INDICE
TABLE OF CONTENTS
Bienvenida de la directora del congreso . . . . . . . . . . . . . . . . . . . . . . . .
2
Welcome from the Conference Director . . . . . . . . . . . . . . . . . . . . . . . .
3
Patrocinadores/Sponsors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4
Congresos anteriores/Conference History . . . . . . . . . . . . . . . . . . . . . .
5
Horarios y panorama general del congreso . . . . . . . . . . . . . . . . . . . . .
7
Overview Schedule of Events . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9
Horario detallado/Detailed Schedule
Viernes/Friday . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Sabado/Saturday . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Domingo/Sunday. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Resumenes/Abstracts
Sesiones plenarias/Plenary Sessions . . . . . . . . . . . . . . . . . . . . . . 22
Paneles/Panel Sessions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Ponencias grupales y individuales/Joint
and Individual Sessions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Presentaciones de posters/Poster Presentations . . . . . . . . . . . . . . 50
Lista alfabética de los ponentes/Alphabetical List of Presenters . . . . . . . . 52
BIE
ENVENIDA
A DE LA DIIRECTORA
A DEL CONGRESO
E
Es un placer para
p
nosotro
os darles la biienvenida a California
C
y a la Universid
dad de Califo
ornia en Davvis.
D
Después de una
u década de
d haber auspiciado el Co
ongreso del Español en lo
os Estados Unidos en el a
año
2
2000, este añ
ño nos reunim
mos para celebrar el 23roo Congreso deel Español enn los Estadoss Unidos y el 8vo
C
Congreso del Español en Contacto co
on otras lengu
uas. El tema de este año es "El españo
ol en el ambiente
p
público." El mundo
m
está ca
ambiando rá
ápidamente a nuestro alreededor, y nossotros hemoss venido aquíí para
d
dialogar acerrca de las pre
eguntas y dessafíos que esstos cambios nos presenta
an.
E
El español es la segunda lengua más hablada
h
en los Estados U
Unidos después del inglés y los Estadoss Unidos
sse han convertido en uno de los paísess con una de
e las poblacio
ones hispana
as más numerosas del mu
undo la
ssegunda desp
pués de Méxiico en númerro de hispano
ohablantes). Es nuestro interés debatiir acerca de la
ssituación del español (y de
e los latinos) en los Estados Unidos deesde distintass perspectivass y disciplinas. Con
tal motivo nos hemos congregado aqu
uí desde distintos camposs de investiga
ación como la
a antropolog
gía,
literatura, ling
güística aplicada, sociología, socioling
güística, perio
odismo y esttudios cultura
ales entre otrros, para
p
participar en este congreso.
E
Esperamos te
ener un congrreso muy inte
eresante, estimulante y pro
oductivo. Teenemos más de treinta pa
aneles,
p
presentacione
es de pósters, lecturas lite
erarias de esccritores muy cconocidos y ccuatro fascinantes plenarias: "Tom
H
Horne is Stud
dying Spanish
h: Neo-liberal Theories of Language a nd Culture and the Strugg
gle for Symbo
olic
R
Resources”, Jane Hill, Uniiversity of Arizzona, Tucson
n; “Constructting Latinos a
as a Threat to
o the Nation””, Leo
C
Chávez, Univversity of California, Irvine; “Language Barriers in H
Healthcare annd Spanish H
Heritage Lang
guage
E
Education: La
anguage Assistance, Language Accepttance, and La
anguage Affirrmation” Glenn Martinezz, The
U
University of Texas
T
- Pan American;
A
y “Spanish on the Job: Hireed for Speaking Spanish, Fired for Speeaking
SSpanish” by Ana
A Celia Zentella, University of Califo
ornia, San Diiego. Este congreso ha co
onvocado a m
más de
2
200 personass de todas las regiones de
e los Estados Unidos y dee Latino-América, Europa y Asia. Mil g
gracias a
todos ustedess por estar aq
quí, por su ap
poyo y participación en e ste congreso
o, sin duda el congreso no
o sería
p
posible sin su
u apoyo.
FFinalmente queremos agradecer al De
epartamento de Español y Portugués, a la Decana Jessie Ann O
Owens de
la
a División de
e Humanidad
des, Artes y Esstudios Cultu
urales, de la U
Universidad d
de California
a Davis, así ccomo a
lo
os numeroso
os patrocinadores y contribuyentes porr haber posib
bilitado y apo
oyado este evvento. Les esttamos
m
muy agradecidos también
n a los organizadores de este
e congreso
o en el pasad
do por sus co
omentarios y
ssugerencias, a los colegass que han revvisado las pro
opuestas de trabajos com
mo a los mod
deradores de los
p
paneles y los estudiantes que
q han conttribuido en la
a organizació
ón y desarrollo del congreeso. Nuestro más
ssincero agrad
decimiento a todas las personas que nos
n han ayud
dado en la orrganización, planificación
ny
financiación del
d congreso. Especialme
ente le estoy sumamente
s
a
agradecida a Karen Calla
ahan, Asistente del
D
Director, UC Language Consortium/SLLAI, por su exxcelente talennto organizad
dor, su minucioso y detallado
a
análisis, pero
o por sobretod
do por su op
ptimismo y co
onfianza en n uestro congrreso.
O
Otra vez, muchas gracias por ser parte
e de este con
ngreso que p one al españñol y a los lattinos en el ceentro de
n
nuestro mund
do en rápida transformaciión.
C
Cecilia Colom
mbi
PProfessor of Spanish
S
U
University of California,
C
Davis
D
2
WE
ELCOME FROM
F
THE CONFEERENCE D
DIRECTOR
e you to California and to
o its charming
g capital minnutes away fro
om my homee
I am delighted to welcome
institution, the
e University of
o California, Davis. A deccade ago we hosted the "Spanish in th
he United States
C
Conference” in 2000. Th
his year we arre hosting the
e “23rd Confference of Sp
panish in the United Statess”
together with the “8th Con
nference of Spanish
S
in Co
ontact.” The m
main theme o
of this joint conference is "Spanish
in the Public Sphere.”
S
All around
a
us the
e world is changing rapid
dly and significantly. This w
week we have come
oin in a dialog
gue about the changes an
nd the challeenges they po
ose.
together to jo
SSpanish is the
e second mosst spoken lan
nguage after English, and the United SStates have beecome one o
of the
la
argest Latino
o countries in the world, se
econd to Mexxico in Spani sh speaking population size. Thereforee we are
interested in looking at the
e current situation and po
osition of Spa
anish (and Lattinos) in the U
United Statess from
d
different angles and discip
plines. We ha
ave speakers from anthrop
pology, litera
ature, applied
d linguistics,
ssociology, sociolinguistics, journalism and
a cultural studies, amo
ong others, ass part of this conference.
W
We look forw
ward to having
g a very stimu
ulating, thought-provokin g, and produ
uctive confereence. We arre having
o
over thirty diffferent panels, poster prese
entations and
d literary read
dings by well known writeers in addition
n to four
p
plenary sessio
ons: “Tom Horne
H
is Studyying Spanish:: Neo-liberal Theories of Language an
nd Culture an
nd the
ona, Tucson;; “Constructing Latinos ass a Threat
SStruggle for Symbolic
S
Reso
ources” by Ja
ane Hill, Univversity of Arizo
to the Nation” by Leo Chá
ávez, University of California, Irvine; “LLanguage Ba
arriers in Hea
althcare and SSpanish
H
Heritage Lang
guage Educa
ation: Langua
age Assistancce, Languagee Acceptance, and Langua
age Affirmatio
on”
b
by Glenn Martinez, The University of Texas - Pan American; and
d “Spanish on the Job: Hiired for Spea
aking
SSpanish, Fired
d for Speakin
ng Spanish” by
b Ana Celia Zentella, Unniversity of Ca
alifornia, San
n Diego. Oveerall,
m
more than 20
00 participants from all re
egions of the United Statess, Latin Amerrica, Europe and Asia havve come
h
here to particcipate in this conference
c
. Mil
M gracias to
o all of you fo
or attending, supporting a
and participa
ating in
this meeting. Your presencce and suppo
ort have mad
de possible thhis important conference.
FFinally we wo
ould like to thank our own Departmentt of Spanish a
and Portugueese, and Dea
an Jessie Ann Owens,
D
Division of Hu
umanities, Arrts and Cultural Studies, at
a the Universsity of Califorrnia, Davis, a
as well as the
n
numerous spo
onsors and contributors fo
or making thiis exciting eveent a reality. We are also very grateful for the
ssuggestions and
a input we received from
m organizers of previous ““Spanish in the US” confeerences, as w
well as to
the abstract re
eviewers, the
e panel mode
erators and sttudents who have collabo
orated in the organization and
p
planning of th
he conference. I would alsso like to exp
press our grattitude for thee invaluable o
organizationa
al and
a
administrative
e support we have receive
ed from so many people. I am especia
ally grateful to
o Karen Calla
ahan,
A
Assistant Dire
ector, UC Lan
nguage Conssortium/SLAI, for her exce llent organiza
ational skills,, detailed and
d
cconstructive analysis
a
and above
a
all, forr her optimisttic and upliftiing spirit.
O
Otra vez, mu
uchas graciass por ser parte
te de este conngreso que ppone al españñol y a los lattinos en el ceentro de
nnuestro mund
do en rápida transformaci
ción.
C
Cecilia Colom
mbi
PProfessor of Spanish
S
U
University of California,
C
Davis
D
3
PATROCINADORES / SPONSORS
Anfitriones / Hosts
Department of Spanish and Portuguese (University of California, Davis)
Division of Humanities, Arts and Cultural Studies (University of California, Davis)
Patrocinadores / Sponsors
Davis Humanities Institute (University of California, Davis)
Department of Linguistics (University of California, Davis)
Hemispheric Institute on the Americas (University of California, Davis)
Second Language Acquisition Institute (University of California, Davis)
UC Consortium for Language Learning & Teaching
Colaboradores / Contributors
Department of Chicana/Chicano Studies (University of California, Davis)
Language and Social Context - DHI Research Cluster
School of Education (University of California, Davis)
4
CONGRESOS ANTERIORES / CONFERENCE HISTORY
Spanish in the US Setting: Beyond the Southwest I. University of Illinois at Chicago Circle. October 10-11,
1980. Publication: Elías-Olivares, Lucía (ed.) 1983. Spanish in the US setting: Beyond the Southwest. Rosslyn, VA:
National Clearinghouse for Bilingual Education.
Spanish in the US / El español en los Estados Unidos II. University of Illinois at Chicago. October 1981.
Spanish in the US / El español en los Estados Unidos III. Indiana University, 1982. Publication: Elías-Olivares, Lucía,
Elizabeth A. Leone, René Cisneros, & John R. Gutiérrez (eds.) 1985. Spanish language use and public life in the United
States. Berlin: Mouton.
Spanish in the US / El español en los Estados Unidos IV. Hunter College, CUNY, New York, October 6, 1983.
Spanish in the US / El español en los Estados Unidos VI. University of Texas at Austin, 1985.
Spanish in the US / El español en los Estados Unidos VII. University of New Mexico, October 24-25, 1986.
Publication: Bergen, John J. (ed.) 1990. Spanish in the United States: Sociolinguistic issues. Washington, DC:
Georgetown University Press.
Spanish in the US / El español en los Estados Unidos VIII. University of Iowa, October 15-17, 1987.
Publication: Wherritt, Irene, & Ofelia García (eds.) 1989. US Spanish: The language of Latinos. International
Journal of the Sociology of Language, 79.
Spanish in the US / El español en los Estados Unidos IX. Florida International University, October 1988.
Publication: Roca, Ana, & John M. Lipski (eds.) 1993. Spanish in the United States: Linguistic contact and diversity.
Berlin: Mouton de Gruyter.
Spanish in the US / El español en los Estados Unidos X. University of Arizona, October 4-6, 1989.
Spanish in the US / El español en los Estados Unidos XI. University of Illinois at Chicago, October 11-13,1990.
Spanish in the US / El español en los Estados Unidos XII & 1st International Conference on Spanish in Contact with
Other Languages. University of Southern California, Los Angeles, CA, Nov. 7-9, 1991. Publication: Silva-Corvalán,
Carmen (ed.) 1995. Spanish in Four Continents: Studies in language contact and bilingualism. Washington, DC:
Georgetown University Press.
Spanish in the US / El español en los Estados Unidos XIII & 2nd International Conference on Spanish in Contact with
Other Languages. University of Minnesota, Minneapolis, MN, Oct. 22-24, 1992.
Spanish in the US / El español en los Estados Unidos XIV. University of Texas at San Antonio, The Institute of Texan
Cultures, and la Universidad Autónoma de México en San Antonio. 1993.
Spanish in the US / El español en los Estados Unidos XV. University of Colorado, Boulder, CO, October 28–29, 1994.
Spanish in the US / El español en los Estados Unidos XVI & 3rd International Conference on Spanish in Contact with
Other Languages. Albuquerque, New Mexico, February 12-14, 1998. Publication: Southwest Journal of Linguistics, 19
(2), 20 (1 and 2). Daniel Villa, Editor.
5
Spanish in the US / El español en los Estados Unidos XVII. Florida International University, Miami, FL, March 11-14,
1999. Publication: Roca, Ana (ed.) 2000. Research on Spanish in the United States: Linguistic issues and challenges.
Somerville, MA: Cascadilla Press.
Spanish in the US / El español en los Estados Unidos XVIII. University of California at Davis, Davis, CA. 2000
Spanish in the US / El español en los Estados Unidos XIX & 4th International Conference on Spanish in Contact with
Other Languages. University of Puerto Rico, San Juan, PR, 2002. Publication: Ortiz López, L. & M. Lacorte (eds.) 2005.
Contacto y contextos lingüísticos: El español en los Estados Unidos y en contacto con otras lenguas. Madrid:
Iberoamericana.
Spanish in the US / El español en los Estados Unidos XX & 5th International Conference on Spanish in Contact with Other
Languages. University of Illinois at Chicago, Chicago, IL. March 24-26, 2005. Publication: Potowski, K. & Cameron, R.
(eds.) 2007. Spanish in contact: Policy, social, and linguistic inquiries. Amsterdam: John Benjamins.
Spanish in the US / El español en los Estados Unidos XXI & 6th International Conference on Spanish in Contact with
Other Languages. George Mason University & University of Maryland, Arlington, VA. March 15-18, 2007. Publication:
M. Lacorte & Jennifer Leeman (eds.) 2009. Español en Estados Unidos y otros contextos de contacto: Sociolingüísitica,
ideología y pedagogía. Madrid: Iberoamericana.
Spanish in the US / El español en los Estados Unidos XXII & 7th International Conference on Spanish in Contact with
Other Languages. Florida International University, Miami, FL, February 18-21, 2009.
6
HORARIOS Y PANORAMA GENERAL DEL CONGRESO
Jueves, 17 de marzo - Domingo, 20 de marzo, 2011
Embassy Suites Hotel - Riverfront Promenade
Sacramento, California, USA
Old Sacramento Ballroom
Tower Bridge
Central Pacific
Todas las presentaciones se llevarán acabo en estas cuatro salas en el hotel Embassy Suites.
Steamboat
La duración de las presentaciones es de 20 minutos y 10 minutos para
Schoolhouse
preguntas después de cada presentación.
El almuerzo se proveerá en el emplazamiento.
Jueves, 17 de marzo, 2011
5:00 – 6:00
INSCRIPCIÓN—Hotel Foyer en frente a la Old Sacramento Ballroom
6:00 – 7:00
PONENCIA PLENARIA —Tom Horne is Studying Spanish: Neo-liberal Theories of Language and Culture
and the Struggle for Symbolic Resources JANE HILL, University of Arizona, Tucson
7:00 – 9:00
RECEPCIÓN—Terraza del hotel Embassy Suites
Viernes, 18 de marzo, 2011
8:00 - 9:00
JUNTA ORGANIZACIONAL DEL ESPAÑOL EN EE.UU. con desayuno continental -Tower Bridge
8:00 – 10:00
INSCRIPCIÓN Y DESAYUNO — Hotel foyer en frente a la Old Sacramento Ballroom
1 SESIÓN
a
9:00 – 10:30
2a SESIÓN
10:35 –12:35
Tower Bridge (A)
Central Pacific (B)
Steamboat (C)
El lenguaje en el
ámbito público
MODERADOR Francisco X. Alarcón
El español en contacto
con otras lenguas
Evaluación
Pedagogía de
enseñanza I
MODERADORA - Dalia
Magaña
The Discursive
Production of Spanish in
the US: Historical
Approaches PANEL
MODERADORA Jennifer Leeman
MODERADOR - Robert
Blake
MODERADORA - Kim
Potowski
Ideologías I MODERADORA - Ana
Celia Zentella
1:45 – 2:45
3a SESIÓN
2:50 – 5:20 Adquisición de lengua
heredada I MODERADORA - Laura
Marques
Adquisición de lengua
heredada II
MODERADORA - Eve
Zyzik
ALMUERZO– Terraza del hotel Embassy Suites
12:40 – 1:40
12:40 – 1:30
Schoolhouse (D)
Presentaciones de los
pósters Exposición de película -
Spanish Voices PONENCIA PLENARARIA — Constructing Latinos as a Threat to the Nation
LEO CHÁVEZ, University of California, Irvine
The Spanish of the
Californios of Alta
California and
Indigenous California
Languages
PANEL
MODERADORA Martha Macri
Distintas variedades del
español en contacto
con otras comunidades
I
MODERADOR - Glenn
Martínez
7
Cambio Lingüístico MODERADOR - Joseph
Harrington
Adquisición de lengua
heredada III
MODERADOR - Andrew
Lynch
Sábado, 19 de marzo, 2011
8:00 – 10:00
INSCRIPCIÓN Y DESAYUNO — Hotel Foyer en frente a la Old Sacramento Ballroom
Tower Bridge (A)
4 SESIÓN
a
9:00 – 10:30
5a SESIÓN
10:35 – 12:35
Cambio de códigos/
Análisis del discurso
MODERADOR - Omar
Velázquez-Mendoza
Lengua de Herencia y
Escrituras en Contacto
PANEL
MODERADORA - Maria
Luisa Spicer-Escalante
12:40 – 1:55
6a SESIÓN
2:00 – 3:30
7a SESIÓN
3:35 – 5:05
5:10 – 6:10
Central Pacific (B)
Steamboat (C)
Schoolhouse (D)
Actitudes lingüísticas I
Pedagogía de enseñanza
II
MODERADOR - Adam
Schwartz
Distintas variedades del
español en contacto
con otras comunidades
II
MODERADOR - Armin
Schwegler
MODERADORA - Mary
Ann Parada
El cambio lingüístico del
español en la historia y
en su contacto con otras
lenguas I
MODERADOR - Travis
Bradley
Nuestra Herencia:
Language Politics,
Spanish and Teaching
Chicanas/os - Latinas/os PANEL
MODERADOR - Elena
Avilés
La enseñanza del español
en el mundo
MODERADORA - Laura
Dubcovsky
ALMUERZO– Terraza del hotel Embassy Suites
LECTURA LITERARIA — SUSANA CHÁVEZ SILVERMAN, Pomona College
Spanish in Context:
Navigating Heritage
Learner Identity in
Educational and
Community Settings
PANEL
MODERADOR - Adam
Schwartz
Ideologías II
Actitudes lingüísticas II
Pedagogía de enseñanza
III
Educación del maestro
MODERADORA- Maria
Luisa Spicer-Escalante
Actitudes lingüísticas III
MODERADOR - Daniel
Villa
MODERADORA Denise Minor
MODERADORA - Miriam
Hernandez-Rodriguez
El lenguaje en las
profesiones
MODERADORA Virginia Lifante
MODERADORA - Sofia
Paredes
Delegación de California PANEL
MODERADOR - Luis Ríos
PONENCIA PLENARIA—Language Barriers in Healthcare and Spanish Heritage Language Education:
Language Assistance, Language Acceptance, and Language Affirmation GLENN MARTÍNEZ, The University of Texas - Pan American
Domingo, 20 de marzo, 2011
8:00 – 9:00
8 SESIÓN
a
DESAYUNO — Hotel Foyer en frente a la Old Sacramento Ballroom
Tower Bridge (A)
Central Pacific (B)
Steamboat (C)
Schoolhouse (D)
Ideologías III
Propuesta de proyecto
de investigación Adam Schwartz,
Ana Celia Zentella
El cambio lingüístico del
español en la historia y
en su contacto con otras
lenguas II
MODERADORA Carolina Viera
La literatura, el teatro y la
enseñanza
9:00 – 11:00
MODERADORA Jennifer Leeman
MODERADORA - Cecilia
Colombi
11:10 -12:10
PONENCIA PLENARIA—Spanish on the Job: Hired for Speaking Spanish, Fired for Speaking Spanish ANA CELIA ZENTELLA, University of California, San Diego
12:15 – 1:30
ALMUERZO– Terraza del hotel Embassy Suites
LECTURA LITERARIA — FRANCISCO X. ALARCÓN, University of California, Davis
8
OVERVIEW SCHEDULE OF EVENTS
Thursday, March 17 - Sunday, March 20, 2011
Embassy Suites Hotel - Riverfront Promenade
Sacramento, California, USA
Old Sacramento Ballroom
Tower Bridge
Central Pacific
All presentations will be held in these four rooms at the Embassy Suites Hotel.
Steamboat
Presentations are 20 minutes long with 10 minutes for questions after each presentation.
Schoolhouse
Catered lunch will be provided on site.
Thursday, March 17, 2011
5:00 – 6:00
REGISTRATION—Hotel Foyer in front of the Old Sacramento Ballroom
6:00 – 7:00
PLENARY—Tom Horne is Studying Spanish: Neo-liberal Theories of Language and Culture and the
Struggle for Symbolic Resources JANE HILL, University of Arizona, Tucson
7:00 – 9:00
RECEPTION—Embassy Suites Hotel Terrace
Friday, March 18, 2011
8:00 - 9:00
SPANISH IN THE U.S. ORGANIZATIONAL MEETING with Continental Breakfast - Tower Bridge
8:00 – 10:00
REGISTRATION & CONTINENTAL BREAKFAST — Hotel foyer in front of the Old Sacramento Ballroom
SESSION 1
9:00 – 10:30
SESSION 2
10:35 –12:35
Tower Bridge (A)
Central Pacific (B)
Steamboat (C)
Language in the Public
Sphere CHAIR - Francisco X.
Alarcón
Spanish in Contact with
Other Languages Assessment Teaching Pedagogy I CHAIR - Robert Blake
CHAIR - Kim Potowski
Ideologies I CHAIR - Ana Celia
Zentella
12:40 – 1:40
12:40 – 1:30
2:50 – 5:20 Heritage Language
Acquisition I
CHAIR - Laura Marques
Heritage Language
Acquisition II CHAIR - Eve Zyzik
CATERED LUNCH – Embassy Suites Hotel Terrace
Poster Presentations 1:45 – 2:45
SESSION 3
CHAIR - Dalia Magaña
The Discursive
Production of Spanish in
the US: Historical
Approaches PANEL
CHAIR - Jennifer
Leeman
Schoolhouse (D)
Film Viewing -
Spanish Voices PLENARY— Constructing Latinos as a Threat to the Nation
LEO CHÁVEZ, University of California, Irvine
The Spanish of the
Californios of Alta
California and
Indigenous California
Languages PANEL
CHAIR - Martha Macri
Differing Varieties of
Spanish in Contact with
Other Communities I CHAIR - Glenn
Martínez
9
Language Change
Lexicon
CHAIR - Joseph
Harrington
Heritage Language
Acquisition III
CHAIR - Andrew Lynch
Saturday, March 19, 2011
8:00 – 10:00
SESSION 4
9:00 – 10:30
SESSION 5
10:35 – 12:35
CONFERENCE CHECK-IN & CONTINENTAL BREAKFAST— Hotel Foyer in front of the Old Sacramento
Ballroom
Tower Bridge (A)
Central Pacific (B)
Steamboat (C)
Schoolhouse (D)
Codeswitching/
Discourse Analysis Language Attitudes I Teaching Pedagogy II CHAIR - Omar
Velázquez-Mendoza
Lengua de Herencia y
Escrituras en Contacto
PANEL
CHAIR - Adam
Schwartz
Differing Varieties of
Spanish in Contact with
Other Communities II CHAIR - MaryAnn
Parada
Spanish Language
Change through History
and Contact with Other
Languages I Nuestra Herencia:
Language Politics,
Spanish and Teaching
Chicanas/os - Latinas/os PANEL
CHAIR - Elena Avilés
Teaching Spanish in the
World CHAIR - Maria Luisa
Spicer-Escalante
CHAIR - Armin
Schwegler
Language Attitudes II SESSION 7
Spanish in Context:
Navigating Heritage
Learner Identity in
Educational and
Community Settings
PANEL
CHAIR - Adam
Schwartz
Ideologies II
CHAIR - Maria Luisa
Spicer-Escalante
Language Attitudes III 3:35 – 5:05
CHAIR - Daniel Villa
CHAIR - Denise Minor
2:00 – 3:30
5:10 – 6:10
CHAIR - Laura Dubcovsky
CATERED LUNCH – Embassy Suites Hotel Terrace
READINGS BY— SUSANA CHÁVEZ SILVERMAN, Pomona College
12:40 – 1:55
SESSION 6
CHAIR - Travis Bradley
Teacher Education Teaching Pedagogy III CHAIR - Miriam
Hernandez-Rodriguez
Language in the
Professions CHAIR - Virginia Lifante
CHAIR - Sofia Paredes
Delegación de California PANEL
CHAIR - Luis Ríos
PLENARY—Language Barriers in Healthcare and Spanish Heritage Language Education:
Language Assistance, Language Acceptance, and Language Affirmation GLENN MARTÍNEZ, The University of Texas - Pan American
Sunday, March 20, 2011
8:00 – 9:00
CONTINENTAL BREAKFAST— Hotel Foyer in front of the Old Sacramento Ballroom
Tower Bridge (A)
SESSION 8
Ideologies III 9:00 – 11:00
Central Pacific (B)
Research Project
Proposal Adam Schwartz,
Ana Celia Zentella
CHAIR - Jennifer
Leeman
Steamboat (C)
Schoolhouse (D)
Spanish Language
Change through History
and Contact with Other
Languages II
CHAIR - Carolina Viera
Literature, Theater and
Teaching CHAIR - Cecilia Colombi
11:10 -12:10
PLENARY—Spanish on the Job: Hired for Speaking Spanish, Fired for Speaking Spanish ANA CELIA ZENTELLA, University of California, San Diego
12:15 – 1:30
CATERED LUNCH – EMBASSY SUITES HOTEL TERRACE
READINGS BY— FRANCISCO X. ALARCÓN, University of California, Davis
10
HORARIO DETALLADO DEL CONGRESO/
DETAILED SCHEDULE OF EVENTS
Viernes, 18 de marzo - Domingo, 20 de marzo, 2011
Friday, March 18 - Sunday, March 20, 2011
Embassy Suites Hotel - Riverfront Promenade
Sacramento, California, USA
Todas las presentaciones se llevarán acabo en estas cuatro salas en el Hotel Embassy Suites.
La duración de las presentaciones es de 20 minutos y 10 minutos para
preguntas después de cada presentación.
Old Sacramento Ballroom
El
almuerzo se proveerá en el emplazamiento.
Tower Bridge
Central Pacific
Steamboat
Schoolhouse
All presentations will be held in these four rooms at the Embassy Suites Hotel.
Presentations are 20 minutes long with 10 minutes for questions after each presentation.
Lunch will be provided on site.
VIERNES, 18 DE MARZO / FRIDAY, MARCH 18TH
Event
Time
Room/Chair
Description
Meeting
8:00 – 9:00
Check-In /
Continental
Breakfast
TOWER BRIDGE - JUNTA ORGANIZACIONAL DEL ESPAÑOL EN EE.UU / SPANISH
IN THE U.S. ORGANIZATIONAL MEETING
8:00 – 10:00
HOTEL FOYER IN FRONT OF OLD SACRAMENTO BALLROOM
1a SESIÓN / SESSION 1
Session 1A
9:00 – 10:30
Tower Bridge
MODERADOR /
CHAIR
Francisco X.
Alarcón
EL LENGUAJE EN EL ÁMBITO PÚBLICO / LANGUAGE IN THE
PUBLIC SPHERE
1. Bilingualism, Advertising, and the Hispanic Media in Miami-Dade
County
Ana Roca (Florida International University)
2. The Commodification of Language and Identity: Spanish in Miami’s
Economic Imaginary
Andrew Lynch (University of Miami)
3. Hablamos español: el español en los medios de comunicación
Cecilia Colombi (University of California, Davis)
Session 1B
9:00 – 10:30
Central Pacific
MODERADORA/
CHAIR
Kim Potowski
EVALUACIÓN / ASSESSMENT
1. Methodological Issues in LA Spanish Research: Considerations in
Assessing Children’s Oral Proficiency Belén Villarreal (University of California, Los Angeles) 2. Advancing Oral Proficiency: Insight from a Spanish Heritage Speak-
er’s Placement Exam
Flavia Belpoliti (University of Houston) & Encarna Bermejo (Houston
Baptist University)
11
VIERNES, 18 DE MARZO / FRIDAY, MARCH 18TH
Event
Time
Session 1C
9:00 – 10:30
Room/Chair
Steamboat
MODERADORA/
CHAIR
Dalia Magaña
Description
PEDAGOGÍA DE ENSEÑANZA I / TEACHING PEDAGOGY I
1. Spanish Heritage Language Education in the United States: The
Current State of Affairs
Sara Beaudrie (University of Arizona) 2. Degree Quantification in Puerto Rican Spanish: The Case of Más
Nada
Javier Gutierrez-Rexach (Ohio State University) &
Melvin Gonzales-Rivera (The College of Wooster) 3. Using Sociolinguistic and Psycholinguistic Evidence to Fight EnglishOnly in the US Eduardo Faingold (University of Tulsa)
Session 1D
9:00 – 10:30
Schoolhouse
MODERADORA/
CHAIR
Laura Marques
ADQUISICIÓN DE LENGUA HEREDADA I / HERITAGE LANGUAGE
ACQUISITION I
1. Causative Structures among Spanish Heritage Speakers
Eve Zyzik (University of California, Santa Cruz)
2. Variable Haber Agreement in Puerto Rican Spanish
Esther L. Brown & Javier Rivas (University of Colorado Boulder)
3. Convergencia de dialectos peninsulares en EEUU
Susana Pérez Castillejo (University of Minnesota, Twin Cities)
2a SESIÓN / SESSION 2
Session 2A
10:35 – 12:35
Tower Bridge
MODERADOR /
CHAIR
Robert Blake
EL ESPAÑOL EN CONTACTO CON OTRAS LENGUAS / SPANISH IN
CONTACT WITH OTHER LANGUAGES
1. Interactividad lingüística castellano/mapudungun en una comunidad
rural Aldo Guillermo Olate Vinet (Universidad de La Frontera)
2. From Minority to Majority Pattern in Language Contact: Possessives
Anna María Escobar (University of Illinois at Urbana-Champaign)
3. ¿Por qué piko?: Guaraní Question Markers in Paraguayan Spanish
Elizabeth Herring (Indiana University)
4. Spanish and Creole Contact in an Extraordinary Public Sphere: Palen-
que (Colombia) in its New Role as UNESCO’s “Masterpiece of the
Oral and Intangible Heritage of Humanity” Session 2B
10:35 – 12:35
Central Pacific
MODERADORA/
CHAIR
Ana Celia
Zentella
Armin Schwegler (University of California, Irvine)
IDEOLOGÍAS I / IDEOLOGIES I
1. Language, Gender and Identity Construction: Sociolinguistic Dynamics
in the Borderlands
Claudia Holguin (University of Illinois at Urbana-Champaign)
2. “Like many Texans, I am proud to be bilingual and bicultural”: His-
panic Identities and Language Ideologies on Using Spanish in Texas
Carlos Martin Vélez (Brescia University)
3. Juntos pero no revueltos: A Case of Juxtaposed Linguistic Identity(ies)
in Miami
Diego Pascual y Cabo (University of Florida)
4. Keeping Spanish Alive in the US: the Role of Language Attitudes
Cecilia Montes-Alcalá & Lindsey Sweetnich (Georgia Institute of
Technology)
12
VIERNES, 18 DE MARZO / FRIDAY, MARCH 18TH
Event
Time
Session 2C
10:35 – 12:35
Room/Chair
Steamboat
MODERADORA /
CHAIR
Jennifer Leeman
Description
Panel - THE DISCURSIVE PRODUCTION OF SPANISH IN THE US:
HISTORICAL APPROACHES
1. Language, Church and State: Language Ideologies in Territorial
Arizona
Elise DuBord (Drew University)
2. Language Instrumentalization and Public Health in Early Twentieth
Century Texas
Glenn Martinez (The University of Texas Pan American)
3. The Racialization of Spanish in the US Census: A Historical Perspec-
tive
Jennifer Leeman (George Mason University)
4. Spanish and English in Political Representations. New Mexico, 1846
-1912 Arturo Fernández-Gibert (California State University,
San Bernardino)
Session 2D
10:35 – 12:35
Schoolhouse
MODERADORA/
CHAIR
Eve Zyzik
ADQUISICIÓN DE LENGUA HEREDADA II / HERITAGE LANGUAGE
ACQUISTION II
1. Hablando en chiquito: -ito en el español de Houston
Manuel Gutiérrez (University of Houston)
2. Porteño Spanish in Los Angeles: A Pilot Study
Anamaria Buzatu (University of California, Los Angeles)
3. Otras formas de diferenciación: ideologías lingüísticas en los estu-
diantes de español como lengua heredada
Natalia Rosales-Yeomans (University of Houston)
12:40—1:40
POSTER
12:40 – 1:30
SESSION /
PRESENTACIONES
PÓSTERS DE
ALMUERZO
CATERED LUNCH
Terraza del hotel Embassy Suites / Embassy Suites Hotel Terrace
Tower Bridge
1. Puerto Rican Spanish in Los Angeles
Adjoa Michelle Addae (University of California, Los Angeles)
2. Projeto glossa
Lucas Barbosa Melo (Universidade de Brasilia)
3. Rosaura Sánchez y su crítica sociolingüística del español
sudoesteño
Vanessa Fonseca (Arizona State University)
4. El español de Colombia como español de contactos en medio de
un contexto de volencia y desplazamiento: i parte "contacto
cultural y dialectal"
Magnolia González (Instituto Caro y Cuervo)
5. It Doesn’t Make Sense to Have Sense: Putting Order in Spanish
“Hacer Sentido”
Melvin Gonzalez-Rivera (The College of Wooster)
6. A Non-Parametric Empirical Study into Spanish Siblings’
Influence on their Brothers and Sisters Learning English as a Second
Language
Elaine Hewitt (University of Granada)
13
VIERNES, 18 DE MARZO / FRIDAY, MARCH 18TH
Event
Time
Room/Chair
Description
7. Variabilidad metafórica: dimensiones universales versus
particulares de la metáfora conceptual
Laissa Christina Lopes Campos, Fabrícia Carvalho, & Adriana Machado de Oliveira (Universidad de Brasilia)
8. Bilingüismo en el chicano: alzamiento de vocales medias y descenso
de vocales medias varían con el aprendizaje del español en chicanos
Gibràn Méndez (California State University, Chico)
Film Viewing 12:40—1:30
Steamboat
EXPOSICIÓN DE PELÍCULA - Spanish Voices
PONENCIA
PLENARIA /
PLENARY
Old Sacramento
Ballroom
Constructing Latinos as a Threat to the Nation
1:45 – 2:45
LEO CHÁVEZ (University of California, Irvine)
3a SESIÓN / SESSION 3
Session 3A
2:50 – 5:20
Tower Bridge
MODERADORA/
CHAIR
Martha Macri
Panel – THE SPANISH OF THE CALIFORNIOS OF ALTA
CALIFORNIA AND INDIGENOUS CALIFORNIA LANGUAGES
1. Spanish and Nahuatl Loanwords in Tübatulabal
Martha Macri (University of California, Davis)
2. Spanish Names in Native California
Lajos Szoboszlai (University of California, Davis)
3. The Language of Zorro: Californio Spanish in the
Transition from the California Rancho
Margaret Cayward (University of California, Davis)
4. J.P. Harrington's Notes for a Paper on "The Spanish Spoken by the
Southwestern Indians"
Kathryn Klar (University of California, Berkeley)
5. J.P. Harrington Database Project
James Sarmento (University of California, Davis)
Session 3B
2:50 – 5:20
Steamboat
MODERADOR /
CHAIR
Glenn Martínez
DISTINTAS VARIEDADES DEL ESPAÑOL EN CONTACTO CON
OTRAS COMUNIDADES I / DIFFERING VARIETIES OF SPANISH IN
CONTACT WITH OTHER COMMUNITIES I
1. Lenguas en contacto y el orden de palabras en el español en Nue-
va York: un análisis variacionista, pragmático, y prosódico entres
dos generaciones de latinos Carolina Barrera-Tobon (City University of New York’s
Graduate Center, & Fashion Institute of Technology, State Institute
of New York)
2. Lexical Familiarity as a Sign of Dialect Contact
Kim Potowski (University of Illinois at Chicago) & Lourdes Torres
(DePaul University)
3. Nivelación dialectal en Nueva York. Mexicanos en contacto
María del Rocío Carranza Brito (Universidad Nacional Autónoma
de México)
14
VIERNES, 18 DE MARZO / FRIDAY, MARCH 18TH
Event
Time
Room/Chair
Description
4. Lenition of Spanish /s/ at the Other End of the Continuum
Earl Brown (California State University, Monterey Bay)
5. Mock Spanish in the Southwest: Inherently Negative Racializing
Discourse or Indicator of the Increased Importance of Spanish in American Vernacular?
Rikki Farfel & Dillon Reardon (University of New Mexico)
Session 3C
2:50 – 5:20
Steamboat
MODERADOR /
CHAIR
Joseph
Harrington
CAMBIO LINGÜÍSTICO / LANGUAGE CHANGE LEXICON
1. Bilingüismo bicultural en el ciberespacio. Redes sociales y hablantes
bilingües
Patricia Gubitosi (University of Massachusetts) & Mabel Giammatteo
(Universidad de Buenos Aires)
2. The Diffusion of Lexical Transfers in English in Puerto Rico: The
Influence of Primera Hora
Elizabeth Dayton (University Puerto Rico, Mayaguez)
3. La transferencia léxica: ¿Fenómeno exclusivamente bilingüe?
Ariana Mrak (University of North Carolina Wilmington)
4. La inmigración léxica en el periódico colombiano en linea el tiempo.
Réplica de investigación sobre anglicismos en Colombia a la luz del
uso actual en diccionarios, artículos y blogs
Lorena Gómez (University of Alabama)
5. El español en el ciberespacio: algunas consideraciones para su
estudio y análisis
Antonio Medina-Rivera (Cleveland State University)
Session 3D
2:50 – 5:20
Schoolhouse
MODERADOR /
CHAIR
Andrew Lynch
ADQUISICIÓN DE LENGUA HEREDADA II / HERITAGE LANGUAGE
ACQUISITION III
1. Subjunctive and Indicative in Noun Clauses of Doubt and Denial in the
Speech of Spanish/English Bilinguals in New England
John Chaston (University of New Hampshire)
2. Incomplete Acquisition, Attrition, and Recognition Tasks in Heritage
Language Learners
Amalia Llombart-Huesca (California State Polytechnic University
Pomona)
3. En nuestra lengua: Insights into the Acquisition and Production of
Clitics in Spanish-Speaking Heritage Language Children
Teresa Satterfield (University of Michigan)
4. Split Intransitivity and Subject-Verb Inversions in Spanish Heritage
Speakers
Laura Marques-Pascual (University of California, Santa Barbara)
5. Un paso más para el desarrollo de actividades para los
cursos de herencia: el testimonio
Alejandra Balestra (George Mason University)
15
SÁBADO, 19 DE MARZO / SATURDAY, MARCH 19th
Event
Time
Check-In /
Continental
Breakfast
8:00 – 10:00
Room/Chair
Description
HOTEL FOYER IN FRONT OF OLD SACRAMENTO BALLROOM
4a SESIÓN / SESSION 4
Session 4A
9:00 – 10:30
Tower Bridge
MODERADOR /
CHAIR
Omar VelázquezMendoza
CAMBIO DE CÓDIGOS/ANÁLISIS DEL DISCURSO /
CODESWITCHING / DISCOURSE ANALYSIS
1. El cambio de código en comunicación virtual informal entre
chicanos bilingües Dalia Magaña (University of California, Davis)
2. Codeswitching in The Brief Wondrous Life of Oscar Wao
Eugenia Casielles (Wayne State University)
3. Negotiating Language in an Emergency: The Case of Spanish
Language 9-1-1 Calls in the U.S.
Session 4B
9:00 – 10:30
Central Pacific
MODERADOR /
CHAIR
Adam Schwartz
Session 4C
9:00 – 10:30
Steamboat
MODERADORA/
CHAIR
MaryAnn Parada
Chase W. Raymond (University of California, Los Angeles)
ACTITUDES LINGÜÍSTICAS I / LANGUAGE ATTITUDES I
1. Language Ideologies Across Cultures and Time: Household Spanish
Publications in France (1964) and the United States (2005) David Divita (Pomona College)
2. The Language of the Maids: Spanish of the U.S.A. (Unfairly Stereotyped Americans) Ian Romain (University of California, Los Angeles) 3. Listener Accuracy in Foreign Accent Ratings Tasks: Does Background
Matter? Valerie J. Trujillo (University of Florida)
PEDAGOGÍA DE ENSEÑANZA II / TEACHING PEDAGOGY II
1. Getting it: Community-Based Research and the Teaching on U.S.
Varieties of Spanish
Isabel Velázquez (University of Nebraska, Lincoln)
2. “Es como si ya nos conociéramos”: Spanish Heritage Learners and
Ethnolinguistic Identity in the Study-Abroad Context
Session 4D
9:00 – 10:30
Schoolhouse
MODERADORA/
CHAIR
Elena Avilés
Lillian Gorman (University of Illinois at Chicago)
3. ¿Inglés o español? How Organizations Offer Spanish in the U.S. to
Communicate with Individuals: Issues and Recommendations. Sondra Ahlén (SAVIC – Sondra Ahlén Voice Interface Consulting)
Panel – NUESTRA HERENCIA: LANGUAGE POLITICS, SPANISH AND
TEACHING CHICANAS/OS – LATINAS/OS
1. Elena Avilés (University of New Mexico) 2. Sandra Ruiz-Paz (University of California, Los Angeles) 3. Vanessa Fonseca (Arizona State University)
16
SÁBADO, 19 DE MARZO / SATURDAY, MARCH 19th
Event
Time
Room/Chair
Description
5a SESIÓN / SESSION 5
Session 5A
10:35—12:35
Tower Bridge
MODERADORA/
CHAIR
Maria Luisa
Spicer-Escalante
Panel – LENGUA DE HERENCIA Y ESCRITURAS EN CONTACTO:
MÚLTIPLES PERSPECTIVAS DEL DISCURSO ACADÉMICO
1. (Re)visioning Bilingual Narratives: The Unfettered Voices of the Oral
and Written Discourse of Spanish Heritage Speakers
Maria Luisa Spicer-Escalante (Utah State University) 2. ¿Qué estrategias retórico-lingüísticas emplean los estudiantes para
argumentar?
Sofia Paredes (Drake University)
3. What Makes an Expository Essay Successful?: The Role of Causal
Constructions and Quotes: a Functional Grammar Approach
Miriam Hernandez-Rodriguez (University of California, Davis)
4. El desarrollo de literacidad avanzada en el español como segunda
lengua: análisis del grupo nominal
Session 5B
10:35 – 12:35
Central Pacific
MODERADOR /
CHAIR
Armin Schwegler
Joseph Harrington (University of California, Davis) DISTINTAS VARIEDADES DEL ESPAÑOL EN CONTACTO CON
OTRAS COMUNIDADES II / DIFFERING VARIETIES OF SPANISH IN
CONTACT WITH OTHER COMMUNITIES II
1. Modelo explicativo del español en Estados Unidos: el español de
tierras altas y bajas Claudia Parodi (University of California, Los Angeles) 2. The Development of Traditional New Mexican Spanish as a Unique
Variety in the Americas Daniel Villa (New Mexico State University) &
Israel Sans (West Chester University of Pennsylvania)
3. Posicionamientos identitarios de mujeres inmigrantes colombianas en
Chicago
Gloria Vélez-Rendón (Purdue University Calumet)
4. Vitalidad del español en el paisaje lingüístico urbano Jose Franco Rodriguez (Fayetteville State University)
Session 5C
10:35 – 12:35
Steamboat
MODERADOR /
CHAIR
Travis Bradley
EL CAMBIO LINGÜÍSTICO DEL ESPAÑOL EN LA HISTORIA Y EN SU
CONTACTO CON OTRAS LENGUAS I / SPANISH LANGUAGE
CHANGE THROUGH HISTORY AND CONTACT WITH OTHER
LANGUAGES I
1. Interference of Catalan in Barcelonan Spanish: A Sociophonetic
Perspective Justin Davidson (University of Illinois at Urbana-Champaign) 2. El judeo-español contemporáneo en Los Ángeles
Bryan Kirschen (University of California, Los Angeles)
3. El latín y el romance en la iberia del medievo tardío y el complemento
directo preposicional
Omar Velázquez-Mendoza (University of Virginia)
4. Spanish in the Pacific Lucía Aranda (University of Hawaii)
17
SÁBADO, 19 DE MARZO / SATURDAY, MARCH 19th
Event
Time
Room/Chair
Session 5D
10:35 – 12:35
Schoolhouse
MODERADORA/
CHAIR
Laura Dubcovsky
Description
LA ENSEÑANZA DEL ESPAÑOL EN EL MUNDO / TEACHING
SPANISH IN THE WORLD
1. Los cursos de español para hablantes nativos en Génova, Italia
Laura Sanfelici (Università degli Studi di Genova, Italia)
2. El español en la India: Desarrollo y perspectivas
Rajiv Saxena (University of California, Davis & Jawaharlal Nehru
University)
3. La escritura del ISP (Independent Study Project) en español. Desafíos
que enfrentan los estudiantes estadounidenses
Leticia Krsul (Universidad de Buenos Aires)
4. Puerto Rico y Estados Unidos: la inclusión y evolución de las políticas
lingüísticas en los proyectos de ley estadounidenses de 1989-2010
Elaine Shenk (Saint Joseph’s University)
12:40—1:55
ALMUERZO
CATERED LUNCH
Embassy Suites Hotel Terrace / Terraza del hotel Embassy Suites
Readings By - Susana Chávez Silverman (Pomona College)
6a SESIÓN / SESSION 6
Session 6A
2:00 – 3:30
Tower Bridge
MODERADOR /
CHAIR
Adam Schwartz
Session 6B
2:00 – 3:30
Central Pacific
MODERADORA/
CHAIR
Maria Luisa
Spicer-Escalante
Panel – SPANISH IN CONTEXT: NAVIGATING HERITAGE LEARNER
IDENTITY IN EDUCATIONAL AND COMMUNITY SETTINGS
1. Digital storytelling in a Medical Spanish Course for Heritage Learners Adam Schwartz (University of South Florida)
2. Latino Immigration and the Cultural-Discursive Figuration of
‘Spanish’ in the U.S. South Phillip M. Carter (University of Southern California)
3. Creating Community: Fostering the Linguistic/Ethnic Development of
Spanish Heritage Learners as Bilingual Citizens Ana Sánchez-Muñoz (California State University, Northridge)
ACTITUDES LINGÜÍSTICAS II / LANGUAGE ATTITUDES II
1. “Y tu abuela, ¿dónde está?”: Circumlocutions as Racial Indicators
among US Latinos; and What We Know from Spanish America Thomas Stephens (Rutgers University)
2. SHL Learners' Attitudes & Motivations: A Call to Action Cynthia Ducar (Bowling Green State University) 3. “To be more in tune with my culture…”: The Intersection of Identity
and Attitudes Toward Maintenance among Beginning Spanish as a
Heritage Language Students Damián Vergara Wilson (University of New Mexico)
Session 6C
2:00 – 3:30
Steamboat
MODERADORA/
CHAIR
Miriam
HernandezRodriguez
PEDAGOGÍA DE ENSEÑANZA III / TEACHING PEDAGOGY III
1. Who – or What – Wrote this Assignment? Raising Student Awareness
about Machine Translation Tools, Plagiarism, and Literacy Practices Arline Garcia & Alison Green (Highline Community College) 2. ¿Por qué tantas tachaduras en rojo si nada de esto se ha
enseñado en clase? Edwin Padilla (Universidad de Houston Downtown)
18
SÁBADO, 19 DE MARZO / SATURDAY, MARCH 19th
Event
Time
Room/Chair
Description
3. Balancing Act: Autobiographical Narratives of Spanish-Speaking
Youth in the United States
Session 6D
2:00 – 3:30
Schoolhouse
MODERADORA/
CHAIR
Sofia Paredes
Kim Potowski (University of Illinois at Chicago)
EDUCACIÓN DEL MAESTRO / TEACHER EDUCATION
1. El desarrollo del español escrito de futuros maestros bilingües Laura Dubcovsky (University of California, Davis) 2. “ I see you and I know who you are”: Heritage Language Learners as
Bilingual Teachers Gloria Delany-Barmann (Western Illinois University)
3. Percepciones hacia los aprendices de español como lengua patrimo-
nial: profesores de primaria y secundaria en el estado de Wisconsin
Aixa Said-Mohand (New Jersey City University)
7a SESIÓN / SESSION 7
Session 7A
3:35 – 5:05
Tower Bridge
MODERADOR/
CHAIR
Daniel Villa
IDEOLOGÍAS II / IDEOLOGIES II
1. Key Factors Affecting Language and Identity: The Experience of a
Spanish-Speaking Community in Western Massachusetts
Patricia Gubitosi (University of Massachusetts) & Elena Garcia-Fraizer (Mount Holyoke College) 2. Building a Bilingual Corpus: Community-Based Data Collection Jenny Dumont (University of New Mexico) 3. Generación, historia local, y el hablante bilingue Maryellen Garcia (The University of Texas at San Antonio)
Session 7B
3:35 – 5:05
Central Pacific
MODERADORA/
CHAIR
Denise Minor
Session 7C
3:35 – 5:05
Steamboat
MODERADORA/
CHAIR
Virginia Lifante
ACTITUDES LINGÜÍSTICAS III / LANGUAGE ATTITUDES III
1. Spanish, English, and Privilege: Language Use and Attitudes of Eco-
nomically Advantaged Females
Patricia MacGregor-Mendoza (New Mexico State University) 2. Usos lingüísticos de jóvenes de segunda generación en una escuela
secundaria de Minnesota Angela Pinilla-Herrera (University of Minnesota) 3. Patrones de subjetividad en el español de Nuevo México Víctor Valdivia (University of New Mexico)
EL LENGUAJE EN LAS PROFESIONES / LANGUAGE IN THE
PROFESSIONS
1. Español y salud o salud en español: la gestión de la enseñanza de
español en ambitos profesionales Vera Cerqueiras (CIEE-FLACSO Argentina) 2. Una experiencia exitosa enseñando español médico en UC Merced Yolanda Pineda-Vargas (University of California, Merced) 3. ¿Se Equivocó la Paloma?: Student and Faculty Reflections on Radical Education Loren Chavarría, Juan Antonio Trujillo & Michael Woods (Oregon
State University)
19
SÁBADO, 19 DE MARZO / SATURDAY, MARCH 19th
Event
Time
Room/Chair
Session 7D
3:35 – 5:05
Schoolhouse
MODERADOR /
CHAIR
Luis Ríos
Description
Panel – DELEGACIÓN DE CALIFORNIA
1. Hablando bien se entiende la gente
Luis Ríos (Academia Norteamericana de la Lengua Española (ANLE))
2. Sobre Lengua y Cultura de los Californios y las Californias Víctor Fuentes (University of California, Santa Barbara) 3. Destrezas del Exilio: inglés, español, ‘hispanounidense’ y spanglish
en el salón de clase
Arturo Dávila (Laney College & University of California, Berkeley)
PONENCIA
PLENARIA /
PLENARY
5:10 - 6:10
Old Sacramento
Ballroom
Language Barriers in Healthcare and Spanish Heritage Language
Education: Language Assistance, Language Acceptance, and Language Affirmation
Glenn Martínez, (The University of Texas - Pan American) DOMINGO, 20 DE MARZO / SUNDAY, MARCH 20h
Check-In /
Continental
Breakfast
8:00 – 9:00
HOTEL FOYER IN FRONT OF OLD SACRAMENTO BALLROOM
8a SESIÓN / SESSION 8
Session 8A
9:00 – 11:00
Tower Bridge
MODERADORA/
CHAIR
Jennifer Leeman
Session 8B
Session 8C
9:00 – 11:00
9:00 – 11:00
Central Pacific
Steamboat
MODERADORA/
CHAIR
Carolina Viera
IDEOLOGÍAS III / IDEOLOGIES III
1. Ideologías lingüísticas y medios de comunicación: el caso del Notici-
ero Univisión
Félix Manuel Burgos (University of New Mexico)
2. Perception, Language and Power A. Michael Vermy (University of New York (SUNY), College at Buffalo)
3. First-Born Advantages: Linking Birth Order, Name Ethnicity and Heritage Language Proficiency MaryAnn Parada (University of Illinois at Chicago)
4. Codeswitching in Gibraltar: A Case Study
Joelle Bonamy (Columbus State University)
PROPUESTA DE PROYECTO DE INVESTIGACIÓN /RESEARCH
PROJECT PROPOSAL
Adam Schwartz (Brigham Young University) &
Ana Celia Zentella (UC San Diego)
EL CAMBIO LINGÜÍSTICO DEL ESPAÑOL EN LA HISTORIA Y EN SU
CONTACTO CON OTRAS LENGUAS II / SPANISH LANGUAGE
CHANGE THROUGH HISTORY AND CONTACT WITH OTHER
LANGUAGES II
1. On The Linguistic Production of Hawai'i's "Local Ricans": Sources and
Preliminary Observations Rob Smead (Brigham Young University)
2. ¿Podemos hablar de un español patrimonial en California? Rebeca Acevedo (Loyola Marymount University)
20
DOMINGO, 20 DE MARZO / SUNDAY, MARCH 20h
Event
Time
Room/Chair
Description
3. La permeabilidad de las células semánticas: contacto con el inglés y
arcaísmos léxicos en el español de California del XIX
Session 8D
9:00 – 11:00
Schoolhouse
MODERADORA/
CHAIR
Cecilia Colombi
Covadonga Lamar Prieto (University of California, Los Angeles)
4. Linguistic Influences from the Historical Policies of the Spanish Crown
Hugo A. Mejias (University of Texas – Pan American)
LA LITERATURA, EL TEATRO Y LA ENSEÑANZA / LITERATURE,
THEATER AND TEACHING
1. Califas en español: por la lengua de nuestro pueblo, habla la poesía Francisco X. Alarcón (University of California, Davis) 2. La (in)visibilidad de la literatura en español de los Estados Unidos
Manuel M. Martin-Rodriguez (University of California, Merced)
3. The Role of Spanish Language Theater and Poetry in the Formation of
Scholarly Identities among Mexican and Chicano University Students
Denise Minor (California State University, Chico)
PONENCIA
PLENARIA /
PLENARY
11:10 – 12:10
12:15 - 1:30
Old Sacramento
Ballroom
Spanish on the Job: Hired for Speaking Spanish, Fired for Speaking
Spanish ALMUERZO
CATERED LUNCH
Terraza del hotel Embassy Suites / Embassy Suites Hotel Terrace
Readings By - Francisco X. Alarcón (University of California, Davis) Ana Celia Zentella (University of California, San Diego) 21
SESIONES PLENARIAS / PLENARY SESSIONS (By Date)
JUEVES, 17 DE MARZO / THURSDAY, MARCH 17th
Jane Hill, University of Arizona, Tucson (6:00 - 7:00)
Tom Horne is Studying Spanish: Neo-liberal Theories of Language and Culture and the Struggle for Symbolic
Resources
Tom Horne, recently Superintendent of Education for the State of Arizona and now the state's Attorney General, argues
that the fact that he is studying Spanish demonstrates that his attack on the Raza Studies Program in the Tucson Unified
School District does not stem from any racist animus against Hispanics. I use Horne's claim as a starting point for a
more general discussion of mechanisms in the appropriation of symbolic resources from lower-ranking groups in
racialized heirarchies, and the way that these symbolic resources are reshaped and reconstituted so that they can
become symbols of White virtue. One of these mechanisms is an oddly contradictory understanding of the nature of
language, where, on the one hand, "language" and "culture" are seen as ineluctably linked (hence, to study a language
implies an embrace of an associated "culture"), but, on the other hand, are reduced to symbolic commodities that are
entirely removed from lingua-cultural processes as these are understood today by scholars.
VIERNES, 18 DE MARZO / FRIDAY, MARCH 18th
Leo Chávez, University of California, Irvine (1:45 - 2:45)
Constructing Latinos as a Threat to the Nation
The nation embroiled in an often vitriolic debate over immigration reform, and tensions mount in states such as
Arizona, where controlling immigration has become a local undertaking. This talk examines how media and public
discourse construct Mexican and other Latin American immigrants and their U.S.-born children as a threat to the
United States, focusing on the narratives of invasion, reconquest, and more recently, national security. It examines how
these ideas become repeated and elaborated upon over time so that, in essence, they become “true.” Representations
are, as Foucault suggests, embedded in a discursive regime, by which is meant that these authors and these
representations do not exist in isolation. They can be found in works of a number of authors and various media, often
self-referencing, that constructs knowledge and truth about Latinos. The principal, but not only, media focused on here
are U.S. national magazine covers (visual images) and their accompanying articles (discursive representations) in the
post-1965 era. After elaborating the discourse of threat that in public discourse about Latino immigrants and their
U.S.-born offspring, this talk provides empirical evidence that undermines the truth-claims of this discourse. The talk
concludes by noting that discourses of fear distract us from understanding processes of culture change and cultural
hybridity that are occurring in society’s experiencing large-scale immigration.
SÁBADO, 19 DE MARZO / SATURDAY, MARCH 19th
Readings by - Susana Chávez Silverman, Pomona College (12:40 - 1:55)
Glenn Martínez, The University of Texas – Pan American (5:10 - 6:10)
Language Barriers in Healthcare and Spanish Heritage Language Education: Language Assistance, Language
Acceptance, and Language Affirmation
This paper explores the multiple adverse effects of limited English proficiency among Spanish speakers in the United
States. In doing so, it presents a theory of language barriers that emphasizes language inequality over language
difference and that suggests a pervasive role of language choice and ethnolinguistic identity in the health disparities
experienced by Spanish speakers in the United States. Based on this theory, the paper goes on to highlight the most
salient components of a unique Spanish for heritage learners program designed to address health disparities in
Spanish speaking communities. Finally, it shows how this educational program impacts the Spanish speaking health
care workforce of tomorrow through an affirmation of cultural knowledge, sociolinguistic sensibility and public health
understanding today.
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DOMINGO, 20 DE MARZO / SUNDAY, MARCH 20th
Ana Celia Zentella, University of California, San Diego (11:10 - 12:10)
Spanish on the Job: Hired for speaking Spanish, fired for speaking Spanish
Nowhere in the U.S. public sphere is Spanish more embattled than in the workplace. The experiences of those who
have been banned from speaking Spanish on the job provide evidence in support of the claim that race and ethnicity
have been remapped from biology onto language in the United States (Urciuoli (2000), and that linguistic profiling
can be of a positive or negative type (Baugh 2001). More employers are seeking bilingual workers but the number of
employer bans on languages other than English in the workplace is also rising. Spanish has been the target in a
number of high profile cases, and legal decisions have been contradictory, some in favor of the employer ban and
some in favor of the Spanish-speaking employees. The arguments of the employers reflect a growing tolerance for
discriminatory linguistic profiling, particularly in those instances when employees who were hired for their ability to
speak Spanish to customers were fired for speaking Spanish to each other. Additional data related to this issue come
from my students' survey of over 500 Latinos, African Americans, European Americans, and Others in New York City
concerning the their views as to the right of employers to restrict language. Latinos are the most likely to reject the
imposition of English only laws, but Puerto Ricans differed from other Latinos in their reasons for opposing English only
on the job.
Readings by – Francisco X. Alarcón, University of California, Davis (12:15 - 1:30)
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PANELES / PANEL SESSIONS (By Date)
The Discursive Production of Spanish in the US: Historical Approaches (Fri 2C)
With Spanish gaining prominence in the US, increased attention has been paid to the portrayal of Spanish in the public
sphere. This papers in this panel adopt a historical approach to the examination of representations of Spanish in the
US. Each paper examines a different body of 19th or 20th century texts and analyzes the discursive production of
Spanish in those texts. In addition to examining the historical texts themselves, we stress connections to the
sociohistorical and political context in which they texts were produced and circulated. This approach both enriches our
understanding of the history of Spanish in the US and sheds light on the historiography the present-day ideologies
surrounding Spanish.
The papers in this panel are also part of a larger project: José del Valle’s forthcoming A Political History of Spanish:
The Making of a Language (Cambridge University Press.)
Elise DuBord, Drew University
Language, Church and State: Language Ideologies in Territorial Arizona
In the late nineteenth century, southern Arizona was in a transitional stage of sociopolitical restructuring between
Mexicans and Anglos. Arizona’s Catholic Church, first established under Spanish rule, was essential to the
development of this distant Mexican frontier land before annexation by the United States in 1848 and 1854. After
annexation, Anglo settlers brought with them ideals of Americanization and westward expansion to justify their
usurpation of the preexisting sociopolitical system. These two disparate traditions simultaneously erected publiclyfunded schools and private Catholic schools in the 1870s, allowing for different spaces for ethnolinguistic maintenance
and assimilation. This paper examines the language ideologies that link Spanish with a Catholic, Spanish/Mexican
heritage, and English with the taming of the ‘new frontier,’ Americanization, and Protestant ideals through the analysis
of metalinguistic discourses and language practices identified in Spanish- and English-language newspapers;
documents from the territorial government, Catholic Church, and public schools; and other historical accounts.
Glenn Martinez, The University of Texas Pan American
Language Instrumentalization and Public Health in Early Twentieth Century Texas
This paper presents an analysis of the 1941 essay “Health Education for Spanish Speaking People in Texas” by Spanish
language health promoter RC Ortega. It is the only contemplative piece known that contextualizes Ortega’s long
career as a health promoter in Spanish speaking communities in Texas. At a time when Mexicans were dying of
tuberculosis at a rate seven times the state average, Ortega ushered in a new culturally-based approach to health
promotion that challenged prevailing theories of racial susceptibility for disease and that advocated for equal access to
health care services among Mexicans. In this paper, I argue that Ortega’s health promotion work instrumentalized the
Spanish language and drew on cultural traditions in order to reframe the view of Mexicans as dirty, diseased and
disorderly. Through the instrumentalization of Spanish, I argue that Ortega laid the foundation for the liberal language
policies that would blossom after the 1960’s.
Jennifer Leeman, George Mason University
The Racialization of Spanish in the US Census: A Historical Perspective
Emphasizing the prominence of national censuses in official discourse surrounding national and group identities
(Anderson, 1991; Kertzer & Arel, 2002), this presentation investigates the US Census as a site of ideological
representation of Spanish. I critically examine the history of the classification of Latinos in the 200-year history of the
US Census– including the 1930 “Mexican” race category, the “Spanish mother tongue” classification, the definition of
“Hispanic origin” and the current home language use questions. I situate these various classification mechanisms to
evolving ideologies regarding the relationship among language, race and nation and to changing ideologies of group
difference, and in particular, the trend away from biology-based accounts of social characteristics and towards culturebased accounts. This analysis shows that how language ideologies have historically contributed to the racialization of
Spanish, and to the portrayal of US Latinos as racial Others unable or unwilling to assimilate to the dominant culture.
Arturo Fernández-Gibert, California State University, San Bernardino
Spanish and English in Political Representations. New Mexico, 1846-1912
The historical roots of present language policies and linguistic ideologies in the United States can be studied through
the very earliest communities of Neomexicanos in territorial/pre-statehood New Mexico. This chapter, after tracing the
24
continuous presence of Spanish-speaking people in this land for over four centuries, will focus on metalinguistic
discourses produced by Neomexicanos at a time when their ancestral language and culture were threatened by Anglo
American immigration and political forces. Over many decades straddling the 19th and 20th centuries, Neomexicano
editors, politicians, and educators defended and promoted the Spanish language as a symbol of ethnic identity, while
at the same time encouraging the learning of English as the only means to guarantee education and legitimize their
claim to the political rights of the Spanish-speaking population. This paper will present, on one hand, the development
of New Mexico as a bilingual society in which two distinct communities competed for political power and
representation, and on the other, the formation of a Spanish-language literate community fully engaged in selfrepresentation. Spanish and English became the center of public debate on the eve of statehood as language was
perceived to be symbolically charged in line with social, racial, and political values.
The Spanish of the Californios of Alta California and Indigenous California Languages (Fri 3A)
Martha Macri, University of California, Davis
Spanish and Nahuatl Loanwords in Tübatulabal
Tübatulabal, a Uto-Aztecan language of the Kern Valley of southern California, was recorded by John Peabody
Harrington from 1919. Most speakers he interviewed spoke Tübatulabal and Spanish—his notes are a mix of these
languages and English. Some Spanish words were incorporated into the Tübatulabal language, along with a few
Nahuatl words introduced indirectly through Spanish, or directly from Nahuatl speakers brought to California by the
Mexicans. Some words that appear to be loans, may be cognates arising from the common origin of Tübatulabal and
Nahuatl. The dangers in identifying false cognates can be seen in "tzula" 'small dog' that Harrington erroneously
suggests is a borrowing from the Spanish "chula." It occurs as a borrowing from Nahuatl into Mayan languages as one
of several words for 'dog', spelled with syllabic signs tzu-la and tzu-lu (accompanying images of dogs) in Precolumbian
Maya texts.
Lajos Szoboszlai, University of California, Davis
Spanish names in Native California
Evidence of the Spanish period in California’s history are found in place names throughout the state. Yet even more
ancient are the names given by the original inhabitants of California. Subsequent interplay between Native American
languages, Spanish, and English names is evident both in place names and in tribal members’ personal names. The
notes of J.P. Harrington give us evidence of this triple naming potential and reality.
Notes for the Tachi and Tejon languages in particular include elicitations of individuals' “Indian names” in addition to
their “American” names, which are in most cases Spanish names. While current names on documents and maps
fossilize just one aspect of the past, Harrington’s notes allow for a more nuanced understanding of the historical
interplay between Spanish and the languages of California.
Margaret Cayward, University of California, Davis
The Language of Zorro: Californio Spanish in the Transition from the California Rancho
As early as the 1830s, Californios, or Californians who claimed Spanish descent, as well as many California Indians,
spoke Californio Spanish. The words and usages found in Californio Spanish seem to have best encompassed the
experiences of Spanish speakers in California, many of whom remembered Spanish as the language of the land.
Following the 1849 Gold Rush, stories about Hispanic rebel figures who asserted a Spanish Californian sense of honor
and bravery circulated widely as part of a general nostalgia but also as a specific expression of Hispanic social values
and beliefs. For instance, Zorro and Joaquin Murrieta embodied the Californio term guapo, meaning besides
handsome also fierce and ready to do battle. My examination of historic evidence, including the unpublished fieldnotes
of John Peabody Harrington, reveals some of the ways that Californios thought about themselves that possibly helped
to sustain them through tumultuous times of ethnic discrimination and injustice.
Kathryn Klar, University of California, Berkeley
J.P. Harrington's Notes for a Paper on "The Spanish Spoken by the Southwestern Indians"
Among the "Miscellaneous Linguistic Writings" (compiled by Elaine Mills*) of John P. Harrington are notes for a paper
which Harrington had tentatively titled "The Spanish Spoken by the Southwestern Indians: A Sketch of its Phonetics,
Forms and Vocabulary." His consultant for this project was designated "G.L."?probably George Laird, which helps
dates the collection of notes to the time during which Harrington's wife Carobeth was working with George Laird on
25
Chemeheuvi, i.e. ca. 1919-1920. The notes are sparse and minimally organized; Harrington apparently never got
back to this project after his divorce from Carobeth in 1920. In this paper, I will describe what I believe was
Harrington's vision for a paper on this subject, and note the details which may be of interest to those using his other
field notes for information on Southwestern Spanish.
*The notes are in Volume VIII, Reel 27, frames 505-514 of the Harrington microfilms.
James Sarmento, University of California, Davis
J.P. Harrington Database Project
From 1907 to 1957 John Peabody Harrington collected numerous ethnographic field notes on Native American
communities throughout the Americas. The material he collected contains information, such as linguistic notes, songs,
stories, and various other ethnographic insights. This presentation provides background information on the J. P.
Harrington Database Project at the University of California, Davis and examines the notes related to his multi-lingual
Spanish/English/Indigenous language consultants. The individual words and conversations transcribed by J. P.
Harrington constitute a unique and extensive record of Old California Spanish.
Nuestra herencia: Language Politics, Spanish and Teaching Chicanas/os –Latinas/os (Sat 4D)
Elena Avilés,University of New Mexico; Vanessa Fonseca, Arizona State University; & Sandra Ruiz-Paz, University of
California, Los Angeles
Nuestra herencia
In the last few decades, post-secondary institutions have witnessed a significant increase in the number of Chicana/oLatina/o students. In response, language departments have created courses to address such language learning needs
by offering specialized courses. This panel will explore the language politics that instructors encounter when teaching
Spanish courses to the 21st century generation of Chicanas/os-Latinas/os. Outlining how the history of the Southwest
is intricately tied to Mexican-Spanish language and culture, the panel discusses the pedagogical processes of
designing courses that develop linguistic/literacy skills within our contemporary latinidad. Exploring the historical,
political and social negotiations present in courses that reflect a wide diversity of linguistic, social and historical
circumstances, we will focus on how the classroom becomes a site for fostering new and ongoing understandings of
nuestra herencia. Panelists will focus on the common ground and shared experiences across three post-secondary
institutions located in the Southwest (UCLA, ASU and UNM).
Lengua de herencia y escrituras en contacto: múltiples perspectivas del discurso académico (Sat 5A)
Este panel tiene como objetivo conjuntar diversas perspectivas tanto de análisis como de investigación respecto a la
lengua de herencia y las escrituras en contacto en el marco del español en los Estados Unidos.
Los ponentes de este panel presentarán múltiples análisis respecto a las características retóricas y lingüísticas propias
del discurso escrito académico de las lenguas de herencia y de las escrituras en contacto. Se presentarán además los
resultados de las investigaciones llevadas a cabo en distintas localidades de los Estados Unidos (i.e, Nuevo Mexico,
Iowa, California), con hablantes de la lengua de herencia tanto del nivel secundario como universitario. Los trabajos
analizan también las múltiples estrategias empleadas por los participantes en distintos tipos del discurso escrito como
la narración, la argumentación y el ensayo académico. Se discutirán además las implicaciones de los resultados de
estas investigaciones en la enseñanza y en el análisis de las escrituras en contacto.
Maria Luisa Spicer-Escalante, Utah State University
(Re)visioning Bilingual Narratives: The Unfettered Voices of the Oral and Written Discourse of Spanish Heritage
Speakers
This paper presents a brief and thorough discussion on the various approaches that have been used to analyze
narratives, in general, and bilingual narratives, in particular. It also describes the characteristics of the models of
analysis, drawn from different perspectives under which the correspondent spoken and written narratives of events for
this research are analyzed (i.e. Bamberg, Chafe, McCabe, McCabe and Dickinson, Ochs, Olson). Thus, this
presentation explains, exemplifies, and discusses the most relevant rhetorical and linguistic differences and/or
similarities present in the spoken and in the written bilingual discourse when the 20 SHS, who participated in this study,
26
narrate past events in both languages. The data for this research was gathered in a Southwest charter high school,
where 96% of the student population is Hispanic. Implications of this study in the area of both the teaching and the
analysis of bilingual writing will be also discussed.
Sofia Paredes, Drake University
¿Qué estrategias retórico-lingüísticas emplean los estudiantes para argumentar?
En este estudio se analizan las estrategias retórico-argumentativas y las características léxico-gramaticales empleadas
por veinte hablantes de español como lengua heredada y veinte hablantes de español como segunda lengua durante
la etapa inicial de adquisición de un registro académico escrito en español. Los ensayos analizados fueron producidos
como asignaciones académicas durante cursos diseñados para estudiantes de español como lengua heredada y
cursos para estudiantes de español como segunda lengua en dos universidades diferentes, una en el norte de
California y otra en Iowa. Considerando las
características específicas del género textual producido por los estudiantes (ensayo de respuesta a un fenómeno sociocultural y comentario de textos literarios), se describen varias estrategias retórico-lingüísticas: la argumentación
mediante la definición, el uso de topos argumentativos, la caracterización de la protagonista y la evaluación de las
respuestas de los personajes frente a la adversidad. Los resultados de este studio muestran que en ambos grupos de
estudiantes bilingües los textos considerados menos efectivos exhiben un mayor uso de recursos retórico-lingüísticos
propios de la interacción oral cotidiana. Correspondientemente, los escritos más maduros en ambos grupos muestran
un rango más amplio de estrategias lógico-argumentativo-gramaticales valoradas en un discurso escrito académico.
Miriam Hernández-Rodríguez, University of California, Davis
What Makes an Expository Essay Successful?: The Role of Causal Constructions and Quotes: a Functional Grammar
Approach
A partir del marco teórico de la lingüística sistémica funcional se analizan las características lexicogramaticales que
distinguen al ensayo analítico en la disciplina literaria. En este estudio se analizan ensayos académicos en español
escritos por estudiantes universitarios del nivel “upper-division”. Desde un enfoque gramático funcional se analiza,
particularmente, el uso de la cita directa e indirecta así como las construcciones causales y el rol que juegan en la
argumentación y organización del texto. En los resultados del análisis se distinguen las características léxico
gramaticales entre un ensayo considerado como exitoso y un ensayo considerado de escritura incipiente con el
propósito de perfilar futuras prácticas pedagógicas para el desarrollo de la escritura académica del español a un nivel
universitario.
Joseph Harrington, University of California, Davis
El desarrollo de literacidad avanzada en el español como segunda lengua: análisis del grupo nominal
La enseñanza e investigación del español como lengua extranjera o segunda en los Estados Unidos lleva una historia
larga. A pesar de muchos proyectos alrededor de su adquisición, investigación en el desarrollo de literacidad
(competencia académica) avanzada en éste ha recibido poca atención. Sin embargo, son estas capacidades las
importantes en poder lograr éxito en no sólo contextos académicos, sino en profesionales y públicos.
Esta ponencia presentará un análisis exploratorio de un corpus longitudinal de ensayos universitarios de aprendices
del español como segunda lengua. Este corpus—todavía en proceso de recolección—sigue su progreso por 16 meses
(cuatro trimestres). El presente foco analítico será del grupo nominal de un estudiante, presentando una descripción
de su evolución temporal junto con un análisis funcional de ésta.
Spanish in Context: Navigating Heritage Learner Identity in Educational and Community Settings (Sat 6A)
Adam Schwartz, University of South Florida
Digital Storytelling in a Medical Spanish Course for Heritage Learners
Ancestral, cultural and sociolinguistic connections have long been an integral part of heritage language (HL)
instruction. Oral history projects, in-depth interviews with parents and grandparents, and community-based surveys are
important staples in HL instructional materials (cf. Roca, 2010). Educators seek to enhance students’ understandings
of the unique struggles faced by their ancestors, in turn increasing student “investment” in language learning (McKay &
Wong, 1996). This paper describes an Illness Narrative project used in a Medical Spanish for Heritage Learners
course. The project consisted of student interviews with community and family members on illness and healthcare.
Students then reconstructed the interviews into a cohesive narrative to script a “digital story.” Through topic analyses of
27
representative samples of these stories, the study demonstrates how lived experiences of health inequality increase
student investment in HL learning and how Spanish is reconceptualized as significant cultural capital in students’
commitment to eliminate health disparities.
Philip Carter, University of Southern California
Latino Immigration and the Cultural-Discursive Figuration of ‘Spanish’ in the U.S. South
This paper considers the discursive figuration of ‘Spanish’ in the context of a middle school in the U.S. South.
Employing field methods similar to those used in other sociolinguistic ethnographies (Bucholtz, 1999; Eckert,
1989/2000; Heller, 1999; Mendoza-Denton, 2008), this study draws on ethnographic data about the ways in which
talk about Spanish by Latino and non-Latino students shapes the possibilities of Latino identity.
Three sets of findings will be presented. First, conversational tropes about Spanish and Latino language use are
identified in light of the broader cultural context of the school. Second, patterns of language use, which involve
bilingual code-mixing, AAE, and a continuum of Spanish fluency, are presented in light of Bedlington’s overall
sociolinguistic landscape.
Finally, structural forces shaping the conditions of possibility for Latino identity, including unofficial prohibitions on
Spanish, will be discussed.
Ana Sánchez-Muñoz, California State University, Northridge
Creating Community: Fostering the Linguistic/Ethnic Development of Spanish Heritage Learners as Bilingual Citizens
Heritage language (HL) maintenance is linked to healthier levels of ethnic identity and better parental relationships;
conversely, HL attrition/loss is associated to linguistic insecurity and inhibition that interferes with the language
development process (Valdés, 1995; Villa, 1996).
In order to maintain and develop the HL, there must be adequate language programs since the heritage learners’ (HLL)
needs are different from those of second/foreign language learners. This paper explores Spanish language courses
designed for HLL and their impact on the students’ linguistic confidence.
The data analyzed in this paper comes from surveys and interviews of Latina/o young adults (18-23 years old) who are
speakers of Spanish as a heritage language. The results show that HL confidence is linked to enrollment in HL courses,
which in turns predicts higher HL maintenance (proficiency and use) that is crucial in the development of Latino/a’s
ethnic identity.
Delegación de California (Sat 7D)
Luis Ríos, Academia Norteamericana de la Lengua Española (ANLE)
Hablando bien se entiende la gente
Hoy día en California, la voz inglesa en el español es una realidad sociolingüística. Los anglicismos en el español
hablado son, a veces, inevitables. Se ofrece una guía de consejos idiomáticos de la ANLE, para aquellos interesados
en diferenciar el español y la influencia del inglés.
Víctor Fuentes, University of California, Santa Barbara
Sobre lengua y cultura de los californios y las californias
Basándome en unos documentos que ya conozco de los testimonios que se encuentran en la Biblioteca de la
Universidad de Berkeley, de los californios que crecieron y vivieron en este estado en la época hispano/mexicana,
examinaré unas calas en las peculiaridades de su lenguaje hablado y características principales de su cultura.
Arturo Dávila, Laney College & University of California, Berkeley
Destrezas del exilio: inglés, español, ‘hispanounidense’ y spanglish en el salón de clase
En este trabajo me gustaría analizar y teorizar acerca de algunas estrategias o rasgos lingüísticos que los estudiantes
bilingües –heritage students— utilizan cotidianamente para comunicarse dentro y fuera del aula. A partir de la noción
del « hispanounidense » esbozada por el director de la ANLE, Gerardo Piña-Rosales y del llamado « espanglish », me
detendré en ejemplos específicos observados en mis propias clases. Los jóvenes hispanos se desplazan en zonas
bilingües pero se van inclinando hacia el mayor uso del inglés, por ser la lengua dominante. El fenómeno del code
switching los ayuda a manipular situaciones en que han olvidado una palabra o la desconocen. Asimismo, la
utilización de palabras en inglés empieza a filtrarse en su uso de la lengua. ¿Cuáles son los limites de esta
interacción? ¿Cómo fortalecer la lengua española en un ambiente donde predomina el inglés?
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PONENCIAS GRUPALES Y INDIVIDUALES / JOINT AND INDIVIDUAL SESSIONS
(Alphabetical by First Author)
A
Rebeca Acevedo, Loyola Marymount University (Sun 8C)
¿Podemos hablar de un español patrimonial en California?
Esta presentación ofrece, dentro del marco de la sociolingüística histórica, una perspectiva diacrónica sobre el origen
de la variedad lingüística hispánica californiana. Considerando la tardía colonización de la Alta California (1769) y
con base en evidencias documentales y demográficas, podemos confirmar que el español californiano, desde sus
orígenes, presenta rasgos que lo identifican con la variedad americana, en particular la novohispana o mexicana.
Constatamos que la mayoría de la población estaba formada por novohispanos, principalmente del noroeste; y que
nunca existió en California una presencia mayor al 5% de peninsulares.
Con esta evidencia refutamos la posición tradicional de que el español californiano fuera en sus orígenes de banda
europea. Asimismo, se rechaza la idea de que esa variedad original haya desaparecido después de la Guerra MéxicoEEUU para ser posteriormente sustituida con la llegada de un español de reciente importación.
Sondra Ahlén, SAVIC (Sondra Ahlén Voice Interface Consulting) (Sat 4C)
¿Inglés o español? How Organizations Offer Spanish in the U.S. to Communicate with Individuals: Issues and
Recommendations
Many studies have explored Hispanic/Latino culture and language preference, usage, and attitudes in the U.S. These
studies are typically focused on public policy, education, marketing, media, and advertising, rather than the Latino
customer experience. This presentation focuses on problems with the ways that organizations offer Spanish in the U.S.
to communicate with individuals. Observations include an automated system offering Spanish in English: “For Spanish
press the pound key.”, or the U.S. Census Bureau sending English questionnaires to Spanish-only speakers. Additional
issues include dialectal differences, bilingual language preferences, and mixtures of both languages, including
Spanglish and code-switching. The extent to which organizations do well or poorly in offering Spanish can significantly
impact profitability, public perception of those organizations, and an individual’s sense of worth or disenfranchisement.
The presentation will make recommendations a) for organizations on ways to better communicate with individuals; b)
for academia to better educate students in this field, and c) for private, government, or academic researchers on
methodology related to studying the Latino customer experience.
Francisco X. Alarcón, University of California, Davis (Sun 8D)
Califas en español: por la lengua de nuestro pueblo, habla la poesía
Mi presentación intenta explorar el pasado inmediato, el presente y el futuro del español como lengua literaria del
grupo étnico minoritario chicano/latino en los EE.UU., su manifestación a través de la obra poética de poetas
chicanos/latinos de California, su posible enseñanza en aulas, y responder a la pregunta: ¿Es la poesía chicana/latina
contemporánea escrita en español el género literario que representa el último reducto de la expresión literaria en
español del grupo minoritario chicano/latino en los EE.UU. en el presente y el futuro inmediato?
Mientras que la narrativa chicana/latina ahora se expresa principalmente en inglés, el español sigue teniendo vigencia
en la produccion poética de autores chicanos/ latinos en California. Mi estudio se concentra en las obras poéticas
escritas en español por poetas principalmente de California: Alurista, José Montoya, Juan Felipe Herrera, Gloria
Anzaldúa, Alejandro Murguía, Lucha Corpi, Martivón Galindo, Gloria Velásquez, Jorge Argueta, Rigoberto González,
Francisco Aragón, entre otros poetas.
Lucía Aranda, University of Hawaii (Sat 5C)
Spanish in the Pacific
Spain's extensive presence in the Pacific remains largely unknown, especially in Asia Pacific. However, it dates back to
the first explorers who arrived to the area in the 16th century. The Indias Orientales Españolas or Spanish East Indies
encompassed at some point or another the territories of the Philippines, the Mariana Islands, the Caroline Islands, and,
for a short time, parts of Formosa (today Taiwan), Borneo, Brunei, Palau and the Moluccas. Three centuries later Spain
had lost its last territories in the Pacific: in 1898 most were handed over to the United States and in 1899 the
remaining islands were sold off to Germany. The influence of Spanish in Asia Pacific is irregular at best although it is
most noticeable linguistically and culturally. This presentation will address the presence of Spanish in the Pacific and
the consequences of this contact.
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B
Alejandra Balestra, George Mason University (Fri 3D)
Un paso más para el desarrollo de actividades para los cursos de herencia: el testimonio
En varios trabajos se menciona la necesidad de desarrollar actividades apropiadas para los estudiantes
hispanohablantes (Valdés 1997, Potowski 2005). Valdés (1997) señala cuatro objetivos principales que debe tener
un curso de español para hablantes nativos: preservar el español; adquirir el español estándar sin eliminar la
variedad del estudiante; expandir el espectro bilingüe para que pueda comunicarse en más contextos y transferir
habilidades de lectura y de escritura del inglés al español. En este ensayo se analiza una actividad preparada para
una clase de español para estudiantes nativos o de herencia. Los estudiantes entrevistan a miembros de su familia o
de la comunidad para, luego, escribir dos ensayos. En una entrevista realizan preguntas sobre la educación bilingüe
y, en la segunda, sobre la cultura de herencia. Lo que comenzó como una actividad de escritura, adquirió entre los
estudiantes el carácter de testimonio, donde ellos re-conocen y revaloran al entrevistado/a.
Carolina Barrera-Tobon, City University of New York's Graduate Center & Fashion Institute for Technology, State
University of New York (Fri 3B)
Lenguas en contacto y el orden de palabras en el español en Nueva York: un análisis variacionista, pragmático, y
prosódico entres dos generaciones de latinos
Basados en una muestra de hispanohablantes recién llegados a Nueva York procedentes de diferentes zonas
latinoamericanas, así como sus descendientes nacidos en la Ciudad, analizamos el orden variable de palabras.
Utilizando un análisis cuantitativo y cualitativo, estudiamos los efectos de la función pragmática y la prosodia sobre el
orden de palabras entre dos generaciones. Demostramos que hay una diferencia generacional en cuanto al orden
variable de palabras. Además, encontramos que las distintas generaciones de hispanohablantes usan la prosodia y el
orden de palabras de diferentes maneras para comunicar diferentes intenciones pragmáticas. Estas variables operan
de forma diferente en las diferentes generaciones ya que los hablantes nacidos en Nueva York usan un orden de
palabras más rígido y una prosodia más variable, mientra que los hispanohablantes recién llegados demuestran un
orden más variable y una prosodia más rígida.
Sara Beaudrie, University of Arizona (Fri 1C)
Spanish Heritage Language Education in the United States: The Current State of Affairs
The existing literature on SHL programs in the US (Wherritt & Cleary, 1990; Ingold et al., 2002) indicates that the
number of departments offering courses still remains small (18% and 17.8% respectively). Recent regional data,
however, shows a more widespread availability of SHL programs in the Southwest (Beaudrie, forthcoming; Valdés,
2006; Blair & Wilkinson, 2010). The primary aim of this presentation is to provide an up-to-date account on the state
of SHL programs at four-year universities nationwide. Utilizing survey methodology, the study inquired about the
availability and types of SHL programs. Results showed a remarkable increase from previous findings. SHL courses are
now offered in 40% of universities with at least 5% of Hispanic population and in 27 states. The presentation will
report the quantitative and qualitative results of the survey and advance reflections on future directions for SHL
programmatic and curriculum research.
Flavia Belpoliti, University of Houston; Encarna Bermejo, Houston Baptist University (Fri 1B)
Advancing Oral Proficiency: Insight from a Spanish Heritage Speakers’ Placement Exam
This study discusses the results of the Oral Section of a Placement Exam for Spanish Heritage Speakers (SHS), and
provides a multi-approach analysis for measuring heritage learners’ oral skills in Spanish. At the same time, it shows
the oral proficiency advancement after two semesters of formal college Spanish. The oral section of the Placement
Exam is a 20 minute test which includes ten short questions and three larger segments to elicit description, narration
and explanation based on visual prompts. Two groups of SHS currently enroll in the Spanish for Heritage Learners
Program at a large university in the Southwest piloted the oral section in Spring 2010. The first group is made up of
15 students placed at the entry level, while the second group includes 15 students who have already taken two
semesters of academic Spanish. The analysis focuses on degree of fluency, vocabulary use and cohesion strategies.
Joelle Bonamy, Columbus State University (Sun 8A)
Codeswitching in Gibraltar: A Case Study
This presentation explores language contact and identity in Gibraltar. Although English is the official language, the
Gibraltarian is bilingual and is typically raised in a Spanish-speaking home. The existence of English and Spanish
within this relatively small but stable bilingual community is ideal for investigating language contact phenomena. In
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particular, lexical and pragmatic motivations for codeswitching are analyzed (Myers-Scotton, Poplack, Moyer, Lipski).
The data for this presentation was collected from Gibraltarians of a generally similar socio-economic status.
The results find that lexical switch frontiers for almost all items analyzed were statistically insignificant with a few
exceptions. The pragmatic motivations for codeswitching reflect strongly a culture with specific identity values. These
results may have implications for this bilingual community in other areas of language contact including societal
language shift, maintenance and policy.
Earl Brown, California State University, Monterey Bay (Fri 3B)
Lenition of Spanish /s/ at the Other End of the Continuum
In general, the lenition of /s/ in Spanish (e.g. estás > ehtáh) is conditioned by frequency. Recently, it has been shown
that the influence of frequency diminishes as the overall rate of lenition in a given dialect approaches categorical
lenition, as in Caribbean varieties. However, no study explicitly tests whether the same trend is true at the other end of
the continuum, that is, in dialects with near categorical maintenance. This study seeks to address this paucity by
acoustically analyzing the duration, centroid, and voicing of 236 tokens of /s/ produced by an immigrant Mexican
speaker of Spanish living in Salinas, California. The results of linear regressions suggest that frequency doesn't play a
significant role in this low-leniting dialect, mirroring what is seen in very high-leniting dialects. This study increases our
understanding of frequency and highlights the importance of studying /s/ in low-leniting dialects, in addition to highleniting ones.
Esther L. Brown & Javier Rivas, University of Colorado Boulder (Fri 1D)
Variable Haber Agreement in Puerto Rican Spanish
We report the results of quantitative statistical analyses of the variable agreement of the Spanish existential verb haber
with its Presentatum (había/n casas) in the spontaneous discourse of 32 native speakers of Puerto Rican Spanish. We
extract 352 cases of haber with singular and plural referents and find that innovative agreement [plural~plural (N =
53)] is more frequent than non-agreement [singular~plural (N = 39)], and that imperfect indicative forms make up the
bulk of the innovative forms (N = 36). Using multiple regression analyses, in addition to the social and linguistic
factors identified in previous analyses (e.g.: Bentivoglio & Sedano 1989, De Mello 1991, Díaz-Campos 2003,
D’Aquino Ruiz 2008), we show that plural forms of haber correlate with pragmatic factors such as counter-expectation
and hyperbole, similar to suggestions regarding [there is/there are + plural] in English (McCarthy & Carter 2004:167).
Félix Manuel Burgos, University of New Mexico (Sun 8A)
Ideologías lingüísticas y medios de comunicación: el caso del noticiero univisión
Los medios de comunicación juegan un papel importante en la creación de ideologías lingüísticas (Schieffelin et al.
1998), entendidas como valoraciones colectivas frente a variedades de una lengua. Esta investigación explora las
percepciones de hablantes nativos del español en relación con los estilos discursivos de los presentadores del
Noticiero Univisión. A partir de una metodología etnográfica, basada en entrevistas y grupos de foco, se presentaron
varios segmentos del noticiero y se indagó por la percepción de los participantes con respecto al español usado por
los presentadores. Los resultados indican que la mayoría de participantes identifican estos estilos como “huérfanos”,
en el sentido de que no es posible establecer con claridad su origen dialectal y ejemplos de “buen español”, al
asignarles una alta valoración positiva. A partir de estos resultados, se propone una discusión sobre la influencia de
los medios en la configuración de identidad lingüística hispánica en los Estados Unidos.
Anamaria Buzatu, University of California, Los Angeles (Fri 2D)
Porteño Spanish in Los Angeles: A Pilot Study
Argentineans are often considered isolated from the Hispanic community at large. Thus, the proposed research
question was whether they speak like the rest of the Hispanic community or not. In order to test the hypothesis that
Argentineans are considered isolated from the Hispanics in terms of the use of the vernacular Spanish of Los Angeles
(Parodi 2003, 2005, 2009a, 2009b), this study analyzes Argentinean vs. non-Argentinean linguistic features of two
Argentinean siblings in Los Angeles: what type of Spanish dialect the siblings use and speak. Data was collected by
means of two interviews conducted individually: 1) an informal/conversational interview with questions prepared by the
interviewer and 2) a pictographical test (a spontaneous and natural speech) where subjects described a photo in a
conversational style. Both interviews were conducted to check their use of porteño, vernacular and/or standard Spanish
(mainly phonological features). The results were quantified and subsequently discussed.
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C
María del Rocío Carranza Brito, Universidad Nacional Autónoma de México (Fri 3B)
Nivelación dialectal en Nueva York. Mexicanos en contacto
En la ciudad de Nueva York es posible escuchar expresiones como la siguiente:
Vamos a coger la guagua para no andar a pie todo el bloque
Lo interesante es que son producidas por migrantes mexicanos que residen en la ciudad desde hace más de 10 años.
Contrario a lo que sostienen algunas investigaciones (Silva-Corvalán, 1990, 1994), estos hablantes no están
sustituyendo el español para adoptar el inglés, sino que han optado por incorporar a su habla vocabulario y
expresiones del dialecto de prestigio: el caribeño.
Al igual que las investigaciones sobre el proceso de nivelación dialectal del español (Zentella, 1990; Otheguy,
Zentella, Livert, 2007), este trabajo muestra que los mexicanos no aportan elementos léxicos de su variedad a la de
Nueva York, sino que adoptan los de la variante de uso mayoritario en esta ciudad.
Eugenia Casielles, Wayne State University (Sat 4A)
Codeswitching in The Brief Wondrous Life of Oscar Wao
This paper examines Spanish-English codeswitching in The Brief Wondrous Life of Oscar Wao by Junot Díaz. First, I
show that this work is an example of what Torres (2007) refers to as Radical Bilingualism, where Spanish words do not
appear in italics and are not followed by translation. Instead, Spanish words, phrases and sentences appear next to
English ones with no special marking, as they do in the lives of bilingual Hispanics. Second, I analyze the types of
switches following Muysken’s (2000) categories (Insertion, Alternation, and Congruent Lexicalization) and I point out
that in this text the main mechanism is that of Insertion. Thus, in contrast to other radical bilingual texts, which include
whole paragraphs in Spanish, the main strategy used here, which is more subtle, but still powerful, goes from the
sentence level down to the phrasal level and rather than alternating with English, Spanish becomes part of English.
Vera Cerqueiras, CIEE-FLACSO Argentina (Sat 7C)
Español y salud o salud en español: la gestión de la enseñanza de español en ámbitos profesionales
En esta comunicación, mostraremos de qué manera las decisiones adoptadas a la hora de diseñar los cursos de
español correspondientes al Programa de Salud Pública y Comunitaria organizado por CIEE –Council on
Internacional Educational Exchange- en su sede académica de la República Argentina han permitido abordar
exitosamente el problema de la disociación entre lengua y contenidos disciplinares que usualmente se presenta en la
gestión de la enseñanza de idiomas en ámbitos profesionales, y, consecuentemente, optimizar los resultados del
aprendizaje.
Para lograrlo, se trabaja desde una perspectiva de enseñanza centrada en contenidos, la que tiene implicancias en el
diseño de actividades, articuladas en tres fases, según las distintas etapas del Programa; en la selección de
materiales, que prescinde del “libro de lengua”; en la dinámica de clases, que oscila entre distintos agrupamientos y
la tutorialización individual; y, finalmente, en la explotación didáctica de la situación de inmersión lingüística de los
estudiantes.
John Chaston, University of New Hampshire (Fri 3D)
Subjunctive and Indicative in Noun Clauses of Doubt and Denial in the Speech of Spanish/English Bilinguals in New
England
This work reports usage norms of mood selection in Spanish subordinate clauses which follow a variety of expressions
of doubt or denial: ser dudoso que, no ser verdad que, no creer que, negar que, no ser obvio que, no estar claro
que, etc., in the speech of three groups of adult Spanish/English bilinguals in New England: those who arrived to the
region as adults, those who arrived as children, and those born in New England to Spanish speaking families. The
linguistic data, excerpted from taped interviews, enable a quantitative and qualitative analysis of mood selection in
these expressions as they are correlated to extra-linguistic characteristics of each speaker and group. These results are
further compared to similar expressions of doubt and denial found in the Corpus del español compiled by Mark Davies
in order to compare and contrast them with monolingual samples of modern Spanish writing and speech.
Loren Chavarría, Juan Antonio Trujillo & Michael Woods, Oregon State University (Sat 7C)
¿Se Equivocó la Paloma?: Student and Faculty Reflections on Radical Education
Since the spring of 2006, the Spanish program at Oregon State University has offered a 15 credit team-taught,
community-based capstone learning experience for second language and heritage learners structured around
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principles of critical pedagogy and current research in student engagement. The program has gained significant
recognition from the institution, but to recent faculty and students has begun to feel increasingly unsustainable. This
paper takes stock of the learning community, identifying its successes and challenges as perceived by the program
faculty and by former students, many of whom have graduated and had a chance to discover whether their experience
has had value in their personal and professional lives beyond the campus. Does this remain a viable educational
model?
Cecilia Colombi, University of California, Davis (Fri 1A)
Hablamos español: el español en los medios de comunicación
En 2007 la “Association of Hispanic Advertising Agencies” estimó que el valor del uso del español en el mercado
norteamericano sería superior a 900 mil millones dólares (Gorney 2007). En esta presentación se analiza el uso del
español, el cambio de código y el uso del inglés y español en los anuncios publicitarios en California, utilizando
como marco teórico la lingüística sistémica funcional (Halliday, 1978, 2009), la teoría de la valoración (Martin&
White, 2005) y la de multimodalidad (Kress y Van Leewen 1996, 2010). Se han identificado tres patrones generales:
a) la traducción literal del inglés al español, 2) una recreación del anuncio en inglés adaptándolo semántica y
culturalmente a la comunidad hispanohablante y 3) el uso del Spanglish como símbolo cultural de los latinos en los
EE. UU.. Se presentarán las implicaciones sociales y educacionales del uso del español o del Spanglish en los medios
de comunicación.
D
Justin Davidson, University of Illinois at Urbana-Champaign (Sat 5C)
Interference of Catalan in Barcelonan Spanish: A Sociophonetic Perspective
We assess the potential for a linguistic change in progress in the Spanish of Catalonia motivated by the increased
contact between monolingual speakers of non-Catalonian Spanish (MS) and speakers of Spanish in contact with
Catalan (CCS) in Barcelona, Spain. The CCS phonetic feature under investigation is the voicing of intervocalic
voiceless alveolar fricative /s/ (e.g. los años [lo.sá. ɲos] > [lo.zá. ɲos] "the years"). It is hypothesized that /s/ voicing
has become more pervasive and salient among CCS speakers as a consequence of recent social changes connected
to the increasing immigration of MS speakers to Barcelona in the last two decades. The results suggest that /s/ voicing
is acquiring social meaning to index native CCS speakers from other speakers of Spanish. Quantitative (e.g. SPSS) and
qualitative sociolinguistic analyses (cf. Labov 1990) are performed on elicited CCS careful speech data from
approximately 30 Barcelona university students.
Elizabeth Dayton, University Puerto Rico, Mayaguez (Fri 3C)
The Diffusion of Lexical Transfers in English in Puerto Rico: The Influence of Primera Hora
Primera Hora is a Spanish language daily newspaper in Puerto Rico. Until 2008, its motto was "fácil de leer." In 2009,
it changed its motto to "¡Habla como tú!" This paper investigates borrowing, the incorporation of English, in Primera
Hora. Data collection involved the extraction of borrowed lexical items from 2008-2010. Data analysis stemmed from
Weinreich (1953) and involved the categorization of items in terms of processes and products of lexical borrowing. The
analysis revealed three areas of interest: 1) the orthographic integration of loanwords, 2) the potential for stylistic
variation, which is created through the synonymy of Spanish words and English lexical borrowings, and 3) borrowed
English slang words and the role informal varieties play in lexical borrowing. Through these three areas, the paper
addresses the wider topic of the influence of mass media on the diffusion of lexical transfers in English in Puerto Rico.
Gloria Delany-Barmann, Western Illinois University (Sat 6D)
“I see you and I know who you are”: Heritage Language Learners as Bilingual Teachers
There is a growing body of research that examines bilingual teachers that are also heritage language learners
(Riegelhaupt & Carrasco, 2000; Sutterby, Alaya & Murillo, 2005). Meeting the academic and socio-cultural needs of
HLLs that are future bilingual teachers is imperative in order to prepare them to work effectively in bilingual settings as
they signify a valuable asset in the teaching force where linguistically and culturally diverse teachers are woefully
underrepresented (Sakash & Chou, 2007).
This paper describes the development of academic Spanish language proficiency in bilingual teachers at a Midwestern
University where nearly half of our students are heritage language learners and represent many of the potential
portraits associated with the HLL (Carreira, 2004). Surveys, interviews and observation are examined to determine
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participants’ confidence, attitudes, and abilities in teaching content in Spanish. Also presented are strategies employed
for addressing our students varied needs as HLLs and future bilingual teachers.
David Divita, Pomona College (Sat 4B)
Language Ideologies Across Cultures and Time: Household Spanish Publications in France (1964) and the United
States (2005)
In this paper, I investigate striking similarities in publications aimed at teaching household Spanish from 1960’s France
and the present-day United States. Although they emanate from different cultural and historical contexts, I show
through discourse analysis that these publications nevertheless reflect and diffuse similar ideologies about the Spanish
language and the individuals who speak it. In France, such negative attitudes towards Spanish eventually neutralized
as immigrants from Portugal and North Africa began to outnumber those from Spain. In the United States, however,
as illustrated through an analysis of American publications from 1959 to the present, negative valuations of Spanish
and its speakers have only grown more covert. Through my comparison of the French and American cases, I suggest
a possible trajectory for the complex of language ideologies surrounding Spanish in the United States--one that is
tethered both to large-scale sociopolitical processes and the dynamics of small-scale interaction.
Laura Dubcovsky, University of California, Davis (Sat 6D)
El desarrollo del español escrito de futuros maestros bilingües
Dada la necesidad de tener buenos programas bilingües en California para que los estudiantes puedan aprender,
mantener y enriquecer el español, es menester enfocarse en la formación lingüística de los maestros. En esta
presentación nos ocuparemos específicamente del desarrollo de la escritura en español de estudiantes universitarios
que están en un programa de credencial o que declaran interés por ser maestros bilingües. Los ejemplos fueron
analizados dentro de una perspectiva socio-cultural y siguiendo principios de la lingüística sistémica funcional.
Desde el punto de vista socio-cultural, los resultados de la escritura reflejan cómo los maestros estudiantiles se van
integrando gradualmente a la comunidad educativa, en su rol de docente bilingüe. De acuerdo con el análisis
lingüístico funcional los estudiantes demuestran en su escritura un interés creciente por los usos del español, a la vez
que crean un discurso educativo que combina el registro coloquial y el académico de manera original.
Cynthia Ducar, Bowling Green State University (Sat 6B)
SHL Learners' Attitudes & Motivations: A Call to Action
Research in the field of Spanish second language acquisition (SLA) has long established the important, albeit arguably
indirect relationship that attitudes and motivation have on language learning (see Baker, 1992; Dörnyei, 2001 and
Gardner, 1985 for an overview); corresponding research in the burgeoning field of Spanish as a heritage language
(SHL) remains in its infancy (Lynch, 2003). This presentation synthesizes research on this topic in the SHL field, arguing
that SHL learners have distinct motivational and affective needs as compared to their SLA peers (see Beaudrie & Ducar,
2005; Carriera, 2000, 2004; Ducar, 2008; Lynch, 2003; Oh & Au, 2005; Potowski & Carriera, 2004; Reynolds,
Howard & Deak, 2009; Schreffler, 2007; Schwarzer & Petrón, 2005; Tallon, 2009; though see also Coryell & Clark
2009). The presentation concludes with a call to incorporate more multi-methods and qualitative approaches to the
study of attitudes and motivation in the SHL context.
Jenny Dumont, University of New Mexico (Sat 7A)
Building a Bilingual Corpus: Community-Based Data Collection
Sociolinguistic research has long pointed out the importance of community-based data collection (Labov 1963, 1966;
Poplack 1980, 1988, 1993; inter alia). However, a speech community can be difficult to define, and even once
identified, it can be problematic for the researcher to gain access. These issues can be even more delicate in a
bilingual community. In New Mexico, Spanish and English have been in intense contact for over 150 years, making
New Mexican bilinguals a valuable resource in the study of the effects of long-term linguistic contact. However, contact
with Mexican Spanish and English (both of which threaten Traditional New Mexican Spanish, Bills & Vigil 1999) further
complicate the delineation of this speech community, both as interviewees and interviewers. This paper reviews issues
related to defining such a bilingual community, and underscores the value of working with graduate and
undergraduate students who come from the community as fieldworkers.
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E
Anna María Escobar, University of Illinois at Urbana-Champaign (Fri 2A)
From Minority to Majority Pattern in Language Contact: Possessives
In spite of its frequency in contact situations (Heine and Kuteva 2005), the emergence of a minor use pattern as a
major use pattern in contact varieties is not always recognized as a contact phenomenon by specialists of the
language. Arguments against a contact-induced analysis are especially prevalent when the given phenomenon also
appears in either monolingual (non-contact) varieties of the language, or in a different variety in contact with another
language. This is the case of possessive constructions in the Andean region, in examples such as 'Los pobladores
vienen a Tinta [a]hacer su negocio', and 'Su hermano de él, él vivía con su esposa'. Analyses of data from different
types of speakers of the region are used to help explain how changes in pattern frequency in these Spanish varieties
are a consequence of contact-induced grammatical generalizations.
F
Eduardo Faingold, University of Tulsa (Fri 1C)
Using Sociolinguistic and Psycholinguistic Evidence to Fight English-Only in the US
Based on a large body of psycholinguistic and sociolinguistic evidence, this paper argues that the use of Spanish in the
work-place by US Hispanics is not a matter of choice but an unconscious and automatic linguistic behavior as well as
a crucial marker of social and cultural identity for these individuals or groups. Lacking a business necessity, seeking a
linguistically-homogenized work-environment in the US --English-only rules-- may be intimidating and offensive to
Hispanic and other bilingual individuals or groups because such rules prevent these individuals or groups from doing
something that is natural and spontaneous as well as culturally relevant to them. This paper is based on an expert
witness report that the writer authored for the plaintiffs in Maldonado v. Altus, 433 F.3d 1294 (10th Cir. 2006).
Rikki Farfel & Dillon Reardon, University of New Mexico (Fri 3B)
Mock Spanish in the Southwest: Inherently Negative Racializing Discourse or Indicator of the Increased Importance of
Spanish in American Vernacular?
Building on the work of Zentella 2003 and Hill 1999, this study explores college students’ attitudes toward "Mock
Spanish”(MS)- which Hill labels as "covert racist discourse" (Hill 1999: 683). Because of their likely exposure to MS,
participants consist of students enrolled in Spanish courses at the University of New Mexico. Data has been collected
using a survey which asks students where they have heard specific MS phrases, the context, and to rate their
perceptions of the phrases on a scale of 1 to 5 (where 5 is offensive). Results show that phrases such as “Hasta la vista,
baby” and “Macho man” are perceived as devices of the media and are not used colloquially. Also, participants
overwhelmingly define “Mock Spanish” as being used by English monolinguals or English-dominant bilinguals.
However, in the aggregate, neither native Spanish-speakers nor non-native Spanish-speakers find such uses to be
offensive.
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Arline Garcia & Alison Green, Highline Community College (Sat 6C)
Who – or What – Wrote this Assignment? Raising Student Awareness about Machine Translation Tools, Plagiarism,
and Literacy Practices
Students who struggle with writing assignments may resort to using online machine translation tools or getting Spanishspeaking friends to write some or all of their assignment for them. These choices can lead to writing that is
inappropriate or mystifying, to say nothing of the lost opportunity for learning. Research on the ways that students
handle both L1 and L2 writing assignments suggests that simply telling students not to use machine translation or not to
get help from friends is ineffective. Rather, students need to develop skills in analyzing literacy practices in order to
make choices about tackling particular writing tasks. We (Arline García, Spanish, and Allison Green, English
composition) collaborated across disciplines to develop and present a lesson that would raise first-year Spanish
students’ awareness of the literacy practices in their Spanish class. In this presentation, we describe the lesson and
analyze its effectiveness, using a pre- and post- lesson questionnaire.
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Maryellen Garcia, The University of Texas at San Antonio (Sat 7A)
Generación, historia local, y el hablante bilingue
Claro está que la caracterización según el modelo de Fishman del desplazamiento de algún idioma étnico a través de
tres generaciones es una simplificación. Cada centro urbano al cual ha habido período de diáspora notable de
hispanohablantes y hasta sucesivas olas de inmigración de los mismos tiene su propia historia y también su
explicación única del mantenimiento o desplazamiento de la lengua española. Este trabajo se enfoca en una
comunidad tejana donde el desplazamiento ha sido lento, dando la impresión de un bilinguismo estable.
Seleccionando hablantes de distintas edades y generaciones se ofrecerá datos que sugieren otros factores para
explicar su fluidez o falta de la misma. De tal forma se propone la importancia de la historia linguística de la
comunidad y su identidad hispana local como explicación del aparente mantenimiento de una lengua retrocediente.
Lorena Gómez, University of Alabama (Fri 3C)
La inmigración léxica en el periódico colombiano en línea el tiempo. Réplica de investigación sobre anglicismos en
Colombia a la luz del uso actual en diccionarios, artículos y blogs
La presente es una réplica del estudio realizado por Petersen (1970) a la luz del discurso de dos diccionarios de la
Real Academia de la Lengua, artículos de prensa y blogs en el periódico colombiano en línea El Tiempo. Se analiza la
discrepancia cuantitativa y cualitativa entre diferentes tipos de discurso y se describen los blogs como una fuente
importante de nuevos préstamos y neologismos. Los datos presentados aquí hacen parte de la investigación doctoral
acerca del uso de préstamos léxicos en la prensa escrita colombiana en un rango de 20 años. Rivadeneira (2008),
Alfaro (1964), Ortíz Sánchez, Joya, Londoño, y Carlosama (2000), y Gimeno y Gimeno (2003) estudiaron los
préstamos léxicos en Bolivia, Panamá, Colombia, y España. Sin embargo, se necesita investigación acerca del
proceso de transferencia léxica en el ámbito monolingüe del español colombiano.
Lillian Gorman, University of Illinois at Chicago (Sat 4C)
“Es como si ya nos conociéramos”: Spanish Heritage Learners and Ethnolinguistic Identity in the Study-Abroad
Context
My study focuses on heritage language identities within the study abroad context. Over thirty years of research has
proven that the pedagogical needs of Spanish heritage language (SHL) learners are distinct from second language
students. Yet, the experience of the SHL learner in the Spanish study abroad context has rarely been addressed. The
present study documents the experiences of 23 SHL learners from New Mexico in a study-abroad program designed
exclusively for heritage learners. Data was collected over two summers and included two on-line surveys, a series of
focus group interviews, my own participant-observation, and short interviews with Nicaraguan locals who regularly
interacted with the students. Preliminary analysis of the data focuses on the participants’conceptualizations of their
ethnolinguistic identities in relationship to each other and the Nicaraguan locals with whom they interact. My analysis
engages the unique cultural and linguistic issues that arise when U.S. Latinos visit Latin America.
Patricia Gubitosi, University of Massachusetts; & Elena Garcia-Frazier, Mount Holyoke College (Sat 7A)
Key Factors Affecting Language and Identity: The Experience of a Spanish-Speaking Community in Western
Massachusetts
Heritage languages, as many scholars have stated (Fought 2006; Bustamante-Lopez 2008; Rothman and NinoMurcia 2008), are an ethnic characteristic identifying minority groups. In these communities, language is a critical
factor influencing identity as a continuous construction emerging from interactional practices (De Finna, Schifrin, &
Bamberg 2006).
In this paper we present the results of a study conducted in Western Massachusetts where this community has shown an
impressive growth during the last decade (www.census.org). Our findings reveal the connection between affective and
volitional factors affecting language choice, identity formation and group association. We surveyed 15 Spanish
heritage language learners (HLL) enrolled in Spanish classes at a research university in Western Massachusetts, Data
analyzed in this project is based on students’ questionnaires and fifteen one-hour face-to-face interviews.
Patricia Gubitosi, University of Massachusetts; & Mabel Giammatteo, Universidad de Buenos Aires (Fri 3C)
Bilingüismo bicultural en el ciberespacio. Redes sociales y hablantes bilingües
El lenguaje del ciberespacio ha sido calificado como una nueva lengua-centauro: en parte oralidad, en parte
escritura (Baron 2000). En ese sentido el lenguaje de los nuevos medios de comunicación (redes sociales, blogs y
mensajes de texto) captura la instantaneidad de la lengua oral plasmándola en texto escrito; resultando así un
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excelente escenario para analizar el uso del lenguaje y las innovaciones –tanto léxicas, sintácticas y gráficasproducidas por hablantes bilingües de español e inglés en los Estados Unidos.
Este trabajo examina las interacciones de dos grupos separados de usuarios de facebook, y evalúa las distintas
estrategias usadas por hablantes monolingües de español y por hablantes bilingües de español e inglés: por un lado,
examinamos interacciones de 10 hablantes bilingües de español e inglés que viven en los Estados Unidos aunque
mantienen fuertes lazos con su país de origen; por otro lado, 15 hispanohablantes que viven en un país monolingüe.
Manuel Gutiérrez,University of Houston (Fri 2D)
Hablando en chiquito: -ito en el español de Houston
Estudios de lenguas en contacto han entregado evidencia que indica que la morfología ofrece gran resistencia en
situaciones de tensión lingüística. Algunos morfemas se mantienen altamente productivos; sobre los diminutivos ya
Lenz señalaba “… son la parte más viva de la gramática castellana …”. Estudios sociolingüísticos han demostrado la
preferencia de las hablantes femeninas por su uso.
El presente trabajo intenta determinar el grado de vigencia que el diminutivo –ito tiene en el español de Houston.
Para ello, examina la producción de hablantes distribuidos en grupos generacionales y de acuerdo al sexo, y datos de
hablantes mexicanos. Los resultados apuntan no solo a la plena vigencia del diminutivo, sino a un aumento marcado
en las generaciones con mayor contacto con el inglés. La diferencia entre hombres y mujeres revela que el grupo
monolingüe se ajusta a hallazgos previos; en la situación de contacto, sin embargo, la preferencia se ha invertido.
Javier Gutierrez-Rexach, Ohio State University; & Melvin Gonzales-Rivera, The College of Wooster (Fri 1C)
Degree Quantification in Puerto Rican Spanish: The Case of Más Nada
Contrary to other Spanish dialects, in Puerto Rican Spanish (and Caribbean Spanish in general) it is possible to delimit
or restrict an n-word with a degree delimiter occurring before the negative element: más nada, más nunca, más nadie,
más ninguno. Post-neg delimitation is also found in Puerto Rican Spanish: nada más, nunca más, nadie más, ninguno
más. In principle it would seem that both forms are completely equivalent and in free distribution. Nevertheless, in this
paper we argue that this is not the case and that there are several syntactic and semantic constraints regulating the two
forms in Puerto Rican Spanish. The placement of the degree delimiter más is allowed by a Deg raising operation
characteristic of these dialects (cf. superlatives), which in turn is restricted by a general syntactic locality constraint. The
associated differential interpretations are derived from general eventive requirements and the presuppositions they
trigger.
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Elizabeth Herring, Indiana University (Fri 2A)
¿Por qué piko?: Guaraní Question Markers in Paraguayan Spanish
Although some work has been done on the topic, comparatively little research is available describing the morphosyntax
of Paraguayan Spanish in contact with Guaraní. Using a corpus gathered during the Summer of 2010, I am able to
posit an explanation of the use of the Guaraní interrogative markers -pa and piko in Paraguayan Spanish speech.
Guaraní has two interrogative discourse markers: the suffix -pa and the lexical form piko. Although Guaraní grammars
claim that the two are interchangeable, speaker intuition is that there is a quality of counter expectation associated with
the use of piko, whereas –pa is used more as a default. The data show that not only the forms are being transferred
from Guaraní to Paraguayan Spanish, but their usable contexts are as well. This study shows that piko is used in
Spanish, in a counter-expectation context, while -pa is used in less surprising situations.
Claudia Holguin, University of Illinois at Urbana-Champaign (Fri 2B)
Language, Gender and Identity Construction: Sociolinguistic Dynamics in the Borderlands
This paper analyzes the construction of an emergent upper class identity through language in a particular social
network of bilingual young Mexican women on the U.S.-Mexico border of Ciudad Juarez, Mexico, and El Paso, Texas.
This ethnographic research explores conversations within a network of 28 people. My results show stylistic variation
through the use of specific intonation patterns, particular uses of discourse markers in both Spanish (haz de cuenta,
como que) and English (I guess, like), English borrowings, and code-switching. These linguistic variants are utilized as
indexes of social meaning and reproduce an emergent identity that reflects regional, national and international
ideologies. These results bring to the foreground how stylistic variation is intimately bound up with social distinctiveness
at the individual level and to specific social networks that depend not only on local but global ideologies as well.
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Bryan Kirschen, University of California, Los Angeles (Sat 5C)
El judeo-español contemporáneo en Los Ángeles
La historia del judeo-español está estrechamente ligada con la diáspora (1492) y ulteriores asentamientos de los
sefardíes (Ben-Ur 2008; Benbassa 2000; Halio 1996; Stern 1980). En este estudio analizo en qué ámbitos se
emplea esta variante hoy día en los Estados Unidos, y por qué se sigue llamando judeo + español, a pesar de haber
estado en contacto con otras lenguas en su historia. Además, examino qué elementos lingüísticos usan los hablantes
del judeo-español para identificar un habla ´judía´ actualmente. Los resultados de este estudio describen la situación
actual y varios cambios lingüísticos de esta variante del español que todavía tiene sus raíces atadas a un conjunto de
lenguas en contacto de sus países anfitriones previos.
Leticia Krsul, Universidad de Buenos Aires (Sat 5D)
La escritura del ISP (Independent Study Project) en español. Desafíos que enfrentan los estudiantes estadounidenses
El objetivo del presente trabajo es describir las principales dificultades con las que se encuentran estudiantes
estadounidenses que vienen a Buenos Aires a realizar cursos en español con un contenido específico y como trabajo
final deben presentar un ISP (Independent Study Project) escrito en español.
Por un lado, esta descripción está basada en la recolección de información por medio de entrevistas y encuestas
realizadas a los profesores de seminarios temáticos de los estudiantes y también a sus profesores de español.
Por otro lado, se describen los resultados obtenidos mediante un análisis lingüístico-discursivo de los escritos en
español, cuyas características son académicas, realizados por estudiantes anglófonos.
Consideramos que los datos obtenidos serán de interés para los profesores que orientan a sus estudiantes en la
escritura académica en español.
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Covadonga Lamar Prieto, University of California, Los Angeles (Sun 8C)
La permeabilidad de las células semánticas: contacto con el inglés y arcaísmos léxicos en el español de California del
XIX
Tomamos prestado de Martinet el concepto de “permeabilidad de las células lingüísticas” para aplicarlo a la situación
del español en California en el siglo XIX y a la forma en que su caudal semántico transpira en contacto con el inglés.
Para ello, analizaremos dos glosarios escritos por angloparlantes en la California del siglo XIX, uno de Bancroft y otro
extraído de la prensa de San Francisco, y estudiaremos la perdurabilidad de esos términos en el español actual de Los
Ángeles. Los compararemos con el diccionario de términos chicanos de Galván y Teschner con el fin de categorizar
su uso o desaparición.
Lo anterior servirá para comprender la forma en que determinados términos en español se interpolaron en el discurso
en inglés del XIX y, del mismo modo, si esos términos siguen existiendo en el español actual de Los Ángeles tal y como
ha sido definido por Claudia Parodi.
Amalia Llombart-Huesca, California State Polytechnic University Pomona (Fri 3D)
Incomplete Acquisition, Attrition, and Recognition Tasks in Heritage Language Learners
The Spanish spoken by heritage speakers typically lack some grammatical features. Some of these features lacking
from the heritage speaker’s language have never been acquired—or have been acquired partially—while others were
acquired at an early stage but later underwent attrition. Valdés (2005) suggests using different teaching methodologies
for features resulting from each of these processes.
In this paper I propose that the fact that there is a distinction between those two processes involving L1 features does
not necessarily entail that this distinction has pedagogical implications. I show that while some features are not active
in certain syntactical contexts, they are still part of the speaker’s linguistic repertoire, either actively in other syntactic
contexts, or passively, as recognized features of the language in recognition and grammaticality-judgment tasks.
Pedagogical strategies aiming at the activation of such features might prove more productive than targeting the
distinction between incomplete acquisition and attrition.
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Andrew Lynch, University of Miami (Fri 1A)
The Commodification of Language and Identity: Spanish in Miami’s Economic Imaginary
Immigration, mass communication, and globalization have inserted Spanish in Miami public life over the past four
decades, dramatically transforming the city’s identity. This transformation has implied the reconfiguration of language
values at both the macro level (i.e. English and Spanish as local languages, English as national language, Spanish as
international language) and the micro level (linguistic structures particular to emerging local varieties of both
languages). In this talk, I relate this reconfiguration process to the ideology of ‘Spanish as commodity’ in Miami’s
marketplace. The analysis draws upon three data sources: (1) newspaper articles published over the past two decades
(1990-2010) in South Florida’s major newspapers regarding the proper ‘place’ of Spanish in Miami’s commercial
establishment; (2) recordings of a code-switching “shopper” with salespeople in various Miami retail stores; (3) views
expressed by Miami salespeople regarding the due function of Spanish in their daily transactions and the marketplace.
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Patricia MacGregor-Mendoza, New Mexico State University (Sat 7B)
Spanish, English, and Privilege: Language Use and Attitudes of Economically Advantaged Females
Research has demonstrated that along the U.S.-Mexico border, Spanish and English both form part of the daily public
and private fabric of many communities. Although research has tended to focus attention on the language use and
language attitudes of and effects on economically marginalized groups, the beliefs and behaviors of more powerful
groups are also of value. When professionals emigrate to the United States with their families, such expatriation from
their homeland is typically initiated by males. The females who accompany their partners in this expatriation, often set
the tone for the transmission of linguistic and cultural traditions that form the foundation of the family’s linguistic
practices. The present paper examines the use of and attitudes toward Spanish and English as expressed by women
whose welfare, social status and means of access to material goods and services is not limited by their own abilities in
English.
Dalia Magaña, University of California, Davis (Sat 4A)
El cambio de código en comunicación virtual informal entre chicanos bilingües
El cambio de códigos se ha investigado extensamente durante las últimas tres décadas, sin embargo, estos estudios se
basan en situaciones orales informales y pocos estudios han observado el cambio de códigos en la comunicación
virtual. Este lenguaje escrito es significante dado el avance tecnológico actual y las oportunidades crecientes de
comunicación escrita en las redes sociales (por medio de foros, mensajes en muros, mensajes privados, charlas etc.).
Por lo tanto, el estudio presente analiza las interacciones virtuales de chicanos bilingües llevadas acabo en una red
social desde enero del 2009. Para definir el registro de la comunicación del estudio longitudinal, se utilizan las
herramientas analíticas de la Lingüística Sistémica Funcional. El estudio presenta los resultados de la comunicación
virtual revelando que las interacciones bilingües escritas imitan el lenguaje oral informal dado el cambio de códigos
que se lleva acabo entre otras observaciones según el análisis discursivo de los datos.
Laura Marques-Pascual, University of California, Santa Barbara (Fri 3D)
Split Intransitivity and Subject-Verb Inversions in Spanish Heritage Speakers
Previous studies have shown the loss of several syntactic features in the speech of Spanish heritage speakers (SilvaCorvalán, 1994, Montrul, 2002, 2004, 2006, Montrul and Bowles, 2009). This study investigates whether Spanish
heritage speakers show attrition on different word order possibilities (mainly subject-verb inversions) in spontaneous
oral speech. Data were collected from 36 university-level Spanish heritage speakers through an oral task designed to
elicit the use of unaccusative and unergative verbs. All subject-verb and verb-subject orders produced with intransitive
verbs were analyzed and classified according to discourse context and the information status of the subject. Results
from the heritage speakers were compared to data collected from native speakers and Spanish second language
learners with varying proficiency levels who performed the same task. Preliminary results reveal attrition of word order
possibilities in the speech of heritage speakers which resembles that of advanced or even intermediate second
language learners.
Manuel M. Martin-Rodriguez, University of California, Merced (Sun 8D)
La (in)visibilidad de la literatura en español de los Estados Unidos
Uno de los aspectos más llamativos de la literatura latina en los Estados Unidos es su uso de múltiples idiomas, sobre
todo el español y el inglés. Mientras que la literatura latina escrita en inglés goza en la actualidad de un auge
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inusitado, la menor visibilidad de los textos escritos en español puede dar lugar a interpretaciones erróneas que
niegan su misma existencia o la consideran algo del pasado. En esta ponencia, me propongo investigar el estado
actual de la literatura latina en español, atendiendo a datos obtenidos de editoriales latinas (sobre recepción y
rechazo de manuscritos), a un análisis de la recepción crítica de los textos publicados en español, así como a la
consideración de alternativas al mercado editorial tradicional que puedan contribuir a una mayor presencia de las
obras latinas escritas en español en el ambiente público.
Antonio Medina-Rivera, Cleveland State University (Fri 3C)
El español en el ciberespacio: algunas consideraciones para su estudio y análisis
La globalización y los nuevos medios de comunicación cibernética se convierten en un reto para los lingüistas que
analizan variación o para los dialectólogos que describen variedades de habla. Existen medios de comunicación
que rompen las barreras de espacio, específicamente con la proliferación de “chatrooms” y foros o grupos en los que
participan hablantes de muchos lugares diferentes, con dialectos diferentes y con niveles de “proficiencia” diferentes.
En el presente trabajo se examinarán dos foros cibernéticos en los que participan hablantes de español de distintos
orígenes. Se tratará de determinar si existen elementos que unen a dichos grupos cibernéticos, si se pueden observar
elementos de comunidad lingüística en dichos grupos y cómo es el español que se maneja en dichas comunidades o
grupos. Se partirá del modelo que sugiere David Crystal (2001) para analizar el lenguaje cibernético.
Hugo A. Mejias, University of Texas-Pan American (Sun 8C)
Linguistic Influences from the Historical Policies of the Spanish Crown
Policies of the Spanish Crown during colonization created consequences which exist today in the Americas. Henríquez
Ureña (1938: xvi) states that while conquerors did not suppress the culture, they mutilated it.
This work reviews the position of the Crown, often ambivalent, according to contemporaneous documents recording
political, social, religious, and historical facts which impeded the sharing of power between language groups.
In spite of laws dictated by the monarchs, the strong mestizaje, and the extensive bilingualism, indigenous languages
rarely endured—their influence into Spanish is little and primarily lexical. The linguistic policy of the Crown and the
vision they had of the world itself was devastating for the languages of the Americas.
The Spanish colonizers, with the exception of a few missionaries, did not identify with the indigenous peoples. They did
not permit the Spanish language to share power with indigenous languages, a fact that continues to the present.
Denise Minor, California State University, Chico (Sun 8D)
The Role of Spanish Language Theater and Poetry in the Formation of Scholarly Identities among Mexican and
Chicano University Students
Theater and poetry performance in Spanish can be a catalyst for both involving young bilingual people in academics
and transforming their images of themselves as competent Spanish speakers. Since its inception in 2009 at a northern
California university, La Asociación de Teatro y Poesía has given dozens of young Mexicans and Chicanos the
opportunity to perform classic plays as well as write and perform their own poems and theater pieces. Based upon
interviews with participants over the course of one year, this study examines the principal factors that have served this
transformative function: 1) Identity as a member of a respected university group 2) Speaking and performing in a
formal register of Spanish 3) Assuming the role of mentor to area high school students who have participated in poetry
competitions and theater productions 4) Respect gained for work in the association from extended family, particularly
parents and grandparents.
Cecilia Montes-Alcalá & Lindsey Sweetnich, Georgia Institute of Technology (Fri 2B)
Keeping Spanish Alive in the US: the Role of Language Attitudes
This study explores the relationship between language maintenance/shift and attitudes toward Spanish among Spanishspeaking professionals in the metropolitan area of a “new growth” state in the US Southeast. An online survey was
distributed in order to understand which factors are prominent in the maintenance/loss of Spanish and to gauge
participants’ attitudes toward the language. It was predicted that subjects with the most contact with Spanish would
have positive attitudes toward the language and consequently a greater likelihood of maintaining Spanish. Cross
tabulations, as well as gamma and lambda post-tests were run to determine statistically significant relationships and
reveal the critical factors in Spanish maintenance/loss. The results show that competence played a key role in
determining attitudes, and that positive attitudes toward Spanish use in family, community, and academic contexts may
be a predictor of language choice and Spanish maintenance, although these positive attitudes do not always signify
language transmission.
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Ariana Mrak, University of North Carolina Wilmington (Fri 3C)
La transferencia léxica: ¿fenómeno exclusivamente bilingüe?
La transferencia léxica del inglés al español de los Estados Unidos ha sido ampliamente documentada a través de los
años (e.g., Espinosa 1917, Sobin 1976, Otheguy, García, and Fernández 1989, Zentella 1990, Otheguy and García
1993, Silva-Corvalán, 1995, Fairclough 2006) y ha quedado categorizada bajo préstamos, calcos y extensiones
semánticas (lonche, cambiar de mente y aplicación, respectivamente). Sin embargo, en comunidades monolingües la
mayoría de los estudios ha reportado los denominados anglicismos (palabras del inglés ya integradas al español
como estrés omitin) (e.g., Giralt Latorre 1991, Sánchez 1995). El propósito del presente trabajo es comparar la
transferencia léxica dentro de taxonomías idénticas, tanto en variedades monolingües como bilingües, para
determinar la distribución y las frecuencias en ambas situaciones lingüísticas. Los resultados obligan a reconsiderar
que este fenómeno no se encuentra limitado a comunidades bilingües y a reconocer que la influencia del inglés no se
limita a entornos de contacto.
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Aldo Guillermo Olate Vinet, Universidad de La Frontera (Fri 2A)
Interactividad lingüística castellano/mapudungun en una comunidad rural
Esta investigación presenta la dinámica sociolingüística del contacto entre el mapudungun, idioma del Pueblo
Mapuche de Chile, y el castellano de Chile en una comunidad rural bilingüe mapuche-castellano.
Los principales aspectos que se abordan se vinculan con la transmisión intergeneracional, los ámbitos de uso, la
funcionalidad de las lenguas y los eventos comunicativos en los que operan dichas variedades. La información se
relevó a partir de la aplicación de un cuestionario sociolingüístico dirigido a 20 comuneros habitantes de la zona
lafkenche de Isla Huapi. A partir de estos datos se postula la influencia de los factores sociolingüísticos antes
mencionados en la conformación de la variedad del castellano que se habla en estas comunidades y, además, se
proyecta el posible desarrollo que pueda tener esta modalidad del castellano en dichos asentamientos.
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Edwin Padilla, Universidad de Houston Downtown (Sat 6C)
¿Por qué tantas tachaduras en rojo si nada de esto se ha enseñado en clase?
Esta ponencia se va a concentrar exclusivamente en la escritura. Se presentan los errores más comunes que los
estudiantes de herencia cometen al enfrentarse por primera vez a la escritura formal, y se muestran ejercicios
diseñados para concientizarlos sobre lo que es y no es apropiado al escribir, además de lo que debería ser un buen
estilo. Se busca que a través de un programa de tres semestres los estudiantes de herencia puedan ‘competir’ con
estudiantes ‘nativos’ en los cursos que requieren escritura. En la presentación se identificará las características que
definen al estudiante ubicado en cada uno de los niveles y se mostrarán alternativas que hagan de la corrección una
tarea más productiva. La ponencia se concentrará en el primer semestre del programa, y se buscarán respuestas a
preguntas como ¿qué bases utiliza el instructor para evaluar los primeros trabajos escritos cuando prácticamente
nada se ha enseñado en clase?
MaryAnn Parada, University of Illinois at Chicago (Sun 8A)
First-Born Advantages: Linking Birth Order, Name Ethnicity and Heritage Language Proficiency
Traditional measures of assimilation for Hispanic-Americans have taken into account linguistic factors, including
proficiency level and patterns of use of Spanish. Birth order is one variable that has been found important in the
development of the heritage language for the second generation (Jarovinskij, 1995; Shin, 2002; Wong Fillmore,
1991), but this generally has been attributed solely to differences in linguistic exposure, with little discussion of how
other attributes linked to birth order may affect language attitudes and strength of ethnic identity. For Hispanic
immigrants in the US, the selection of first names for their children may reflect the extent of their commitment to
majority assimilation and the identities they ultimately wish for their offspring (Sue & Telles, 2007). This study
investigates the relationship between birth order and the names of children in 51 Hispanic-American families.
Group results indicate that from the second-born and on, names are progressively less ethnic and more culturally
neutral. Patterns of Spanish proficiency and aspects of ethnic affiliation are also discussed as they relate to name
ethnicity.
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Claudia Parodi, University of California, Los Angeles (Sat 5B)
Modelo explicativo del español en Estados Unidos: el español de tierras altas y bajas
El español en Estados Unidos no solo ha de estudiarse desde la perspectiva de sus relaciones con el inglés, sino
también como una situación de dialectos del español en contacto. En el presente trabajo propongo que éste se
analice usando el modelo de Tierras altas y Tierras bajas, mismo que permite determinar qué situaciones de contacto
suelen darse en EU entre latinos. Tras presentar tal modelo, ejemplifico los cambios que pueden sufrir los hablantes
de español salvadoreño (español de tierras bajas) en Los Angeles, CA. al entrar en contacto con hablantes de español
chicano o vernáculo de LA (español de tierras altas). Esta variante del español mexicano predomina en dicha área y
goza de mayor prestigio. Presento como evidencia ejemplos tomados de hablantes de origen salvadoreño que
adquieren el español chicano en la mencionada área geográfica.
Diego Pascual y Cabo, University of Florida (Fri 2B)
Juntos pero no Revueltos: A Case of Juxtaposed Linguistic Identity(ies) in Miami
This study examines the relationship between language and identity and its role in maintaining Spanish within distinct
Cuban-American communities in Miami, Florida: (a) those with a continuous source of 1st generation immigrants and
(b) those without new immigrants.
Combined data from semi structured oral interviews and surveys that look into these speakers’ attitudes towards the
Spanish and English languages, their language use, and the extent to which these languages’ social realities manifest
in their identity construction/performance are presented. Results reveal that these two groups share many of the core
values that form their linguistic identities, but are significantly different in terms of their cultural identities, ethnic pride,
and the linguistic values they assign to Spanish. We argue that language choice is employed to establish boundaries
between themselves. In addition, the limited interaction between these two groups points to cultural and linguistic shift
towards mainstream American monoculturalism and monolingualism.
Susana Pérez Castillejo, University of Minnesota, Twin Cities (Fri 1D)
Convergencia de dialectos peninsulares en EEUU
Enfocándose en las redes sociales de once hablantes del centro-norte peninsular en EEUU, este trabajo analiza la
reducción de (s) implosiva en dos conversaciones con cada participante: una con un hablante de la misma variedad y
otra con un andaluz. Pese a la tendencia conservadora general, un análisis multivariante revela que el origen del
interlocutor, el tiempo prolongado fuera de la Península y el contacto social intenso con variedades donde el
debilitamiento de (s) está más avanzado son factores que inciden en la reducción de (s) para estos hablantes. Este
resultado es consistente con el modelo de contacto dialectal por el cual la difusión de innovaciones se potencia en la
acomodación entre individuos cuyos lazos con la comunidad de origen se han debilitado. Además del efecto de la
intensidad y duración del contacto, los resultados también muestran el papel de las actitudes en favorecer o cohibir el
contacto multidialectal.
Yolanda Pineda-Vargas, University of California, Merced (Sat 7C)
Una experiencia exitosa enseñando español médico en UC Merced
El curso ”Spanish for health profesional “ que se ofrece en la Universidad de California, Merced ha tenido un gran
recibimiento. El propósito del mismo es facilitar al estudiante interesado en carreras relacionadas con la salud las
herramientas lingüísticas y culturales que lo ayuden a servir de manera adecuada a la población hispana en los
Estados Unidos. Debido a que la mayoría de los estudiantes que toman el curso poseen un nivel avanzado de
español, este no se centra en cuestiones gramaticales, sino en la adquisición de vocabulario médico y la
familiarización con aspectos culturales relacionados con la interacción entre el personal médico y los pacientes
hispanos de diferentes orígenes, culturas y niveles académicos. Esto se lleva a cabo a través de la lectura de artículos
científicos, información tomada de libros y del internet, así como de experiencias de profesionales de salud y de
usuarios de los servicios médicos.
Angela Pinilla-Herrera, University of Minnesota (Sat 7B)
Usos lingüísticos de jóvenes de segunda generación en una escuela secundaria de Minnesota
En Minnesota, la población hispana se ha más que triplicado durante las últimas dos décadas. Con ello resurge el
eterno interrogante sobre el influjo que dicho crecimiento pudiera tener en el mantenimiento del español, tal como lo
asintieron Cisneros y Leone (1983). Este estudio analiza las interacciones espontáneas de cinco estudiantes de
segunda generación en una escuela secundaria donde la población de inmigrantes recientes rebasa el 40% y se
acoge abiertamente el uso del español. Observaciones etnográficas, inventarios de redes sociales y entrevistas
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sociolingüísticas revelan los usos lingüísticos de estos jóvenes en relación con la composición de sus redes sociales, su
competencia en español y el interlocutor, entre otros. Un análisis preliminar revela que el llamado "recontacto" ni
ocurre para todos los participantes ni es responsable de la revitalización del español y que las redes sociales se
consolidan como centrales en el mantenimiento o desplazamiento lingüístico.
Kim Potowski, University of Illinois at Chicago (Sat 6C)
Balancing Act: Autobiographical Narratives of Spanish-Speaking Youth in the United States
Aparicio (1997) and Velez-Rendón (2005) have argued for the pedagogical value of the linguistic autobiography in
the heritage language classroom. Such an assignment allows students to explore the variables that have contributed to
their ethnolinguistic identities, allowing them to more fully understand their experiences and position these experiences
within larger discourses of ethnicity, bilingualism, and linguistic repression.
This study examines 45 linguistic autobiographies written in Spanish by 8 middle school students, 19 high school
students and 18 college students in five different locations around the U.S. Utilizing the heritage learner identity
framework proposed by He (2006), the study analyzes experiences within five major categories: Family, peers, school,
race, and visits to the family’s country of origin, factors which had a profound impact on students’ Spanish proficiency
and their construction of self-identity. Several implications for responsive heritage speaker pedagogy are offered.
Kim Potowski, University of Illinois at Chicago; & Lourdes Torres, DePaul University (Fri 3B)
Lexical Familiarity as a Sign of Dialect Contact
The diverse origins of Spanish-speakers in Chicago provide an excellent opportunity to study outcomes of potential
dialect contact. A total of 96 individuals (36 Mexicans and 36 Puerto Ricans belonging to three generational groups,
and 24 “MexiRicans” belonging to two generational groups) identified 12 pictures that use different words in Mexican
vs. Puerto Rican Spanish (such as aretes/pantallas for “earrings” and plátano/guineo for “banana”).
Results suggest that Puerto Ricans of all three generations are statistically significantly more familiar with Mexican
vocabulary items than are Mexicans with Puerto Rican vocabulary. This is likely due to the numerical superiority of
Mexicans in Chicago. In addition, Puerto Ricans show lower overall lexical scores than Mexicans, which may be
further evidence of general lower levels of Spanish proficiency among Puerto Ricans compared to Mexicans. Other
areas of dialect contact we are exploring will be briefly presented.
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Chase W. Raymond, University of California, Los Angeles (Sat 4A)
Negotiating Language in an Emergency: The Case of Spanish Language 9-1-1 Calls in the U.S.
The U.S. Emergency Telephone Number, or “9-1-1,” is undoubtedly an English-language-based social institution (note
the opening: “Nine-one-one, what is your emergency?”). What happens, then, when a non-English-speaking individual
contacts 9-1-1? How does this English-language system adapt to non-English situations?
This study takes a Conversation Analytic approach to data from U.S. 9-1-1 calls ultimately conducted in Spanish via ‘3
-way-call’ (between 911-Dispatcher, Caller and a Translator). I analyze the positions and roles of these three
participants with relation to one another and to the larger social institution, referencing previous studies of
monolingual calls as well as of general ‘live’ interpretation. The Dispatcher’s role as “gatekeeper” (Heritage and
Clayman 2010) is expanded to include not only access to emergency services, but also access to non-English
language(s).
The results prove informative in characterizing Spanish’s presence in the United States, and also may make U.S.
emergency response systems more effective for the general public.
Ana Roca, Florida International University (Fri 1A)
Bilingualism, Advertising, and the Hispanic Media in Miami-Dade County
Advertising and publicity are part of Big Business. Whereas the Hispanic population in the United States did not enjoy a
lot of purchasing power forty years ago, today we have a different story all together where language is part of the
medium to make those big profits for companies aiming to sell to U.S. Latinos. This presentation takes a look at the
current practices in Miami-Dade County related to publicity (in print, broadcasting, radio, websites etc.) targeting a
variety of Hispanic consumers. We do this through an examination of representative publicity, practices in advertising,
and agencies views about the use of Spanish in advertising targeting the Latino population in Miami-Dade. The results
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will help shed some light on the current use of Spanish and Spanglish in publicity, as well as examine attitudes toward
messages missed by non-Spanish speakers unable to take advantage of the advertising only available in Spanish in
certain settings.
Jose Franco Rodriguez, Fayetteville State University (Sat 5B)
Vitalidad del español en el paisaje lingüístico urbano
This paper presents a systematic comparative analysis of the presence of Spanish and its interaction with English in
three urban linguistic landscapes (LLs): Los Angeles County, Miami-Dade County, and Almería (Spain). The study is
based on an innovative methodological approach that includes, but is not limited to, the characterization of the unit of
analysis, its typology, and a quantitative examination of lexicon, grammar, and orthography. The results are interpreted
in terms of ethnolinguistic vitality for LLs in the bilingual communities and linguistic globalization for the LL in the
monolingual city. The findings of this study show that Spanish in the public spaces of these bilingual settings is stable,
highly functional, with few and disparate signs of attrition, and resistant to English interference. The study also shows
that the impact of English as a global language in the monolingual setting is circumscribed to a few semantic fields
and trendy, commercial expressions.
Ian Romain, University of California, Los Angeles (Sat 4B)
The Language of the Maids: Spanish of the U.S.A. (Unfairly Stereotyped Americans)
This study sheds critical light on negative stereotypes that exist about Spanish-speaking peoples in the United States.
The language analyzed is shown to reveal the scope of anti-Hispanic discourse in the United States, popularly touching
upon themes of immigration, gangs, skin color, professions and food, among others. I argue that most of the terms in
question operate on one or multiple axes of racism (Alcoff 2006), but are not apparently stigmatized as such. My
results show that derogatory language aimed at Latinos is not seen as racist in part because most Hispanics in the US
defy Americans’ traditional conceptions of racial (and linguistic) homogeneity. Yet even though Hispanic hybridity is a
target for discrimination in the United States, it also represents a challenge to purity myths central to American culture. I
argue for embracing hybridity across various levels of identity as a way to weaken these myths.
Natalia Rosales-Yeomans, University of Houston (Fri 2D)
Otras formas de diferenciación: ideologías lingüísticas en los estudiantes de español como lengua heredada
Con la creciente preocupación por desarrollar nuevos modelos de enseñanza que contemplen la relación entre
lengua y cultura (Alarcón, 2010; Leeman & Martínez, 2007), crece también la necesidad de nuevas herramientas de
diferenciación o identificación de los estudiantes de español como lengua heredada, que contemplen dicha relación y
que no los clasifique, simplemente, por sus habilidades en la producción y/o recepción de la lengua. En este trabajo
se propone otra forma de diferenciación de estos estudiantes, contrastando las distintas posturas expuestas en
composiciones escritas por 26 estudiantes con las respuestas a un cuestionario/entrevista sobre actitudes lingüísticas.
Tomando como base el modelo de diferenciación socio-cultural propuesto por Kanellos (2002) en el ámbito de la
literatura hispana de los EE.UU, se observan 2 posturas ideológicas (nativo einmigrante) que se encuentran
relacionadas con las formas de concebir la lengua y su enseñanza, resultados que permiten una planeación más
consiente en nuestras aulas.
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Aixa Said-Mohand, New Jersey City University (Sat 6D)
Percepciones hacia los aprendices de español como lengua patrimonial: profesores de primaria y secundaria en el
estado de Wisconsin
The growing presence of Spanish Heritage Learners in the school system of Wisconsin is an area that has been
relatively under investigation. Therefore and in order to shed some light on this topic, this study explores school
teachers’ beliefs regarding Spanish Heritage Language instruction. The data for this study was collected through a
questionnaire sent to 197 teachers. The presentation will address the results taking into account teachers’ stance and
practice concerning 1) Spanish Heritage Leaner, 2) Teaching methodology, 3) Language variation, and 6) Placement
test. Pedagogical implications on how to target Spanish Heritage Learner’s need will be discussed.
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Laura Sanfelici, Università degli Studi di Genova, Italia (Sat 5D)
Los cursos de español para hablantes nativos en Génova, Italia
En Génova, el español se ha convertido en la segunda lengua más hablada de la ciudad, a raíz de la oleada
inmigratoria desde Hispanoamérica que empezó en los años Noventa. Si en un primer momento las investigaciones
educativas relacionadas con estas poblaciones se centraron en la enseñanza del italiano como L2, en los últimos años
se ha empezado a valorar el mantenimiento de la lengua de origen.
Este trabajo presenta los cursos de Español para Hablantes Nativos que el colegio Don Milani de Génova organiza
desde hace tres años para su alumnado de origen hispanohablante.
Se analizó la metodología de la enseñanza del español a los hablantes de herencia de los Estados Unidos para
después adaptarla a nuestra realidad sociolingüística, ya que su L2 es el italiano que, por ser otra lengua neolatina,
ocasiona mayor grado de transferencia lingüística.
Teresa Satterfield, University of Michigan (Fri 3D)
En Nuestra Lengua: Insights into the Acquisition and Production of Clitics in Spanish-Speaking Heritage Language
Children
We investigate a contact scenario involving several Spanish varieties within a Saturday Spanish language-literacy
program. Spontaneous speech production of 75 heritage Spanish speakers is examined, focusing on clitic pronouns
and Spanish morphosyntactic development in children under age 7. Data represent a spectrum of clitic variations,
providing a starting point to address the lack of consensus in theoretical treatments and methodological approaches
published on clitic acquisition. The current study focusing on child heritage speakers of Spanish is innovative,
illustrating a continuum of clitic patterns within a uniform setting. Preliminary observations indicate speakers of all
proficiencies produce clitics.
Moreover, a general preference for clitic-climbing is attested. Divergence in participants' grammars occurs in clitic
morphology and selective omission of clitics. We argue that child heritage speakers may not initially converge with
peers and adults in clitic production, however they develop target-like structures quickly, due to opportunities for
sustained interactions with other Spanish-speakers.
Rajiv Saxena, University of California, Davis & Jawaharlal Nehru University (Sat 5B)
El español en la India: desarrollo y perspectivas
La ponencia indagará en el desarrollo de la enseñanza del español como lengua extranjera en la India desde su inicio
hasta la etapa contemporánea que ha presenciado la expansión del español en un país tan multilingüe como la India
que cuenta con una herencia diversa y rica que abarca 23 Lenguas Oficiales constitucionales y más de mil dialectos.
Se echará un breve vistazo sobre la diversidad lingüística de la India y sobre el auge del español en la India. Se
tratará del establecimiento de muchos Institutos y Universidades gubernamentales de la India que enseñan el español.
Además se ahondará en los desafíos y las futuras perspectivas de la lengua de Cervantes.
Armin Schwegler, University of California, Irvine (Fri 2A)
Spanish and Creole Contact in an Extraordinary Public Sphere: Palenque (Colombia) in its New Role as UNESCO’s
“Masterpiece of the Oral and Intangible Heritage of Humanity”
Today, linguists worldwide recognize (and celebrate) Palenque’s extraordinary Spanish/creole bilingualism. Within less
than two decades, this small community has gone from virtual obscurity to considerable international fame. Recently,
UNESCO’s proclamation of Palenque as a “Masterpiece of the Oral and Intangible Heritage of Humanity” has further
amplified this newfound notoriety, and cast this Black village into the symbolic role of ethnolinguistic epicenter of the
Afro-Hispanic world.
As is often the case, rapid growth in celebrity often brings about significant social change. In Palenque, these changes
are above all felt in the domain of language use. This paper examines the nature and extent of these recent linguistic
accommodations, and explains how and why the once stigmatized creole/Spanish bilingualism is currently exploited to
maximally project Palenqueros’ “African” identity to the rest of the world.
Elaine Shenk, Saint Joseph's University (Sat 5D)
Puerto Rico y Estados Unidos: la inclusión y evolución de las políticas lingüísticas en los proyectos de ley
estadounidenses de 1989-2010
Desde los comienzos del siglo XX, el contacto lingüístico entre el español y el inglés ha constituido un aspecto
significativo y con frecuencia polémico en las relaciones entre Puerto Rico y Estados Unidos. Aunque una serie de
propuestas legislativas del Congreso estadounidense se ha dirigido principalmente hacia la clarificación del estatus
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político de la isla con relación a los EEUU, tales propuestas también han incluido políticas lingüísticas que se
impondrían en Puerto Rico. Esta ponencia analiza la inclusión y la evolución de las políticas lingüísticas en una serie
de proyectos de ley que se elaboraron en el Congreso estadounidense en el periodo de 1989-2010. Estas políticas se
sitúan dentro de un contexto no sólo de extensión del español como lengua pública en los Estados Unidos sino
también junto al crecimiento de los movimientos del inglés oficial en este país.
Rob Smead, Brigham Young University (Sun 8C)
On The Linguistic Production of Hawai'i's "Local Ricans": Sources and Preliminary Observations
Among those recruited to labor on Hawai'i's sugar plantations around the turn of the 20th century were three Spanishspeaking groups: 100,000 Filipinos (from Ilocos and other areas, some of whom spoke Spanish), 7,000 Spaniards
(principally Andalusians -- most did not remain in the Islands), and 6,000 Puerto Ricans (from the coffee-producing
areas/municipios). While numerically the smallest group, the "Local Ricans" as they came to be known, have provided
materials which allow us to examine their linguistic production.
Thanks to materials collected by Dr. Norma Carr, my examples and observations are based on oral history recordings
of first generation speakers, minutes of the Club Independiente de Puerto Rico, and decimas written by three plantation
poets. Other sources which will be briefly mentioned are written correspondence and recordings of traditional jibaro
music. Examples of jibaro Spanish (in contact with Standard English and Hawai'i Creole English) will be provided and
commented on.
Thomas Stephens, Rutgers University (Sat 6B)
“Y tu abuela, ¿dónde está?”: Circumlocutions as Racial Indicators among US Latinos; and What We Know from
Spanish America
As a rule, North American identification of a person’s ancestry relies on vision, because ancestry, even unknown,
ostensibly rises to the surface of the skin for identifying purposes. The idea that someone may be white except detrás de
las orejas ‘behind the ears’ indicates a mythology if not a reality in Spanish America and among Spanish-speaking US
Latinos that external race matters, that race matters matter, that people do race regularly, and that they are ready and
willing to point that out. Tiene pelo malo ‘s/he has bad hair’ and ha empeorado la raza ‘s/he has worsened the race’
suggest a deep-seated values system that is projected via an elaborate network of phrases only slightly euphemistic.
This paper will study circumlocutions (e.g., de buena apariencia, elemento de yuca y ñame, el que no tiene de inca
tiene de mandinga) used among US Latinos with comparison to Spanish American Spanish.
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Valerie Trujilio, University of Florida (Sat 4B)
Listener Accuracy in Foreign Accent Ratings Tasks: Does Background Matter?
When listeners hear another person speaking the listeners’ native language, consciously or subconsciously they make
judgments whether the person is a native speaker or non-native speaker of their language (Major, 2001), but do
heritage and L2 speakers have the same perceptive ability as native speakers?
This study investigates the ability of native speakers, heritage speakers and L2 learners of Spanish in detecting native
vs. non-native speakers, their ability to accurately detect the variety of Spanish being spoken, and their ability to
accurately guess the background of the speaker –native, heritage, or L2.
Participants listened to audio clips of elicited speech by speakers of different varieties of Spanish at varying proficiency
levels. Participants were asked to speculate on the aforementioned descriptions of the speakers.
The study found varied results with regard to the perceptive abilities of native, heritage and L2 speakers.
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Víctor Valdivia, University of New Mexico (Sat 7B)
Patrones de subjetividad en el español de Nuevo México
Investigaciones recientes en el área de la subjetividad han demostrado que, en la interacción cotidiana, las
expresiones subjetivas son más frecuentes que las objetivas; es decir, los hablantes usamos la lengua no tanto para
transmitir información como para expresar sentimientos y opiniones (Verhagen 2005, Scheibman 2001, Thompson
and Hopper 2001). Con base en estas investigaciones, en este trabajo se analizaron datos del corpus New Mexico
and Colorado Spanish Survey (Bills & Vigil 2008. Primero, se identificaron las combinaciones sujeto-verbo más
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frecuentes con el fin de descubrir los patrones lingüísticos generales; posteriormente, se observó qué tipo de
predicados predominan para cada persona gramatical con el fin de identificar los patrones locales de subjetividad.
Los resultados comprueban que para cada uno de dichos patrones, la interacción sintaxis-semántica tiene efectos
diferentes. Es decir, mientras "digo" desempeña funciones de cortesía, "dicen" expresa incredulidad de parte del
hablante.
Isabel Velázquez, University of Nebraska, Lincoln (Sat 4C)
Getting it: Community-Based Research and the Teaching on U.S. Varieties of Spanish
This paper reports the results of a pilot project that incorporates community-based research into a university-level
course on U.S. varieties of Spanish. The syllabus, organized around sociolinguistic, demographic and historical aspects
of Spanish speaking communities, was designed to help students understand language practice as embedded in
society, and to reflect on their experience as researchers, bilinguals and teachers. This approach tests the principles of
community-based research (Israel et al, 1998), and is influenced by critical theory and constructivism. Nineteen
students enrolled in a Midwestern public university conducted sociolinguistic interviews with bilingual community
members in a city where only 4.2% of individuals older than five speak Spanish at home. The dimensions of student
attitudes toward U.S. Spanish before and after completion, evidence of connection between theory and local language
experience, and perceived agency in community were analyzed. Strengths and drawbacks of this approach are
discussed.
Omar Velázquez-Mendoza, University of Virginia (Sat 5C)
El latín y el romance en la iberia del medievo tardío y el complemento directo preposicional
La presente comunicación se une al debate en torno al estatus del latín como lengua hablada en contacto con el
romance dentro de la sociedad ibérica altomedieval (siglos IX-XIII). Basándose en evidencia lingüística interna, mi
comunicación apoya la teoría del monolingüismo elástico tardomedieval por sobre la de la facción tradicionalista que
aboga por la existencia de dos lenguas habladas en la época. En esta exposición se cotejan los ejemplos más
antiguos del complemento directo preposicional juntando la evidencia extraída de los tempranos escritos
iberorrománicos con la de los textos plenamente romanceados del siglo XIII. La distribución de la 'a' personal en la
documentación de dicha época me permite argumentar que, al plasmar un mismo fenómeno lingüístico los
documentos más latinizantes tanto como los de lenguaje más romanceado, dicho fenómeno morfosintáctico nos hace
partícipes de una misma y única lengua hablada en la Iberia del Medievo tardío.
Carlos Martin Vélez, Brescia University (Fri 2B)
“Like many Texans, I am proud to be bilingual and bicultural”: Hispanic Identities and Language Ideologies on Using
Spanish in Texas
Drawing from a critical discourse analysis larger project on the meanings of Hispanic and Latino labels in newspaper
articles in English and Spanish, this paper provides a lens to examine the discursive constructions of Hispanic identities
as well as those associated with the language ideology of authenticity associated with using Spanish in private and
public discourses in Texas. Using analytical tools of media content analysis, and critical discourse analysis, I provide an
interpretation on these constructions displayed on the opinions about the coverage of the historic political debates in
Spanish and English for governorship by two Hispanic Democrat political candidates published in 21 articles in the
NYT, San Antonio Express News and La Prensa (bilingual newspaper in San Antonio) in 2002, personal interviews I
conducted with San Antonio journalists, and intersected with relevant sources to the sociolinguistics and politics of
Spanish language in the US.
Gloria Vélez-Rendón, Purdue University Calumet (Sat 5B)
Posicionamientos identitarios de mujeres inmigrantes colombianas en Chicago
Esta presentación se basa en una investigación sobre las trayectorias migratorias de un grupo de mujeres inmigrantes
colombianas residentes en Chicago. La migración genera una serie de pérdidas tanto de referentes fundacionales y
culturales como de objetos preciados. Esto sacude y resquebraja toda la estructura identitaria de los/las
migrantes. Entre las pérdidas mas significativas se encuentra la lengua. En el caso concreto de la migración
colombiana a Chicago nuestras observaciones indican que el proceso de configuración y reconfiguración de la
identidad en una segunda lengua y en una nueva cultura se alzan como uno de los retos mas complejos del proceso
migratorio para las mujeres. A través del prisma de la migración se puede observar la enorme complejidad de los
nexos existents entre lengua e identidad.
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A. Michael Vermy, State University of New York (SUNY), College at Buffalo (Sun 8A)
Perception, Language and Power
Though language is used, at the most fundamental level, to communicate with others, linguistic relations are always
relations of symbolic power. As such, we consciously choose a specific variety when conversing, and it is this process
of language or register choice over that of another that affiliates us with a particular social group and disassociates us
from others. Yet, the amount of control an individual has in any interaction is often determined by factors beyond his or
her control.
This paper discusses such factors and explores language and power dynamics. It cites examples of encounters between
native and non-native Spanish speakers in Southern California. An awareness of the power of symbolic and cultural
capital on linguistic interactions informs the discussion and provides a theoretical frame for understanding that native
speakers of Spanish, while possessing the linguistic “upper-hand” in interactions with non-native speakers, often
abandon positions of power when confronted by speakers who possess perceived superior varieties of Spanish.
Daniel Villa, New Mexico State University; & Israel Sans, West Chester University of Pennsylvania (Sat 5B)
The Development of Traditional New Mexican Spanish as a Unique Variety in the Americas
The origin of New World Spanish (NWS) is often identified as an original leveled dialect that arose during the earliest
moments of Spanish arrival and then spread throughout the Americas. One common denominator in the available
accounts of dialect contact and koinéization in NWS is the fact that such studies attempt to encompass its evolution as
a single process. Perhaps as a consequence of such analytical approaches, little or no reference is commonly made to
the possibility that some areas may have followed highly idiosyncratic sociohistorical paths, causing explanatory
difficulties for the single leveled dialect approach. In this presentation the authors offer an analysis of the genesis of
Traditional New Mexican Spanish that suggests the possibility of a variety of NWS that arose independently of others.
Belén Villarreal,University of California, Los Angeles (Fri 1B)
Methodological Issues in LA Spanish Research: Considerations in Assessing Children’s Oral Proficiency
Perspectives regarding Spanish in the United States have changed considerably and, although this variety has long
been considered an instance of language loss, an alternative perspective of this Spanish as a koiné is now being
investigated. Recent attempts to study children’s acquisition of this dialect have revealed a major gap in methodology
that must be addressed: a lack of assessment tools for determining children’s oral proficiency in Spanish. Although
developing such a tool is a monumental undertaking that is best left to specialists in assessment, such work must be
founded upon an in-depth understanding of this dialect and its maturational development. My goal is to discuss the
various methodological issues associated with creating such a resource for child subjects. I will also aim to provide a
checklist of (mainly) phonological and syntactic elements that proficient speakers of this variety should comprehend, if
not produce, by the time they begin school.
Damián Vergara Wilson, University of New Mexico (Sat 6B)
“To be more in tune with my culture…”: The Intersection of Identity and Attitudes Toward Maintenance among
Beginning Spanish as a Heritage Language Students
This study examines the correlation between attitudinal dimensions of Spanish maintenance and identity labels among
beginning Heritage Language Learners (HLLs). Utilizing a questionnaire based on the one used by Mejías, AndersonMejías, & Carlson (2003) and Mejías & Anderson (1988), the participants rate the importance of items on a Likert
scale. These items were designed to reveal attitudes toward the value of Spanish along extrinsic (instrumentalism and
communication) and intrinsic (sentimental and language loyalty) dimensions. It was found that there are significant
correlations between the identity labels and attitudes toward maintenance. For example, participants who used the
label Mexican showed a significant preference for the communicative dimension (p = 0.004) whereas students using
the label Spanish preferred the language loyalty dimension (p = 0.006). Beyond simply revealing attitudes toward
maintenance, this investigation provides insight into the different ways that beginning HLLs conceptualize Spanish and
how this correlates to notions of identity.
Z
Eve Zyzik, University of California, Santa Cruz (Fri 1D)
Causative Structures among Spanish Heritage Speakers
In line with recent research on the role of dominant language transfer among Spanish-English bilinguals (Montrul,
2010), the current study examines the overgeneralization of intransitive verbs to causative sentence frames (e.g., *El
48
científico fracasó el experimento). Heritage speakers of Spanish (n=60) from diverse backgrounds participated in the
study. Data were gathered by means of a contextualized judgment task in which participants rated sentences on a scale
of acceptability. This instrument was designed to include verbs that have the same properties in English and Spanish as
well as those that exhibit cross-linguistic differences. Because heritage speakers form a heterogeneous group,
participants also completed a proficiency test and a separate vocabulary test that measured their familiarity with the
verbs used in the judgment task. The results indicate that transfer effects are mediated by verb type and participants’
self-assessed exposure to the target verbs.
49
PRESENTACIONES DE POSTERS / POSTER PRESENTATIONS (Friday)
(Alphabetical)
A
Adjoa Michelle Addae, University of California, Los Angeles
Puerto Rican Spanish in Los Angeles
This pilot study analyzes the dialectological features of two Puerto Ricans living in Los Angeles. The proposed research
question resulted from the idea that the Spanish dialect maintenance of Puerto Ricans will greatly depend on the
individual’s connection with the island of Puerto Rico and willingness to maintain their culture, since the Puerto Rican
population is relatively small in comparison to other Hispanic groups in Los Angeles, mainly Mexicans. Some Puerto
Rican phonological features were analyzed such as aspiration or deletion of word final /s/, shift of /r/ to /l/, and the
weakening or disappearance of intervocalic /d/. The interviews were done to check the use of Puerto Rican Spanish or
the Los Angeles Spanish vernacular among this minority group.
B
Lucas Barbosa Melo, Universidade de Brasilia
Projeto glossa
Este artículo presenta el Projeto Glossa, un glosario de referencia para la Lingüística Aplicada en el área de la
Lexicografía Aplicada a la formación de profesores, desarrollado por un equipo de investigación y trabajo (Projeto
Glossa) vinculado al Programa de Postgrado en Lingüística Aplicada (PGLA) de la Universidad de Brasilia – UnB,
tiene como objetivo la formulación de un glosario de términos del área del Aprendizaje/Adquisición y Enseñanza de
Lenguas de manera sistemática y participativa con conceptos de lenguaje sencillo, de fácil uso y de fácil
entendimiento que atiendan la necesidad de un material para ser usado en la formación científica de los
profesionales, profesores de lengua en formación y estudiantes que tengan interés en el ámbito del Aprendizaje/
Adquisición y Enseñanza de Lenguas. Nuestro objetivo es tornar el Projeto Glossa útil a la formación práctica y
teórica de los futuros profesores de español como lengua extranjera.
F
Vanessa Fonseca, Arizona State University
Rosaura Sánchez y su crítica sociolingüística del español sudoesteño
En este proyecto, se intenta ver la contribución que Rosaura Sánchez, actual profesora de literatura en la Universidad
de California, San Diego, aporta a los problemas del bilingüismo chicano y el español del sudoeste. En su obra
Chicano Discourse: Socio-historical Perspectives, Sánchez discute las teorías de la segmentación de la labor y el
mercado labor dual para demostrar cómo ambos fenómenos afectan las actitudes lingüísticas, el mantenimiento del
español y el cambio de la lengua. Sánchez utiliza la teoría crítica, especificamente la teoría de Marx, para ver cómo la
gente sudoesteña responde a la posible eradicación lingüística del español chicano con la llegada de los
anglosajones al suroeste a mediados del siglo XIX y cómo la relación colonizador-colonizado crea una necesidad de
mantener dicha lengua.
G
Magnolia González, Instituto Caro y Cuervo
El español de Colombia como español de contactos en medio de un contexto de violencia y desplazamiento: i parte
"contacto cultural y dialectal"
En los últimos cincuenta años el país se ha transformado aceleradamente a nivel social, territorial y político,
reconfigurando así el panorama lingüístico de Colombia. El desplazamiento forzado se ha constituido en uno de los
fenómenos sociales más dramáticos y preocupantes, generando la trashumancia de millones de personas en todo el
territorio nacional, incluso hacia el extranjero; produciendo un mapa cambiante de la demografía colombiana, que
nos lleva a preguntarnos ¿qué está pasando con el español de Colombia en medio de este contexto de guerra y qué
lingüística hacer? Teniendo en cuenta que la ocupación de nuevos territorios y el reasentamiento urbano están
50
generando una hibridación cultural, que nos exige revisar los escenarios de concurrencia de personas de diferentes
lugares de origen, tradiciones culturales y prácticas lingüísticas diversas. Así el reto del Instituto Caro y Cuervo es
pensar el problema del desplazamiento desde la perspectiva de los estudios del lenguaje.
Melvin Gonzalez-Rivera, The College of Wooster
It Doesn’t Make Sense to Have Sense: Putting Order in Spanish “Hacer Sentido”
Whereas in the majority of the Spanish dialects it is not possible to use the expression hacer sentido ‘to make sense’
instead of the corresponding tener sentido ‘to have sense’, in Puerto Rican Spanish (PRS) both forms are possible. In
principle, it would seem that both forms are completely equivalent and in free distribution. Nevertheless, I will argue
that this is not the case and that there are several syntactic and semantic constraints regulating the use of the forms in
PRS. The data analyzed so far seem to support the hypothesis that in PRS hacer sentido is more speaker-oriented, than
tener sentido: with hacer sentido the speaker commits himself with the truth of some proposition. This analysis
contradicts the general belief that hacer sentido is a direct syntactic transfer from to make sense in English. As I will
show, these forms are not necessarily in free variation in PRS.
H
Elaine Hewitt, University of Granada
A Non-Parametric Empirical Study into Spanish Siblings’ Influence on their Brothers and Sisters Learning English as a
Second Language
This original empirical study looked into the effects of siblings on their brothers and sisters learning English as a second
language - a notable but astonishingly ignored research field. A set of variables new to the area was examined - the
perceived influence of the siblings’ knowledge of English as a second language and the help given by the siblings. The
results of this study may be amongst the first in indicating that siblings’ are also our main second language teachers.
The survey reported in Zurer Pearson (2006) looked into minority or heritage language choice with siblings in Hispanic
-background children. The participants in her survey were junior high school students in Miami. The author found that
two thirds of those surveyed said they spoke mostly English to their siblings. In the present study the participants were
also 35 Spanish-speaking elementary school children. Kendall’s Tau revealed the results.
L
Laissa Christina Lopes Campos, Fabrícia Carvalho, & Adriana Machado de Oliveira, Universidad de Brasilia
Variabilidad metafórica: dimensiones universales versus particulares de la metáfora conceptual
El objetivo general de esta investigación reside en identificar y describir niveles y parámetros de variación intercultural
de la metáfora conceptual. Como objetivos específicos, presentaremos los resultados de tres investigaciones que
pretenden constatar estos parámetros en dominios conceptuales específicos: (1) Variabilidad metafórica: dimensiones
universales versus particulares en el dominio de la religión. (2) El mundo de los toros y las corridas de toros como
dominio conceptual fuente en redes de conceptualización metafórica. (3) Variabilidad metafórica: dimensiones
universales versus particulares en los dominios conceptuales VIDA y MUERTE.
M
Gibràn Méndez, California State University, Chico
Bilingüismo en el chicano: alzamiento de vocales medias y descenso de vocales medias varían con el aprendizaje del
español en chicanos
Una investigación de tres chicanos bilingües viviendo en California y estudiantes de escuelas del sistema de
Universidad Estatal de California (CSU). Fue encontrado que el uso del fenómeno fonológico del español Chicano, el
alzamiento de vocales medias y el descenso de vocales altas, el aprendizaje del español tiene influencia en el uso de
estos aspectos lingüísticos. Lo mejor que el español fue aprendido durante niñez lo menos que se encuentra el
fenómeno. También fue encontrado que el aprendizaje de los dos idiomas a los mismos niveles desde niñez hasta hoy
el presente se encuentra el fenómeno lingüístico pero también hubo corrección cuando hubo alzamiento y descenso
de vocales. La influencia del ingles en el español del Chicano tiene mas grande impacto cuando el español no ha
sido fortalecido causando el encuentro del fenómeno lingüístico del alzamiento y descenso de vocales.
51
LISTA ALFABÉTICA DE LOS PONETES / ALPHABETICAL LIST OF PRESENTERS
Name of Presenter
A
Acevedo, Rebeca
Addae, Adoja Michelle
Ahlén, Sondra
Alarcón, Francisco X.
Aranda, Lucía
Avilés, Elena
Page Number
20
13
16
21,21
17
16
B
Balestra, Alejandra
Barbosa Melo, Lucas
Barrera-Tobon, Carolina
Beaudrie, Sara
Belpoliti, Flavia
Bermejo, Encarna
Bonamy, Joelle
Brown, Earl
Brown, Esther L.
Burgos, Félix Manuel
Buzatu, Anamaria
C
Carranza Brito, Ma del Rocío
Carter, Philip
Carvalho, Fabrícia
Casielles, Eugenia
Cayward, Margaret
Cerqueiras, Vera
Chaston, John
Chavarría, Loren
Chávez, Leo
Chávez Silverman, Susana
Colombi, Cecilia
D
Davidson, Justin
Dávila, Arturo
Dayton, Elizabeth
Delany-Barmann, Gloria
Divita, David
Dubcovsky, Laura
DuBord, Elise
Ducar, Cynthia
Dumont, Jenny
15
13
14
12
11
11
20
15
12
20
13
14
18
14
16
14
19
15
19
14
18
11
17
20
15
19
16
19
13
18
19
Name of Presenter
E
Escobar, Anna María
F
Faingold, Eduardo
Farfel, Rikki
Fernández-Gilbert, Arturo
Fonseca, Vanessa
Fuentes, Víctor
G
Garcia, Arline
Garcia, Maryellen
Garcia-Fraizer, Elena
Giammatteo, Mabel
Gómez, Lorena
González, Magnolia
Gonzales-Rivera, Melvin
Gorman, Lillian
Green, Alison
Gubitosi, Patricia
Gutiérrez, Manuel
Gutierrez-Rexach, Javier
H
Harrington, Joseph
Hernandez-Rodríguez, Miriam
Herring, Elizabeth
Hewitt, Elaine
Hill, Jane
Holguin, Claudia
Kirschen, Bryan
Klar, Kathryn
Krsul, Leticia
12
12
15
13
16,13
20
18
19
19
15
15
13
12,13
16
18
15,19
13
12
17
17
12
13
22
12
K
17
14
18
L
Lamar-Prieto, Covadonga
Leeman, Jennifer
Llombart-Huesca, Amalia
Lopes Campos, Laissa C.
Lynch, Andrew
52
Page Number
21
13
15
14
11
Name of Presenter
Page Number
M
MacGregor-Mendoza, Patricia
Machado de Oliveira, Adriana
Macri, Martha
Magaña, Dalia
Marques-Pascual, Laura
Martin-Rodriguez, Manuel M.
Martínez, Glenn
Medina-Rivera, Antonio
Mejias, Hugo A.
Méndez, Gibràn
Minor, Denise
Montes-Alcalá, Cecilia
Mrak, Ariana
Page Number
S
19
14
14
16
15
21
20,13
15
21
14
21
12
15
O
Olate Vinet, Aldo Guillermo
Name of Presenter
Said-Mohand, Aixa
Sánchez-Muñoz, Ana
Sanfelici, Laura
Sans, Israel
Sarmento, James
Satterfield, Teresa
Saxena, Rajiv
Schwartz, Adam
Schwegler, Armin
Shenk, Elaine
Smead, Rob
Spicer-Escalante, Maria Luisa
Stephens, Thomas
Sweetnich, Lindsey
Szoboszlai, Lajos
19
18
18
17
14
15
18
18,20
12
18
20
17
18
12
14
12
T
P
Padilla, Edwin
Parada, MaryAnn
Paredes, Sofia
Parodi, Claudia
Pascual y Cabo, Diego
Pérez Castillejo, Susana
Pineda-Vargas, Yolanda
Pinilla-Herrera, Angela
Potowski, Kim
18
20
17
17
12
12
19
19
14,19
R
Raymond, Chase W.
Reardon, Dillon
Ríos, Luis
Rivas, Javier
Roca, Ana
Rodriguez, Jose Franco
Romain, Ian
Rosales-Yeomans, Natalia
Ruiz-Paz, Sandra
16
15
20
12
11
17
16
13
16
Torres, Lourdes
Trujilio, Valerie
Trujillo, Juan Antonio
V
Valdivia, Víctor
Velázquez, Isabel
Velázquez-Mendoza, Omar
Vélez, Carlos Martin
Vélez-Rendón, Gloria
Vermy, A. Michael
Villa, Daniel
Villarreal, Belén
14
16
19
19
16
17
12
17
20
17
11
W
Wilson, Damián Vergara
Woods, Michael
Z
Zentella, Ana Celia
Zyzik, Eve
53
18
19
20,21
12
NOTES
NOTES
NOTES
CECILIA COLOMBI
ucd spanish and portuguese
[email protected]
KAREN CALLAHAN
uc language consortium
[email protected]
GEORGE DRAKE
uc language consortium
[email protected]
KIRSTEN FINKAS
artist / designer
[email protected]
DANIEL WOODALL
uc language consortium
[email protected]