SPANISH 4215
Spanish in the United States
SPRING 2017
Mon/Wed/Fri, 1:00-1:50 (Educ 143)
Prof. Chase Wesley Raymond
McKenna Languages Building 125
[email protected]
Office Hours: Mon/Wed, 9:30-10:30AM, and by appointment
COURSE DESCRIPTION
The United States is home to one of the largest Spanish-speaking populations in the world, second
only to Mexico. (Yes, that means that the U.S. has more Spanish speakers than Spain!) This course
looks at Spanish in the United States through a sociolinguistic lens—including not only its formal
linguistic structure, but also the day-to-day social lives of Spanish speakers living in the U.S. As
such, we will be discussing topics such as: Dialectal/regional differences, dialect contact, SpanishEnglish bilingualism and code-switching, the infamous “Spanglish”, language ideologies
surrounding Spanish in the U.S., teaching Spanish, Spanish in politics and in the media (e.g., TV,
movies, radio, music, stand-up comedy), as well as the presence/absence of Spanish in various
social institutions (e.g., medical and legal contexts). This course thus sits squarely on the border
between linguistic and sociological inquiry, and we will consistently be taking both the socio- and
the -linguistic into consideration in our sociolinguistic analysis of Spanish in the United States.
Prerequisite: SPAN 3000 (with a minimum grade of C-)
This course will be conducted entirely in Spanish.
MATERIALS
There is no specific textbook assigned for this class. Reading assignments are posted as PDFs on
the D2L course webpage, separated by weeks.
In addition, simplified versions of the presentations given in class will be made available in PDF
format; they will be uploaded after class each day. Note: I give a lot of additional information in
class that is not written on the PPT slides; so reviewing these slides should not be conceived of as
a substitute for attending lecture, but rather as additional study material in consultation with your
in-class notes.
2
GRADING
Participation/Quizzes
Homework (x4)
Group Project
Exams (x3)
10%
20%
30%
40%
All grades will be posted in the D2L grade book as soon as they are available.
PARTICIPATION/QUIZZES (10%)
It is essential that you come to class. We will be covering material very quickly, meaning that it is
very easy to fall behind if you are not in class. As such, daily attendance is crucial, as is active
participation in class discussions and group work.
Brief, unannounced quizzes can occur at the professor’s discretion.
HOMEWORK (20%)
The homework assignments serve as a way to practice what we’ve looked at in class and seen in
the readings. Moreover, the sorts of questions that appear on the homework are the sorts of
questions you can expect on the midterm and final exams. (They aren’t exactly the same; but they
have the same ‘flavor’.)
There will be 4 homework assignments in total (5% each), due right at the beginning of class.
No late homework assignments will be accepted without documentation of an excused
absence.
GROUP RESEARCH PROJECT (30% of final grade, in total)
For this project, you will be in groups of 4, which you will choose. The purpose of this group
project is to allow you to pursue an interest that you have about Spanish in the United States. We
will touch on several topics in class and in our readings, but of course there is much more out there
than we can discuss in a single course. This project is therefore meant to provide you with an
opportunity to delve more in depth into a topic that you are passionate about.
There are different pieces of the project due at different points throughout the term (see Handout
and Course Calendar). The final project write-up is due by noon on Monday of Finals Week
(Monday, May 8th, 2017). No late projects will be accepted.
3
EXAMS (40% of final grade, combined)
There will be three (3) exams, each weighted equally (~13% each):
Exam #1:
Friday, February 24th, in class
Exam #2:
Friday, March 17th, in class
Exam #3:
Friday, April 21st, in class
The questions on the exams will very much parallel the questions on the homework assignments.
They won’t be identical, but if you have a solid understanding of the material included in the
homework, you will likely perform well on the exams.
Each exam focuses on material covered since the last exam, and in that sense, they are not
cumulative. However, many of the concepts that we will be looking at will cross over several
weeks, so it’s best not to just throw everything out after each exam! Note also that the exams will
not include material from the Monday/Wednesday of the week of the exam; rather, that
information will appear on the following exam.
There are no makeup exams without documentation of an excused emergency.
FINAL GRADES
100-98 = A+
97-93 = A
92-90 = A89-87 = B+
86-83 = B
82-80 = B79-77 = C+
76-73 = C
72-70 = C69-67 = D+
66-63 = D
62-60 = D-
59-0 = F
4
PLAN DEL CURSO*
Semana
1
2
3
4
5
6
7
Día
Lunes
(16/1)
Miércoles
(18/1)
Viernes
(20/1)
Lunes
(23/1)
Miércoles
(25/1)
Viernes
(27/1)
Lunes
(30/1)
Miércoles
(1/2)
Viernes
(3/2)
Temas
Lectura
MLK, Jr. Day
No hay clase
Tarea
Introducción al curso
Contexto sociohistórico
Características
sociodemográficas
Regiones sociolingüísticas 1:
Suroeste
Escobar y Potowski
(2015, cap. 1)
Escobar y Potowski
(2015, cap. 2)
Lipski (2008, cap. 4)
Trabajo en grupos
Regiones sociolingüísticas 2:
Noreste
Regiones sociolingüísticas 3:
La Florida
Regiones sociolingüísticas 4:
Nuevo México
Lunes
Contacto de dialectos 1:
(6/2)
Fonética/Fonología
Miércoles Contacto de dialectos 2:
(8/2)
Morfología
Viernes
Trabajo en grupos
(10/2)
Lunes
Contacto de lenguas 1:
(13/2)
Influencia del inglés: Léxico
Miércoles Contacto de lenguas 2:
(15/2)
Influencia del inglés:
Morfosintaxis
Viernes
Trabajo en grupos
(17/2)
Lunes
Alternancia de códigos
(20/2)
(code-switching) 1: ¿Qué es?
Miércoles Alternancia de códigos
(22/2)
(code-switching) 2: Cómo:
Morfosintaxis y
fonética/fonología
Viernes
Examen #1
(24/2)
Lunes
Alternancia de códigos
(27/2)
(code-switching) 3: Cuándo:
Lipski (2008, cap. 6)
Lipski (2008, cap. 5)
Bills (1997)
Proyecto:
Entregar
Propuesta
Parodi (2014)
Raymond (2012)
Smead (1998)
Silva-Corvalán
(1994)
Boztepe (2003)
Toribio (2011)
Entregar Tarea 1
5
8
9
10
Discurso
Miércoles Alternancia de códigos
(1/3)
(code-switching) 4: Cuándo:
Discurso
Viernes
El debate sobre el término
(3/3)
“Spanglish”
Lunes
Ideologías lingüísticas 1:
(6/3)
‘Mock Spanish’
Miércoles Ideologías lingüísticas 2:
(8/3
‘Mock Spanish’
Viernes
Ideologías lingüísticas 3:
(10/3)
El ‘estándar’
Lunes
Ideologías lingüísticas 4:
(13/3)
Contextos pedagógicos
Miércoles Ideologías lingüísticas 5:
(15/3)
Contextos pedagógicos
Viernes
Examen #2
(17/3)
Lunes
La política 1:
(20/3)
El movimiento ‘EnglishOnly’
Miércoles La política 2:
(22/3)
Chiquitaficación e
hispanofobia
Viernes
Trabajo en grupos
(24/3)
SPRING BREAK
11
12
13
14
Lunes
(3/4)
Miércoles
(5/4)
Viernes
(7/4)
Lunes
(10/4)
Miércoles
(12/4)
Viernes
(14/4)
Lunes
(17/4)
Miércoles
(19/4)
Instituciones sociales 1:
Medicina
Instituciones sociales 2:
El sistema legal
Instituciones sociales 3:
El sistema 911
Medios de comunicación 1:
Noticias/Televisión/Películas
Medios de comunicación 2:
George López, Música
Medios de comunicación 3:
Actividad en clase
Repaso
Repaso/Conclusiones
Raymond (frth.)
Zentella & Otheguy
(2009)
Schwartz (2011)
Schwartz (2016)
Entregar Tarea 2
Lippi-Green (2012,
cap. 4)
Escobar y Potowski
(2015, cap. 8)
Lynch & Potowski
(2014)
Schmidt (2007)
Zentella (1995)
Entregar Tarea 3
No hay clase
Haffner (1992)
Raymond (2014)
Fuller (2013, cap. 4)
Entregar Tarea 4
6
15
16
Viernes
(21/4)
Lunes
(24/4)
Miércoles
(26/4)
Viernes
(28/4)
Lunes
(1/5)
Miércoles
(3/5)
Viernes
(5/5)
Examen #3
Presentaciones
Presentaciones
Presentaciones
Presentaciones
Presentaciones
Presentaciones
*This calendar is tentative and subject to
change at professor’s discretion.
7
READINGS
Bills, Garland. (1997). New Mexican Spanish: Demise of the earliest European variety in the
United States. American Speech, 72(2): 154-171.
Boztepe, Erman. (2003). Issues in Code-Switching: Competing Theories and Models. Columbia
University Working Papers in TESOL & Applied Linguistics, 3(2).
Escobar, Anna María & Kim Potowski. (2015). El español de los Estados Unidos. Cambridge:
Cambridge University Press.
Fuller, Janet M. (2013). Spanish Speakers in the USA. New York: Multilingual Matters.
Haffner, Linda. (1992). Translation Is Not Enough. Cross-cultural Medicine - A Decade Later
[Special Issue], Western Journal of Medicine, 157, 255-259.
Lippi-Green, Rosina. (2012). English with an accent: Language, ideology, and discrimination in
the United States. New York: Routledge.
Lipski, John M. (2008). Varieties of Spanish in the United States. Washington, DC: Georgetown
University Press.
Lynch, Andrew & Kim Potowski. (2014). La valoración del habla bilingüe en los Estados Unidos:
Fundamentos sociolingüísticos y pedagógicos en Hablando bien se entiende la gente.
Hispania, 97(1), 32-46.
Parodi, Claudia. (2014). El español de Los Ángeles: Koineización y diglosia. En Rebeca Barriga
Villanueva & Esther Herrera Zendejas (Eds.), Lenguas, estructuras y hablantes: Estudios
en homenaje a Thomas C. Smith Stark (pp. 1099-1121). México, D.F.: El Colegio de
México.
Raymond, Chase Wesley. (2012). Reallocation of pronouns through contact: In-the-moment
identity construction amongst Southern California Salvadorans. Journal of
Sociolinguistics, 16(5), 669-690.
Raymond, Chase Wesley. (2014). Entitlement to Language: Calling 911 without English.
Language in Society, 43(1), 33-59.
Raymond, Chase Wesley. (Frth.) Language Negotiation on the Radio in Los Angeles. To appear
in: Andrew Lynch (ed.), Spanish in the Global City. Routledge Handbook Series.
Schmidt, Ronald. (2007). Defending English in an English dominant world: The ideology of the
“Official English” movement in the United States. In A. Duchene & M. Heller (Eds.),
Discourses of endangerment (pp. 197-215). London: Continuum.
Schwartz, Adam. (2011). Mockery and appropriation of Spanish in White spaces: Perceptions of
Latinos in the United States. In Manual Díaz-Campos (Ed.), The Handbook of Hispanic
Sociolinguistics (pp. 646-663). Malden, MA: Wiley-Blackwell.
8
Schwartz, Adam. (2016). Trump relies on Mock Spanish to talk about immigration. Opinion article
on: Latino Rebels. Available online at: http://www.latinorebels.com/2016/10/20/trumprelies-on-mock-spanish-to-talk-about-immigration-opinion/.
Silva-Corvalán, Carmen. (1994). The gradual loss of mood distinctions in Los Angeles Spanish.
Language Variation and Change, 6, 255-272.
Smead, Robert N. (1998). English loanwords in Chicano Spanish: Characterization and rationale.
The Bilingual Review/La revista bilingüe 23/2: 113-123.
Toribio, Almeida Jacqueline. (2011). Code-Switching among US Latinos. In Manuel DíazCampos (Ed.), The Handbook of Hispanic Sociolinguistics (pp. 530-552). Malden, MA:
Wiley-Blackwell.
Villa, Daniel. (1996). Choosing a 'Standard' Variety of Spanish for the Instruction of Native
Spanish Speakers in the U.S. Foreign Language Annals, 29(2), 191-200.
Zentella, Ana Celia. (1995). The "Chiquitafication" of U.S. Latinos and Their Languages, OR Why
We Need an Anthropolitical Linguistics. Paper presented at the SALSA III: Symposium on
Language and Society (April 5-7, 1995), University of Texas at Austin.
Zentella, Ana Celia & Ricardo Otheguy. (2009). Discussion on the use of the term “Spanglish”.
Spanish in the U.S. Conference, February, 2009. Summary prepared by Lillian Gorman &
MaryAnn Parada, Ph.D. students at the University of Illinois at Chicago. Available online
via
Kim
Potowski:
http://potowski.org/sites/potowski.org/files/articles/attachments/Summary_debate_Spanglis
h_Zentella%20_Otheguy.pdf.
9
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) Prerequisites 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.
(3) Honor Code - All students of the University of Colorado at Boulder are responsible for
knowing and adhering to the academic integrity policy of this institution (see
http://www.colorado.edu/policies/student-honor-code-policy). Violations of this policy may
include: cheating, plagiarism, aid of academic dishonesty, fabrication, lying, bribery, and
threatening behavior. 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 Office ([email protected]; 303-735-2273). Students who are found to be in
violation of the academic integrity policy are subject to both academic sanctions from the faculty
member and non-academic sanctions (including but not limited to university probation,
suspension, or expulsion). For more information see http://honorcode.colorado.edu/studentinformation
(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, March 24, 2017. For the complete final examination policy, see
http://www.colorado.edu/catalog/2016-17/campuspolicies#Final-Examinations
(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
10
subject to discipline. Professional courtesy and sensitivity are especially important with respect to
individuals and topics dealing with differences of race, color, culture, religion, creed, politics,
veteran's status, sexual orientation, gender, gender identity, gender expression, age, disability, and
nationalities. Class rosters provide the student's legal name. Your instructor will gladly honor your
request to address you by an alternate name or gender pronoun. Please advise her/him of this
preference early in the semester so that s/he may make appropriate changes to her/his records. See
policies at http://www.colorado.edu/policies/student-classroom-and-course-related-behavior and
at http://www.colorado.edu/studentaffairs/judicialaffairs/code.html#student_code
(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 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. You may
contact Disability Services at 303-492-8671 or by e-mail at [email protected]. If you have a
temporary
medical
condition
or
injury,
please
visit
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-andorexams. 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. The University of
Colorado does not discriminate on the basis of race, color, national origin, sex, age, disability,
creed, religion, sexual orientation, or veteran status in admission and access to, and treatment and
employment in, its educational programs and activities. (Regent Law, Article 10, amended
11/8/2001). CU-Boulder will not tolerate acts of discrimination or harassment based upon
Protected Classes by any employee or student or related retaliation against any employee or
student. For purposes of this CU-Boulder policy, "Protected Classes" refers to race, color, national
origin, sex, pregnancy, age, disability, creed, religion, sexual orientation, gender identity, gender
expression, veteran status, political affiliation, or political philosophy. Any student, staff, or
faculty member who believes s/he has been the subject of sexual harassment or discrimination or
harassment based upon the above-mentioned Protected Classes should contact the Office of
Discrimination and Harassment (ODH) at 303-492-2127 or by email at [email protected],
or the Office of Student Conduct (OSC) at 303-492-5550 or by email at
[email protected]. Information about the ODH, the above referenced policies, and
the campus resources available to assist individuals regarding discrimination or harassment can be
obtained at 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
11
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.