge University Press

Other required readings All these readings will be posted on D2L. Students need to bring a hard copy of these readings to class.

Aaron, Jessi & José E. Hernández. 2007. Quantitative evidence for contact-induced accomodation: Shifts in /s/ reduction patterns in in Houston. In Kim Potowski & Richard Cameron eds. Spanish in contact. Policy, social and linguistic inquiries. Amsterdam/Philadelphia: John Benjamins, pp. 329-343. Bayley, Robert & Otto Santa Ana. 2004. Chicano English: Morphology and syntax. A handbook of varieties of English: a multimedia reference tool. Eds. Bernd Kartmann, Edgar W. Schneider, Kate Burridge, Rajend Mesthrie & Clive Upton, vol. 2, 374-390. Berlin: Mouton de Gruyter. Brown, Esther L. 2005. Syllable-initial /s/ in traditional New : Linguistic factors favoring reduction ahina. Southwest Journal of Linguistics 24/1/&2: 13-30. Gutiérrez, M. Elena & Mark Amengual. 2016. Perceptions of estándar and nonstandard language varieties: The influence of ethnicity and heritage language experience. Heritage Language Journal 13/1: 55-79. 2

Lynch, Andrew. 2009. A sociolinguistic analysis of final /s/ in . Language Sciences 31: 766-790. Otheguy, Ricardo & Ana Celia Zentella. 2012. Spanish in New York. Language contact, dialectal leveling, and structural continuity. Oxford/New York: Oxford University Press. [Chapter 10 “The grammars of bilinguals in New York]. Poplack, Shana. 1980. Sometimes I´ll start a sentence in Spanish Y TERMINO EN ESPAÑOL. Linguistics 18: 581-618. Silva-Corvalán, Carmen. 1994. The gradual loss of mood distinctions in Los Angeles Spanish. Language Variation and Change 6: 255-272. Silva-Corvalán, Carmen. 2015. Early bilinguals and adult heritage speakers: what are the links. Boletín de Filología L/1: 165-191. Torres, Lourdes & Kim Potowski. 2008. A comparative study of bilingual discourse markers in Chicago Mexican, Puerto Rican and MexiRican Spanish. International Journal of Bilingualism 12/4: 263-279. Wilson, Damián V. & Jenny Dumont. 2015. The emergent grammar of bilinguals: The Spanish verb hacer ‘do’ with a bare English infinitive. International Journal of Bilingualism 19: 444-458.

Dictionaries of linguistic terms (not required) Alcaraz Varó, Enrique & María A. López Linares. 2004. Diccionario de lingüística moderna. 2nd ed. Barcelona: Ariel. Lázaro Carreter, Fernando. 1968. Diccionario de términos filológicos. 3rd ed. Madrid: Gredos. Trask, Robert L. 1997. A Student´s dictionary of language and linguistics. London: Arnold.

Attendance Students are expected to attend class every day. Only three (3) absences are permitted. Beyond this, one (1) point will be deducted from your overall grade for each unexcused absence. Inappropriate use of technology during class will count that day as an unexcused absence. Inappropriate use of technology includes text messaging, emailing as well as any other activities using technology that are not directly related to the course.

Grade breakdown Participation: 10% Hourly exams: 40% (20% each) Homework: 10% Final exam: 20% Position paper: 20%

Participation Active participation is required for this course. You are expected to come to class prepared to be able to participate in class discussions. This entails to do the readings that are assigned for each day (see calendar below) and to complete the homework.

Homework You will turn in four (4) homework assignments throughout the semester. You will have at least 4 days to complete them. Please make sure you do these assignments individually. Any academic dishonesty will be reported (see Honor Code below). Please use a word processor, select Times New Roman 12 pt. as your font, and double space throughout. There will be fixed deadlines to turn these homework assignments in. These 3 dates will be announced in class. Late homework will not be accepted unless accompanied by written documentation of an excused absence. However, in order to make up for last-minute unforseen events, you may turn in late work once during the whole semester. In order to receive credit, this late work needs to be turned in at the beginning of the next class.

Position paper Students will write a 5-page long (aside from cover page and list of bibliographical references) paper in Spanish where you will need to provide a critical approach to the topic of subject pronominal expression in US Spanish. Apart from the information that appears in the textbook on this topic, you will use other sources (academic journals, books) to complete this project. You will type this assignment using Time New Roman 12 and double space. Your final grade will be based on both content and use of Spanish. You will turn in a first draft of the paper and a final version on the dates marked on the course calendar (see below). You will receive detailed instructions on how to complete this assignment in class.

Exams There will be two (2) hourly exams. Their dates are marked on the calendar. In addition, at the end of the semester we will have a final comprehensive exam on the date assigned by the university. Apart from the readings, the exams will also be based on the handouts and PowerPoint presentations the professor uses in class as well as on your class notes.

Make-ups As indicated below, the time of the final exam may only be changed when you have three or more exams scheduled for that same day. If this is your situation, you must make arrangements with me for rescheduling by Friday November 3, 2017. Make-ups for other exams will only be given for official conflicts or verified medical reasons, and arrangements must be made with me prior to the exam.

Final grade Your final grade will be based on the following percentages:

94-100%= A 88-89%= B+ 78-79%= C+ 68-69%= D+ 00-59%= F 90-93%= A- 84-87%= B 74-77%= C 64-67%= D 80-83%= B- 70-73%= C- 60-63%= D-

University and Department Policies

(1) Add / Drop / Waitlist - If you are waitlisted for this class, it is IMPERATIVE that you familiarize yourself with departmental policies and deadlines. For this, please visit http://www.colorado.edu/spanish/resources/dropadd-policy

(2) Pre-requisites not met - If your instructor informs you that the system has flagged you because you do not meet the pre-requisites for this course, you should meet in person with Javier Rivas, the associate chair for undergraduate studies, or the coordinator for your class level. If you fail to do so, you may be dropped from the class. Your instructor will inform you of the date and time to meet with the associate chair or the coordinator for your class.

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(3) Honor Code – All students enrolled in a University of Colorado Boulder course are responsible for knowing and adhering to the academic integrity policy (http://www.colorado.edu/policies/academic-integrity-policy). Violations of the policy may include: plagiarism, cheating, fabrication, lying, bribery, threat, unauthorized access to academic materials, clicker fraud, resubmission, and aiding academic dishonesty. For details on these violations, students must go to http://honorcode.colorado.edu/student-information and read the links “What is a violation?” “Standards of Academic Integrity,” “Understanding and preventing plagiarism,” and “Citation guide and plagiarism information.” All incidents of academic misconduct will be reported to the Honor Code Council ([email protected]; 303- 735-2273). Students who are found responsible for violating the academic integrity policy will be subject to nonacademic sanctions from the Honor Code Council as well as academic sanctions from the faculty member. Additional information regarding the academic integrity policy can be found at the http://www.colorado.edu/honorcode

(4) Final Exams - Final exams are to be taken on the day determined by the university and the department. No excuse such as family meetings, employment, or travel will grant an exception to this. If you have three or more final exams on the same day, you are entitled to arrange an alternative exam time for the last exam or exams scheduled on that day. If you have two final exams scheduled to meet at the same time, you are entitled to arrange an alternative exam time for the later course offered that day or week. To be eligible to re-schedule a final exam, you must provide evidence of either of these situations and make arrangements with your instructor no later than Friday November 3, 2017. For the complete final examination policy, see http://www.colorado.edu/policies/final-examination-policy

(5) Use of electronic devices in the classroom - While some course content may be accessible in electronic format, use of electronic devices such as cell phones, tablets or laptop computers is permitted only to access course readings and other materials or to take class notes, and only with the instructor's consent. Failure to request permission or to comply with these rules of use will result in your instructor counting the date of occurrence as an unexcused absence. If you feel you need to use any type of electronic device during class for any other purpose outside these parameters, please speak with your instructor.

(6) Classroom Behavior - Students and faculty each have responsibility for maintaining an appropriate learning environment. Those who fail to adhere to such behavioral standards may be subject to discipline. Professional courtesy and sensitivity are especially important with respect to individuals and topics dealing with race, color, national origin, sex, pregnancy, age, disability, creed, religion, sexual orientation, gender identity, gender expression, veteran status, political affiliation or political philosophy. Class rosters are provided to the instructor with the student's legal name. I will gladly honor your request to address you by an alternate name or gender pronoun. Please advise me of this preference early in the semester so that I may make appropriate changes to my records. For more information, see the policies on classroom behavior at http://www.colorado.edu/policies/student-classroom-and-course-related-behavior and the Student Code of Conduct at http://www.colorado.edu/osccr.

(7) Disability Services - If you qualify for accommodations because of a disability, please submit to your instructor a letter from Disability Services in a timely manner so 5 that your needs can be addressed. For exam accommodations provide your letter at least one week prior to the exam. Disability Services determines accommodations based on documented disabilities in the academic environment. Information on requesting accomodations is located on the Disability Services website (http://www.colorado.edu/disabilityservices/students). Contact Disability Services at 303-492-8671 or [email protected] for further assistance. If you have a temporary medical condition or injury, see Temporary Medical Conditions under the Students tab on the Disability Services website (http://www.colorado.edu/disabilityservices/students/temporary-medical-conditions) and discuss your needs with your instructor.

(8) Religious Observances - Campus policy regarding religious observances requires that faculty make every effort to deal reasonably and fairly with all students who, because of religious obligations, have conflicts with scheduled exams, assignments or required attendance. See details at: http://www.colorado.edu/policies/observance- religious-holidays-and-absences-classes-andor-exams. Please contact your Instructor during the first two weeks of class to let her/him know of any possible conflicts in order to make the necessary arrangements.

(9) Discrimination and Harassment - The University of Colorado Boulder (CU Boulder) is committed to maintaining a positive learning, working, and living environment. CU Boulder will not tolerate acts of sexual misconduct, discrimination, harassment or related retaliation against or by any employee or student. CU’s Sexual Misconduct Policy prohibits sexual assault, sexual exploitation, sexual harassment, intimate partner abuse (dating or domestic violence), stalking or related retaliation. CU Boulder’s Discrimination and Harassment Policy prohibits discrimination, harassment or related retaliation based on race, color, national origin, sex, pregnancy, age, disability, creed, religion, sexual orientation, gender identity, gender expression, veteran status, political affiliation or political philosophy. Individuals who believe they have been subject to misconduct under either policy should contact the Office of Institutional Equity and Compliance (OIEC) at 303-492-2127. Information about the OIEC, the above referenced policies, and the campus resources available to assist individuals regarding sexual misconduct, discrimination, harassment or related retaliation can be found at the OIEC website (http://www.colorado.edu/institutionalequity).

(10) Policy on Enrollment in Undergraduate Language Courses - Undergraduate introductory 1000 and 2000-level language courses are designed for non-native speakers. Fluent speakers of that language are not allowed to enroll in these courses, and can be dropped from these courses by the department or the course instructor. Fluent speakers should consult the department website and the catalog as well as the course instructor or department language coordinator about their eligibility to enroll in upper- division 3000 and 4000-level language courses. Departments can exclude fluent speakers from upper-division language courses based on course content and/or instructional resources. Speakers who have not formally studied the language but have spoken the language in their home should consult with the associate chair of the language department or the department language coordinator about appropriate placement before enrolling in a language course.

Calendar • You need to purchase a hard copy of the textbook (Escobar & Potowski 2015). 6

• All the other required readings will be posted on D2L. You need to bring a hard copy of these readings to class. • Please make sure you do all the readings before the day they are marked on the calendar

DATE LESSON READINGS ASSIGNMENTS Mon. Aug. 28 Introducción al curso Wed. Aug. 30 Contexto sociohistórico Escobar & Potowski (2015: y regiones 1-17) sociolingüísticas Fri. Sept. 1 Poblaciones actuales y Escobar & Potowski (2015: patrones de uso del 19-33) español. Desplazamiento y mantenimiento. Regiones tradicionales: el suroeste Mon. Sept. 4 No classes. Labor Day Wed. Sept. 6 Poblaciones actuales y Escobar & Potowski (2015: patrones de uso del 33-50) español. Otras regiones tradicionales. Regiones nuevas Fri. Sept. 8 Algunos conceptos básicos de análisis lingüístico Mon. Sept. 11 Características Escobar & Potowski (2015: dialectales del español de 51-72) Estados Unidos: dialectos referenciales Wed. Sept. 13 Características Escobar & Potowski (2015: dialectales del español de 51-72) Estados Unidos: dialectos referenciales Fri. Sept. 15 Características Escobar & Potowski (2015: dialectales del español de 51-72) Estados Unidos: dialectos referenciales Mon. Sept. 18 Características Escobar & Potowski (2015: dialectales del español de 72-80) Estados Unidos: dialectos tradicionales y del suroeste Wed. Sept. 20 Características Brown (2005) dialectales del español de Estados Unidos: dialectos tradicionales y del suroeste 7

Fri. Sept. 22 Adquisición del español Escobar & Potowski (2015: como lengua minoritaria: 81-93) factores. Adquisición Otheguy & Zentella (2012: incompleta y erosión chapter 10) gramatical Mon. Sept. 25 Adquisición del español Escobar & Potowski (2015: como lengua minoritaria: 93-99) los sistemas de los Silva-Corvalán (1994) hablantes de herencia Wed. Sept. 27 Adquisición del español Escobar & Potowski (2015: como lengua minoritaria: 99-112) los sistemas de los hablantes de herencia Fri. Sept. 29 Adquisición del español Wilson & Dumont (2015) como lengua minoritaria: los sistemas de los hablantes de herencia Mon. Oct. 2 Adquisición del español Silva-Corvalán (2015) como lengua minoritaria: los sistemas de los hablantes de herencia Wed. Oct. 4 Repaso Fri. Oct. 6 Examen 1 Examen 1 Mon. Oct. 9 Español en contacto con Poplack (1980) inglés. Fenómenos de contacto lingüístico. Cambio de código Wed. Oct. 11 Español en contacto con Escobar & Potowski (2015: inglés. Fenómenos de 113-123) contacto lingüístico. Cambio de código Fri. Oct. 13 Español en contacto con Escobar & Potowski (2015: inglés. Fenómenos de 123-130) contacto lingüístico. Préstamos léxicos. Mon. Oct. 16 Español en contacto con Escobar & Potowski (2015: inglés. Fenómenos de 131-137) contacto lingüístico. Extensiones semánticas y calcos Wed. Oct. 18 Español en contacto con Escobar & Potowski (2015: inglés. Fenómenos de 137-141) contacto lingüístico. Torres & Potowski (2008) Marcadores del discurso Fri. Oct. 20 Español en contacto con Escobar & Potowski (2015: Position inglés. Fenómenos de 141-148) paper: first contacto lingüístico. draft Fonología y morfosintaxis 8

Mon. Oct. 23 Español en contacto con Escobar & Potowski (2015: inglés. Fenómenos de 141-148) contacto lingüístico. Fonología y morfosintaxis Wed. Oct. 25 Español en contacto con Escobar & Potowski (2015: el inglés. , 148-155) mock Spanish e inglés Bayley & Santa Ana (2004) latino Fri. Oct. 27 Contacto entre dialectos Escobar & Potowski (2015: del español en Estados 157-177) Unidos Mon. Oct. 30 Contacto entre dialectos Aaron & Hernández (2007) del español en Estados Unidos Wed. Nov. 1 Contacto entre dialectos Escobar & Potowski (2015: intrafamiliar: los 177-184) mexirriqueños Fri. Nov. 3 Repaso Mon. Nov. 6 Examen 2 Examen 2 Wed. Nov. 8 Español en la vida Escobar & Potowski (2015: pública. Política 185-194) lingüística de Estados Unidos. Fri. Nov. 10 Español en la vida Escobar & Potowski (2015: pública. Política, 194-215) instituciones sociales y medios de comunicación Mon. Nov. 13 Español en la vida Escobar & Potowski (2015: pública. Discriminación 215-221) lingüística Gutiérrez & Amengual (2016) Wed. Nov. 15 Español en la educación. Escobar & Potowski (2015: Educación bilingüe 223-231) Fri. Nov. 17 Español en la educación. Escobar & Potowski (2015: Enseñanza del español 231-246) como segunda lengua y como lengua de herencia Mon. Nov. 20 No classes. Fall break Wed. Nov. 22 No classes. Fall break Fri. Nov. 24 No classes. Thanksgiving break Mon. Nov. 27 Español e identidad Escobar & Potowski (2015: 247-268) Wed. Nov. 29 Español e identidad Escobar & Potowski (2015: 247-268) Fri. Dec. 1 Español e identidad Lynch (2009) Mon. Dec. 4 Vitalidad del español en Escobar & Potowski (2015: Position Estados Unidos 269-286) paper: final version 9

Wed. Dec. 6 Normas orales del Escobar & Potowski (2015: español de Estados 286-304) Unidos Fri. Dec. 8 Mitos sobre la lengua Escobar & Potowski (2015: 304-308) Mon. Dec. 11 Repaso Wed. Dec. 13 Repaso

Final exam: Monday December 18, 2017 1:30 p.m. – 4:00 p.m. Location: TBA