Spanish Linguistic
A.Y. 2020/2021
Learning objectives
The course aim is to make students acquainted with Hispanic-American linguistics through the study of the origins and evolution of the Castilian language arrived in America and its diachronic, diatopic, diastratic and diaphasic variants, paying attention to the various forms of contact with other languages (indigenous, African and languages of the European emigrants) and through the commentary of heterogeneous texts. It also aims to provide the appropriate methodological skills. Specific in-depth studies will concern some case studies (the Dominican or Mexican or Argentinian sphere, etc.) referring particularly to memory, culture and literature.
Expected learning outcomes
Knowledge and understanding: To be able to describe and evaluate the specific characteristics, origin and current configuration of American Spanish in its many temporal, geographical, social and situational variants. Familiarity with the bibliography and methodologies for the study of linguistic variation and contact between languages. A deeper and more conscious linguistic and metalinguistic competence of American Spanish. Applying knowledge and understanding: To know how to orient oneself with confidence in the variety of Spanish American variants, that convey a plurality of cultures that are both local (often resulting from a crossbreeding with indigenous and African elements) and global, with particular regard to case studies. Critically analyze texts strongly influenced by different dialects. Assimilate the pan-Hispanic and multicultural perspective in the study of Hispanic language and literature.
Lesson period: First semester
Assessment methods: Esame
Assessment result: voto verbalizzato in trentesimi
Single course
This course cannot be attended as a single course. Please check our list of single courses to find the ones available for enrolment.
Course syllabus and organization
Single session
Responsible
Lesson period
First semester
The program has been updated to ensure the online fruition of the course during the emergency remote teaching. Exams and lessons will be provided online (asynchronous theoretical lessons posted in Ariel and Teams and synchronous meetings in Teams).
Course syllabus
The course is structured in three didactic parts. A general part (Part A), a case of study (Part B) a methodological part (Part C).
Part A. Origin, history and evolution of Spanish in America and contact with indigenous languages.
Part B. Peru and the Andean dialectal area.
Part C. Foundations of linguistic anthropology in the Hispanic American context.
Part A introduces the study of American Spanish and the phenomenon of linguistic variation. Firstly, it traces, the arrival and origins of the Spanish language in America through a post-colonial perspective. Secondly, the different Hispanic American dialectal areas are described and the contact of Spanish with the American-Indian languages is studied, especially in reference to lexical aspects.
Part B aims to offer a panoramic view of the sociolinguistic heterogeneity of Peru, with particular attention to the Andean area and the main phenomena of contact with the indigenous Quechua and Aymara languages. Through the analysis of written and oral texts, it will be described the phonetic-phonological, morphosynthetic and lexical characteristics of Andean Spanish, as well as its origins and history. The part also addresses specific areas of study such as linguistic ideologies, languages in contact, bilingual intercultural education, migration, the relationship between language and racism.
With regard to specific Hispano American case studies, Part C deals with a selection of central themes linked to linguistic anthropology and critical sociolinguistics (language and culture, linguistic and cultural diversity, linguistic relativity). This part focuses in particularly on methodological aspects of linguistic anthropology and ethnographic research techniques.
Students who wish to acquire 9 CFU may either follow the programme of parts A, B and C or present the programme of parts A and B and, instead of the programme and the bibliographical texts provided for part C, present a paper on the contents of the course. The theme of the paper will be coordinated with the teacher on the basis of individual interests. The course program is valid until September 2021.
Note: There are no distinctions between attending and non-attending students.
Part A. Origin, history and evolution of Spanish in America and contact with indigenous languages.
Part B. Peru and the Andean dialectal area.
Part C. Foundations of linguistic anthropology in the Hispanic American context.
Part A introduces the study of American Spanish and the phenomenon of linguistic variation. Firstly, it traces, the arrival and origins of the Spanish language in America through a post-colonial perspective. Secondly, the different Hispanic American dialectal areas are described and the contact of Spanish with the American-Indian languages is studied, especially in reference to lexical aspects.
Part B aims to offer a panoramic view of the sociolinguistic heterogeneity of Peru, with particular attention to the Andean area and the main phenomena of contact with the indigenous Quechua and Aymara languages. Through the analysis of written and oral texts, it will be described the phonetic-phonological, morphosynthetic and lexical characteristics of Andean Spanish, as well as its origins and history. The part also addresses specific areas of study such as linguistic ideologies, languages in contact, bilingual intercultural education, migration, the relationship between language and racism.
With regard to specific Hispano American case studies, Part C deals with a selection of central themes linked to linguistic anthropology and critical sociolinguistics (language and culture, linguistic and cultural diversity, linguistic relativity). This part focuses in particularly on methodological aspects of linguistic anthropology and ethnographic research techniques.
Students who wish to acquire 9 CFU may either follow the programme of parts A, B and C or present the programme of parts A and B and, instead of the programme and the bibliographical texts provided for part C, present a paper on the contents of the course. The theme of the paper will be coordinated with the teacher on the basis of individual interests. The course program is valid until September 2021.
Note: There are no distinctions between attending and non-attending students.
Prerequisites for admission
The course is taught entirely in Spanish. Materials and bibliography require solid language skills.
Teaching methods
The course is online and combines theoretical lessons (videolessons) in asynchronous with weekly synchronous tutoring sessions (online on Teams), according to the didactic mode of the flipped class. The course uses multimedia supports (videos and documentaries) and includes research and laboratory activities, both individual and in groups. The calendar of meetings will be established in the initial phase of the course, to which it is necessary to register through the Easylesson app.
Teaching Resources
The course has a site on the Ariel online teaching platform and a site on the Teams platform. Bibliographic materials will be made available on both sites. The course includes the study of the following bibliography:
Part A
1) Aleza Izquierdo, Milagros, Enguita Utrilla, José María (coords). 2010. La lengua española en América: normas y usos actuales. Valencia: Universitat de Valencia (Capitolo 1 "Introducción", pp. 23-49, Capitolo 6 "Léxico y formación de palabras", pp. 261-315, Capitolo 8 "Variedades de contacto", pp. 375-402; Capitolo 9 "El Español en Estados Unidos", pp. 403-427).
2) Escobar, Ana María. 2010. "Variación lingüística en español", en J. I. Hualde (ed), Introducción a la lingüística hispánica. Cambridge: Cambridge University Press, pp. 391-397; 405-412; 427-444.
3) Vitar, Beatriz. 1996. "La otredad lingüística y su impacto en la conquista de las Indias", en Revista española de antropología americana, 26, pp. 143-165.
Part B
1) Calvo Pérez, Julio. 2008. "Perú", en A. Palacios (coord), El español de América. Contactos lingüísticos en Hispanoamérica, Barcelona: Editorial Ariel, pp. 189-212.
2) Escobar, Ana María. 2011. "Dinámica sociolingüística y vitalidad etnolingüística: quechua y aimara peruanos del siglo XXI", en W. Adelaar y P. Valenzuela Bismark y R. Zariquiey (eds), Estudios en lenguas andinas y amazónicas. Homenaje a Rodolfo Cerrón-Palomino. Lima: Fondo Editorial Pontificia Universidad Católica del Perú, pp. 125-145.
3) Escobar, Ana María. 2016. "Dialectos del español de América: Español andino", en J. Gutiérrez Rexach. Enciclopedia de Lingüística Hispánica. Londres: Routledge, Vol. 2, pp. 353-362.
4) Zavala, Virginia. 1999. "Reconsideraciones en torno al español andino", en Lexis, XXXIII, 1, pp. 25-85.
5) Zavala, Virginia, Michele, Back (eds). 2017. "Introducción: la producción discursiva de identidades racializadas", en V. Zavala y M. Back (eds), Racismo y lenguaje. Lima: Fondo Editorial Pontificia Universidad Católica del Perú, pp. 11-38.
Part C
1) Duranti, Alessandro. 1997. Antropología Lingüística. Cambridge: Cambridge University Press (Capitolo 1 "El ámbito de la antropología lingüística", Capitolo 2 "Teorías de la cultura", Capitolo 3 "Diversidad lingüística", pp. 19-124).
2) Restrepo, Eduardo. 2016. Etnografía: alcances, técnicas y éticas. Bogotá: Envión.
3) Hine, Christine. 2000. Etnografía virtual. Barcelona: Editorial UOC (Capitolo 4 "La producción de una etnografía virtual", s.p).
Note: There are no distinctions between attending and non-attending students.
Part A
1) Aleza Izquierdo, Milagros, Enguita Utrilla, José María (coords). 2010. La lengua española en América: normas y usos actuales. Valencia: Universitat de Valencia (Capitolo 1 "Introducción", pp. 23-49, Capitolo 6 "Léxico y formación de palabras", pp. 261-315, Capitolo 8 "Variedades de contacto", pp. 375-402; Capitolo 9 "El Español en Estados Unidos", pp. 403-427).
2) Escobar, Ana María. 2010. "Variación lingüística en español", en J. I. Hualde (ed), Introducción a la lingüística hispánica. Cambridge: Cambridge University Press, pp. 391-397; 405-412; 427-444.
3) Vitar, Beatriz. 1996. "La otredad lingüística y su impacto en la conquista de las Indias", en Revista española de antropología americana, 26, pp. 143-165.
Part B
1) Calvo Pérez, Julio. 2008. "Perú", en A. Palacios (coord), El español de América. Contactos lingüísticos en Hispanoamérica, Barcelona: Editorial Ariel, pp. 189-212.
2) Escobar, Ana María. 2011. "Dinámica sociolingüística y vitalidad etnolingüística: quechua y aimara peruanos del siglo XXI", en W. Adelaar y P. Valenzuela Bismark y R. Zariquiey (eds), Estudios en lenguas andinas y amazónicas. Homenaje a Rodolfo Cerrón-Palomino. Lima: Fondo Editorial Pontificia Universidad Católica del Perú, pp. 125-145.
3) Escobar, Ana María. 2016. "Dialectos del español de América: Español andino", en J. Gutiérrez Rexach. Enciclopedia de Lingüística Hispánica. Londres: Routledge, Vol. 2, pp. 353-362.
4) Zavala, Virginia. 1999. "Reconsideraciones en torno al español andino", en Lexis, XXXIII, 1, pp. 25-85.
5) Zavala, Virginia, Michele, Back (eds). 2017. "Introducción: la producción discursiva de identidades racializadas", en V. Zavala y M. Back (eds), Racismo y lenguaje. Lima: Fondo Editorial Pontificia Universidad Católica del Perú, pp. 11-38.
Part C
1) Duranti, Alessandro. 1997. Antropología Lingüística. Cambridge: Cambridge University Press (Capitolo 1 "El ámbito de la antropología lingüística", Capitolo 2 "Teorías de la cultura", Capitolo 3 "Diversidad lingüística", pp. 19-124).
2) Restrepo, Eduardo. 2016. Etnografía: alcances, técnicas y éticas. Bogotá: Envión.
3) Hine, Christine. 2000. Etnografía virtual. Barcelona: Editorial UOC (Capitolo 4 "La producción de una etnografía virtual", s.p).
Note: There are no distinctions between attending and non-attending students.
Assessment methods and Criteria
The course includes two evaluation methods from which students can choose, according to their personal needs.
Mode A. Evaluation in itinere. This is a Spanish language evaluation that will be based on the activities carried out during the course by the student, taking into account his/her attendance and active participation during the online tutoring meetings (through the Teams platform).
Mode B. Final evaluation. This is an oral exam which consists of a evaluation in Spanish of about 20 minutes and includes questions asked by the teacher on the topics of the program in order to verify the knowledge of the texts in the bibliography.
Note: In both cases the final grade is in base 30 and the student has the right to refuse it (in this case it will be recorded as "withdrawn"). The grade of sufficiency is 18/30. The exams, which will be online on the Teams platform, aim to determine the acquisition and elaboration of the theoretical contents, the personal reflection on the proposed topics, the use of the specific terminology of the fields of study related to the course. A notionistic study is not required, but a critical elaboration of the contents related to the bibliographic readings foreseen by the programme.
International students or incoming Erasmus students are invited to promptly contact the teacher. The examination modalities for students with disabilities and/or DSA must be coordinated with the teacher, in compliance with the competent Office.
All students must register for the course within the firs lesson trough the Unimi Easylesson App.
Mode A. Evaluation in itinere. This is a Spanish language evaluation that will be based on the activities carried out during the course by the student, taking into account his/her attendance and active participation during the online tutoring meetings (through the Teams platform).
Mode B. Final evaluation. This is an oral exam which consists of a evaluation in Spanish of about 20 minutes and includes questions asked by the teacher on the topics of the program in order to verify the knowledge of the texts in the bibliography.
Note: In both cases the final grade is in base 30 and the student has the right to refuse it (in this case it will be recorded as "withdrawn"). The grade of sufficiency is 18/30. The exams, which will be online on the Teams platform, aim to determine the acquisition and elaboration of the theoretical contents, the personal reflection on the proposed topics, the use of the specific terminology of the fields of study related to the course. A notionistic study is not required, but a critical elaboration of the contents related to the bibliographic readings foreseen by the programme.
International students or incoming Erasmus students are invited to promptly contact the teacher. The examination modalities for students with disabilities and/or DSA must be coordinated with the teacher, in compliance with the competent Office.
All students must register for the course within the firs lesson trough the Unimi Easylesson App.
Unita' didattica A
L-LIN/07 - LANGUAGE AND TRANSLATION - SPANISH - University credits: 3
Lessons: 20 hours
Unita' didattica B
L-LIN/07 - LANGUAGE AND TRANSLATION - SPANISH - University credits: 3
Lessons: 20 hours
Unita' didattica C
L-LIN/07 - LANGUAGE AND TRANSLATION - SPANISH - University credits: 3
Lessons: 20 hours
Professor(s)