university of arizona · 3 studies in hispanic and lusophone linguistics university of pennsylvania...

University of Arizona

Fall 2014

SPAN 584b: Introduction to Hispanic Linguistics

Topic: Variation in Spanish

Dr. Ana Maria Carvalho

Modern Languages 544

Phone: 621-3639

Office Hours: W: 11:30-1:30 and by appointment.

E-mail address: [email protected]

It is only through an analysis of variation

that the reality and meaning of a norm

can be established at all.

-Edward Sapir,1938.

The notion of a social fact – that

language exists in the community

exterior to the individual – is our central

theme. The way in which this social

pattern is grasped by the individual

speaker and the way it changes over time

is our central problem. William Labov,

2006.

Course Description

This course is an introduction to the study of Hispanic sociolinguistics from a variationist perspective.

Main theoretical and methodological issues will be discussed based on examples drawn from studies of

variation in Spanish. Our main focus will be on the role of Spanish in its social context as the basis for

understanding issues central to observation, description, and explanation of the linguistic system, here

studied through the lenses of linguistic variation and change across time. This approach allows for a close

examination of the straight correlations between linguistic variation (phonological, morphological,

syntactic, lexical) and external constraints (pragmatic, social, and stylistic). Readings, exercises, and

discussions will center on methods of data collection (e.g. sociolinguistic interview), variable rule

analysis, and interpretation of quantitative and qualitative data. Students will write a final research paper

based on original data collection and analysis.

Course Objectives

1) To introduce students to theoretical models and research findings in the field of variationist

sociolinguistics;

2) To expand students’ awareness of social aspects of language and their implication to linguistic

analysis;

3) To familiarize students with the main variables in Spanish;

4) To provide students with the necessary methodological and analytical tools to develop their

ownresearch agenda on a specific topic related to Spanish variation.

Required readings

1) Díaz-Campos, Manuel. 2014. Introducción a la sociolingüística hispánica. (ISH) Oxford: Wiley-

Blackwell.

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2) Tagliamonte, Sali A. 2006. Analyzing sociolinguistic variation. (ASV) Cambridge: Cambridge UP.

3) Chapters from

Chambers, J. K. and Natalie Schilling. 2013. The handbook of language variation and change.

Oxford: Wiley-Blackwell.

Díaz-Campos, Manuel. 2011. The Handbook of Hispanic Sociolinguistics. Oxford: Wiley-

Blackwell.

Tagliamonte, Sali. 2012. Variationist sociolinguistics: Change, observation, interpretation.

Oxford: Wiley-Blackwell.

4) Several articles on electronic reserve.

References

The following books are excellent introductions to the field of sociolinguistics. You should consult them

to seek clarification and bibliographical references on specific topics that interest you:

Chambers, J. K. 1995. Sociolinguistic theory. New York: Blackwell.

Coulmas, F. (ed) 1997. The handbook of sociolinguistics. Oxford: Blackwell.

Coupland, N., and Adam Jaworski (eds) 1997. Sociolinguistics. A reader. New York: St. Martin’s Press.

Eckert, P. 2000. Linguistic variation as social practice. Oxford: Blackwell.

Eckert, P. and J. R. Rickford. 2001. Style and sociolinguistic variation. Cambridge: Cambridge UP.

Fasold, R. 1987. The sociolinguistics of the society. Oxford: Blackwell.

____. 1990. The sociolinguistics of language. Oxford: Blackwell.

Faught, Carmen (ed) 2004. Sociolinguistic variation: Critical reflections. Oxford: Oxford UP.

Holmes, J. 1992. An introduction to sociolinguistics. New York: Longman.

Hudson, R. A. 1999. Sociolinguistics. 2nd

edn. Cambridge: Cambridge UP.

Labov, W. 1972. Sociolinguistic patterns. Philadelphia: University of Pennsylvania Press.

____. 1994. Principles of linguisti change: Linguistic factors. Oxford: Blackwell.

____. 2001. Principles of linguistic change: Social factors. Oxford: Blackwell.

Llamas, C.; L. Mulllany; and P. Stockwell (eds) 2007. The Routledge companion to sociolinguistics.

Oxford, New York: Routledge.

Meyherhoff, Miriam. 2013. Introducing sociolinguistics. Routledge.

Milroy, L. 1987. Observing and analysing natural language. Cambridge: Basil Blackwell.

Moreno Fernández, F. 1990. Metodología sociolingüística. Madrid: Gredos.

_____. 1998. Principios de sociolingüística y sociología del lenguaje. Barcelona: Ariel.

Paulston, C. B. and G. R. Tucker (eds) 2003. Sociolinguistics. The Essential Readings. Oxford:

Blackwell.

Romaine, S. 1994. Language in aociety. An Introduction to Sociolinguistics. Oxford: Oxford UP.

Trudgill, P. 2002. Sociolinguistic variation and change. Washington, D.C.: Georgetown UP.

Wardhaugh, R. 1997. An introduction to sociolinguistics. New York: Blackwell.

Journals

Journal of Sociolinguistics

International Journal of the Sociology of Language

Language in Society

Language Variation and Change

Selected Papers of Hispanic Linguistics Symposium

Selected Papers of the Workshop on Spanish Sociolinguistics

Southwest Journal of Linguistics

Spanish in Context

Sociolinguistic Studies

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Studies in Hispanic and Lusophone Linguistics

University of Pennsylvania Working Papers in Linguistics

Resources

1. Swales, John and Christine Feal (1996). Academic writing for graduate students: A course for

nonnative speakers of English. Ann Arbor: University of Michigan Press. (for both native and

non-native English speakers).

2. Macaulay, Monica. 2007. Surviving linguistics: A guide for graduate students. Somerville,

MA: Cascadilla Press.

During the semester, we will work on tips on oral presentations and abstract writing. Please feel free to

come to my office on a regular basis in order to discuss your presentation, research paper, or your

progress in the course.

Attendance policy

If you stop attending class, it is your responsibility to drop the class. All holidays or special events

observed by organized religions will be honored for those students who show affiliation with that

particular religion. In addition, absences pre-approved by the UA Dean of Students (or Dean’s designee)

will be honored. You may miss one class for any reason. The second absence and every subsequent

absence after that will occasion the loss of 3 points of your final grade. In addition, students should arrive

on time and stay until the end of class.

Make-ups If you wish you make up any work you must notify your instructor as soon as possible, and

you must provide appropriate documentation.

Cell phones Unless you discuss an emergency situation with your instructor in advance, NO CELL

PHONES, pagers or other electronic communication devices are to be on or used during class.

Code of Academic Integrity The instructor and the Program Director will initiate an academic integrity

case against students suspected of cheating, plagiarizing, or aiding

others in dishonest academic behavior. Students are responsible for reading and understanding the Code

of Academic Integrity, please refer to: http://studpubs.web.arizona.edu/policies/cacaint.htm. Examples of

academic dishonesty include, but are not limited to, plagiarism, cheating, and aiding and abetting

dishonesty. If the instructor suspects that a Code of Academic Violation has occurred, she/he in

accordance with the Program Director shall impose any one of the following or a combination of the

following sanctions: (1) Loss of credit for work involved, (2) Reduction in grade for the entire course, (3)

Failing grade, (4) Disciplinary probation. For policies against threatening behavior by students, please

visit: http://policy.web.arizona.edu/~policy/threaten.shtml.

Disability Those students who are registered with the Disability Resource Center must submit appropriate

documentation to the instructor if they are requesting reasonable accommodations. Please refer to:

http://drc.arizona.edu/instructor/syllabus-statement.shtml.

Threatening Behavior is prohibited. “Threatening behavior” means any statement, communication,

conduct or gesture, including those in written form, directed toward any member of the University

community that causes a reasonable apprehension of physical harm to a person or property. A student can

be guilty of threatening behavior even if the person who is the object of the threat does not observe or

receive it, so long as a reasonable person would interpret the maker’s statement, communication, conduct

or gesture as a serious expression of intent to physically harm.

http://studpubs.web.arizona.edu/policies/cacaint.htm

http://policy.web.arizona.edu/~policy/threaten.shtml

http://drc.arizona.edu/instructor/syllabus-statement.shtml

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The information contained in this course syllabus, except for grades and course policies, may be subject

to change with reasonable advance notice, as deemed appropriate by the instructor.

Course Grade Individual grades for this course will be based on the following:

Presentation (20%)

Class discussion (10%)1

Weekly response papers (20%)

Original research on a sociolinguistic variable in Spanish, including data collection and data transcription

10%, written proposal 10%, oral presentation 10%, and a final written version 20% (50%)

1. Presentation (20%)

Students will choose one of the weekly topics to present an article listed in the syllabus that has not been

read by the others. In each presentation, the student will:

(1) Explain the nature of the study, including a) research questions, b) methods, c) results and c)

conclusions;

(2) Explain how the reading contributes and adds to our understanding of the week’s topic;

(3) Explain how the reading contributes and adds to our understanding of the field of language

variation and change, and, when appropriate, to linguistic theory in general;

(4) Present and take questions from the audience;

(5) Suggest questions that still remain in the field.

The student in charge of the presentation should formulate questions and guide the subsequent

class discussion while connecting the present study to other week's readings. The student should also

provide everyone in the class with a handout, containing an outline of the presentation and a bibliography

in case other sources are cited. Although the presenter will concentrate on a specific article, s/he is

supposed to show in-depth familiarity with all readings assigned for the week and the way they all

interconnect. Since the best way to learn something is by teaching it, these presentations will give

everybody the opportunity to think more profoundly about some of the readings and topics. The

presentations can be in Spanish or English and last around 30 minutes. Please consult with your instructor

before your presentation about questions and comments you may have about the topic and the readings

you will have to cover. It is your responsibility to make sure you understand well the material you will

present. Be well prepared.

2. Class Discussion (10%)

Students are expected to come to class prepared and ready to participate in class discussion. All readings

assigned for the week must be done prior to class. Every student is expected to contribute to class

discussion through oral questions and comments every class. I don’t like to teach to a silent audience – it

is not good for my teaching or your learning – so you need to ask and answer questions voluntarily, to

contribute when you have an observation, and to voice your questions or uncertainties. If you have

difficulty speaking up or being heard in class, for any reason, you need to let me know. It is extremely

important, however, that your participation is based on previous reading and preparation for the class.

Sporadically students will be assigned exercises and extra classroom activities, which will also count

towards participation.

1 In order to make sure you get these 10 points, you need to be very well prepared for each class, and ready to share

your thoughts in a well informed and organized way.

5

3. Weekly response papers (20%)

In order to facilitate class discussion, students will write a response to the weekly readings. The response

will include:

(1) A paragraph for each article that includes:

a. A brief (1-2 sentence) summary;

b. a brief (1-2 sentence) comment;

c. a question;

(2) A final single paragraph linking the articles to each other and to other readings and class

discussion;

These comments and questions will be typed and e-mailed to me on Tuesday before 3 am. I will read

them before class, and during class I will pass some of them around to initiate class discussion. These

written comments will not be accepted after the deadline, and will be graded as √+ (excellent), √ (good),

or √- (needs improvement). Response papers should not exceed one typewritten page.

4. Research paper (50%)

You will write a research paper. I suggest that you write the paper in English if your native language is

Spanish and in Spanish if your native language is English, in order to practice academic writing in a

second language. This paper will be on a sociolinguistic variable of your choice, based on CESA. If you

would like to use other corpus for your analysis, please consult with me first. The paper’s final grade will

be distributed as following:

Human Subject Protection – Training due on September 3

The Human Subject Protection Program at the University of Arizona helps us, investigators, protect the

participants in our research. Training is now available for individuals conducting Social/Behavioral

research through the Collaborative Institutional Training Initiative (CITI). Simply go to

http://orcr.arizona.edu/hspp/training and register with a user name and a password of your choice. Read

the required modules for either Social/Behavioral research and answer the 3-6 questions in the quiz at the

end of each module. The system automatically keeps track of your progress. The system also updates the

Human Subjects Protection Program regarding your completion of the CITI training. This will allow you

to contact a participant, carry out an interview, upload it to CESA (https://cesa.arizona.edu/), and access

all other interviews.

10 % data collection (including the interview, the transcription, and all other related documents, in

accordance with CESA guidelines posted on D2L and discussed in class)

Week 4

You will interview one Spanish-speaker from Sonora (Mexico or USA) following the guidelines

of the sociolinguistic interview. The interview will last at least one hour. Make sure you follow

the instructions and guidelines given in class.

Tips for the interview:

Contact the participant and make an appointment

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Test the tapes and your tape-recorder prior to the interview.

Explain to your participants that you are doing a study for your class.

Tell them that their identities will be kept anonymous.

Ask for permission to tape record your participants before you begin.

Feel free to take written notes during the conversation.

Maintain eye contact (and try to ignore the presence of the tape-recorder).

Let the participant ask you questions too.

Make sure you obtain all information necessary about each participant

→ Transcriptions due on Sept 24

Specific instructions about the transcriptions are given in D2L. The transcriptions should be

single-spaced and use font size 10. Use both sides of the paper when printing a copy to turn to me

for grading. E-mail me an electronic copy as well.

Your interview, once revised, will be uploaded to CESA along with other documents that will

inform CESA users and analysts about the interview, the interviewee, and the interviewer. Please

follow closely the instructions given in class.

10% proposal - due on Oct 29

Based on several readings of all transcriptions, you will decide on a specific linguistic variable for

quantification. In your proposal, you will:

1. specify the variable,

2. describe the linguistic contexts it may appear (based on transcriptions and previous works on

the variable),

3. include your hypothesis or research questions, including any extra-linguistic factor, if any,

you will consider in your analysis

4. present a preliminary bibliography with at least four sources exclusively about this linguistic

variable, each source followed by a brief summary (3-4 sentences).

5. include any other pertinent information necessary to show that you have a well- thought out

project and you are on your way to completing it by the due date. You will then meet with

your instructor to discuss your project.

10% presentation – due on Dec 3, 10

You will present the results of your research to class. In this presentation, you will include your

research questions, methods, data analysis, and interpretation. Your presentation will be 20

minutes long, so time it ahead, be concise, and use visual aids (hand-outs, transparencies, etc.).

This presentation will follow the format and conventions of conference presentations in the field

of variationist sociolinguistics, which will be discussed in class prior to these dates.

20% written version - due on Dec 16, 2014, before 5 pm.

Your final paper should contain the results of your original research, including:

1) research questions,

2) literature review,

3) methods of data collection,

4) data summary,

5) data analysis,

6) interpretation,

7

7) conclusion.

8) An abstract should also be enclosed. Please follow the LSA guidelines for the format (be

consistent). Don’t forget to number the pages. The paper should be double-spaced in Times

New Roman font size 12 with 1” margins. If you would like your professor to read and

comment on preliminary versions, discuss a schedule with her.

Course Program and Bibliography

WEEK 1 — AUG 27 **********************************************

INTRODUCTION & RATIONALE FOR THE STUDY OF LINGUISTIC VARIATION.

What is variationist sociolinguistics?

Course outline

Objectives

Ethics and the Human Subject Protection protocol

Readings:

1. Interview with William Labov.

WEEK 2 — SEPT 3 **********************************************

DATA COLLECTION AND ANALYSIS

1. IRB Training

2. Hands-on activity: Practice coding.

DISCUSSION TOPIC - METHODS OF DATA COLLECTION AND ANALYSIS IN THE STUDY OF LINGUISTIC

VARIATION.

Obligatory Readings

ISH2: Chapter 1, Aspectos fundamentales para entender la sociolingüística, 1-29.

Tagliamonte, Sali. 2012. Variationist sociolinguistics: Change, observation, interpretation. Oxford:

Wiley-Blackwell. Chapter 1, 1-24.

Labov, William. 1997 (1972). The social stratification of (r) in New York City Department Store.

Sociolinguistics: A Reader and coursebook, ed. by N. Coupland and A. Jaworski, 168-178.

Relevant Reading

Fitzgerald, Colleen M. 2006. Indigenous languages and Spanish in the United States: How can/do

linguists serve communities? Southwest Journal of Linguistics 26.1.1-14.

WEEK 3— SEPT 10 **********************************************


2 Díaz-Campos (2014). Introducción a la Sociolingüística Hispánica. Wiley Blackwell.

8

1. Find and bring to class information about a potential interviewee.

2. Schedule your interview.

3. Hands-on activity: Practicing interviewing

DISCUSSION TOPIC - GROUP VARIATION: HOW SOCIAL FACTORS HELP EXPLAIN LANGUAGE USE

Obligatory Readings

ISH: Chapter 2, Lengua, edad, género y nivel socioencónomico, 30-64.

Tagliamonte, Sali. 2012. Variationist sociolinguistics: Change, observation, interpretation. Oxford:

Wiley-Blackwell. Chapter 1, Social Patterns, 25- 66.

Cameron, Richard. 2011. Age, aging, and sociolinguistics. The Handbook of Hispanic Sociolinguistics,

ed. by Manuel Díaz Campos, 207-229. Chapter 10. Oxford: Willey-Blackwell.

Presentation

Aaron, Jessi E. 2004. The gendered use of salirse in Mexican Spanish: Si me salía con las amigas, se

enojaba. Language in Society 33.585-607.

Díaz-Campos, Manuel; Stephen Fafulas; and Michael Gradoville. 2011. Going retro: An analysis of the

interplay between socioeconomic class and age in Caracas Spanish. Selected proceedings of the 5th

workshop on Spanish sociolinguistics, ed. by Jim Michnowicz and Robin Dodsworth, 65-78. Somervill,

MA: Cascadilla Proceedings Project.

Holmsquist, Jonathan. 2011. Gender and variation: Word final /s/ in men’s and women’s speech in Puerto

Rico’s Western Highlands. The handbook of Hispanic socialinguistics, ed. by Manuel Díaz-Campos, 230-

24. Oxford: Wiley-Blackwell.

WEEK 4 — SEPT 17 **********************************************


1. ASV3: Chapter 2 – Data Collection

2. ASV: Chapter 3 – The sociolinguistic interview

3. Complete the sociolinguistic interview

DISCUSSION TOPIC - INDIVIDUAL VARIATION - STYLISTIC CONDITIONERS OF VARIATION

Obligatory Readings

Schilling, Natalie. 2013. Investigating stylistic variation. The handbook of language variation and

change, ed. by J. K. Chambers and Natalie Schilling, 327-249. Oxford: Wiley-Blackwell. Chapter 15

3 Tagliamonte, Sali A. (2006). Analysing Sociolinguistic Variation. Cambridge: Cambridge UP.

9

Escobar, Anna María; María del Puy Ciriza;and Claudia Holguín Mendoza. 2012. Lengua e Identidad.

Pragmática lingüística del español, ed. by Mercedes Niño-Murcia and Susana de los Heros. Washington,

D.C.: Georgetown University Press. Chapter 11

Presentation

Holguín Mendoza, Claudia. In press, to appear 2014. Pragmatic functions and cultural communicative

needs in the use of innovative quotatives among Mexican bilingual youth. Papers in honor of Anna María

Escobar´s 25th anniversary at the University of Illinois at Urbana-Champaign, ed. by Kim Potowski and

Talia Bugel.

Medina-Rivera, Antonio. 1996. Discourse genre, type of situation and topic of conversation in relation to

phonological variables in Puerto Rican Spanish. Sociolinguistic variation: Data, theory, and analysis.

Selected papers from NWAV 23 at Standford, ed. by Jennifer Arnold, Renée Blake, Brad Davidson, Scott

Schwenter, and Julie Solomon, 209-223. Stanford: CSLI.

WEEK 5 — SEPT 24 - **********************************************


Transcription Due.

No class today - Regular class hours in the Computer Lab for Peer Review of the interview transcription.

This peer review must take place in the Lab. Students will then revise their transcriptions and turn a final

version in next week.

WEEK 6 — OCT 1 **************************************************


1. Turn in complete revised transcription of the interview

2. ASV - Chapter 4: Data, data and more data

3. Practice interpreting results and assembling tables

DISCUSSION TOPIC - PHONOLOGICAL VARIATION I

Obligatory Readings

ISH: Chapter 3: El estudio de la variación sociofonológica, 65-89.

ISH: Chapter 4: La variación sociofonológica en el mundo hispanohablante4, 90-122.

Presentation

Delforge, Ann Marie. 2012. ‘Nobody wants to sound like a provinciano’: The recession of unstressed

vowel devoicing in the Spanish of Cusco, Perú. Journal of Sociolinguistics.

16.3.311–335.

4 See a much more detailed account of phonological variables in the Spanish-speaking world in Díaz-Campos' Handbook of

Hispanic Sociolinguistics, more specifically, Chapters 4 and 5.

http://onlinelibrary.wiley.com/doi/10.1111/j.1467-9841.2012.00538.x/abstract



10

Rissel, Dorothy. 1989. Sex, attitudes, and the assibilation of /r/ among young people in San Luis Potosí,

Mexico. Language Variation and Change 1.269-283.

WEEK 7 — OCT 8 **************************************************


1. Study transcriptions.

2. ASV - Chapter 5: The linguistic variable

DISCUSSION TOPIC - PHONOLOGICAL VARIATION II

Obligatory Readings:

Brown, Ester and Rena Torres Cacoullos. 2002. ¿Qué le vamoh aher?: Taking the syllable out of Spanish

/s/ reduction. UPenn Working Papers in Linguistics 8.3.

Carvalho, Ana M.. 2006. Spanish (s) aspiration as a prestige marker on the Uruguayan-Brazilian border.

Spanish in Context 3.185-114.

Díaz-Campos, Manuel and Mary Carmen Ruiz-Sánchez. 2008. The value of frequency as a linguistic

factor: The case of two dialectal regions in the Spanish speaking world. Selected proceedings of the 4th

Workshop on Spanish sociolinguistics, ed. by Maurice Westmoreland and Juan Antonio Thomas, 43-53.

Somerville: Cascadilla Proceedings Projects.

Presentation

Campbell-Kibler; Christina Garcia; Abby Walker; and Yomi Cortés. 2014. Comparing social meanings

across listener and speaker groups: The indexical field of Spanish /s/

language variation and change. Language Variation and Change 26.2.169-189.

Matus-Mendoza, Maríadelaluz. 2004. Assibiliation of /-r/ and migration among Mexicans. Language

Variation and Change 16.17-30.

WEEK 8 — OCT 15 **********************************************


1. ASV - Chapter 6: Formulating hypothesis and operationalising claims

2. Present a short discussion of potential sociolinguistic variables found in the interviews.

DISCUSSION TOPIC - MORPHOSYNTACTIC VARIATION I

Obligatory Readings

ISH: Chapter 5: Variación morfosintáctica, 123-153.

11

ISH: Chapter 4: La variación morfosintáctica en el mundo hispanoblante5, 154-177.

Schwenter, Scott. 2011. Variationist approaches to Spanish morphosyntax. The handbook of Hispanic

sociolinguistics, ed. by Manuel Díaz-Campos, 123-147. Chapter 6.

Presentation

Brown, Ester and Javier Rivas. 2011. Subject-Verb word order in Spanish interrogatives. A quantitative

analysis of Puerto Rican Spanish. Spanish in Context 8.11.23-49.

Howe, Chad & Scott A. Schwenter. 2008. Variable constraints on past reference in dialects of Spanish.

In Maurice Westmoreland & Juan A. Thomas (eds.), Proceedings of the 4th Workshop on Spanish

Sociolinguistics, 100–108. Somerville, MA: Cascadilla Proceedings Project.

WEEK 9 — OCT 22 **********************************************


1. Report on three possible variables to the class

2. Practing coding

DISCUSSION TOPIC - MORPHOSYNTACTIC VARIATION II

Obligatory Readings

Balasch, Sonia. 2011. Factors determining Spanish differential object marking within its domain

of variation. Selected Proceedings of the 5th Workshop on Spanish Sociolinguistics, ed. by Jim

Michnowicz and Robin Dodsworth, 113-124. Somerville, MA: Cascadilla Proceedings Project.

Schwenter, Scott, and Rena Torres Cacoullos. Forthcoming. Competing constraints on the

variable placement of direct object: Clitics in Mexico City Spanish. Revista Española de

Lingüística Aplicada/ Spanish Journal of Applied Linguistics.

Schwenter, Scott. 2006. Null objects across South America. Selected proceedings of the 8th

Hispanic linguistics symposium, ed. by Timothy L. Face and Carol A. Klee, 23-36. Somerville,


Presentation

Almeida Suarez, Manuel. 2011. Spanish (de)queísmo: Testing functional hypotheses in a

Canarian speech community. Spanish in Context 8.1.1-22.

5 See a much more detailed account of morhosyntactic variables in the Spanish-speaking world in Díaz-Campos' Handbook of

Hispanic Sociolinguistics, more specifically, Chapters 8 and 9.

12

Reig, Alamillo. 2009. Cross-dialectal variation in propositional anaphora: Null objects and

propositional lo in Mexican and Peninsular Spanish. Language Variation and Change 21.3.381-

412.

WEEK 10 — OCT 29 **********************************************


1. Report chosen variable to class

2. Define the envelope of variation, including factor groups and factors within groups, with

examples from data.

3. Practicing coding

DISCUSSION TOPIC - LEXICAL AND DISCOURSE VARIATION

Obligatory Readings

Serrano, María José. “Bueno como marcador discursivo de inicio de turno y contraposición:

estudio sociolingüístico.” International Journal of the Sociology of Language 140 (1999): 115-

133.

Tagliamonte, Sali. 2012. Variationist Sociolinguistics: Change, observation, interpretation.

Oxford: Wiley-Blackwell, 247-277. Chapter 9, Discourse/Pragmatic features.

Tagliamonte, Sali. 2012. Variationist Sociolinguistics: Change, observation, interpretation.

Oxford: Wiley-Blackwell, 314-347. Chapter 11, Other variables.

Presentations

Alfaraz, Gabriela. 2008. A look-see at the Spanish verbs of visual perception ver and mirar. Southwest

Journal of Linguistics 27.2.18-42.

Brown, Esther and Mayra Cortés-Torres. 2013. Puerto Rican intensifiers: Bien/Muy variables.

Selected proceedings of the 6th workshop on Spanish sociolinguistics, ed. by Ana M. Carvalho and Sara

Beaudrie, 11-19. Somerville: Cascadilla Proceedings Project.

WEEK 11 — NOV 5 **********************************************


1. Research Proposal Due – see instructions on the syllabus

2. ASV,Chapter 7: The variable program: Theory and practice.

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DISCUSSION TOPIC - LANGUAGE VARIATION AND CHANGE IN APPARENT TIME: CHANGE IN

PROGRESS IN SPANISH

How can we study language changes as they are taking place? When is variation not a sign of change?

Apparent time versus real time. Linguistic change vs. stable variation.

https://www.youtube.com/watch?v=qCJh8nFXBUE


Cukor-Avila, P. and G. Bailey. 2013. Real and apparent time. The handbook of language variation and

change, ed. by J. K. Chambers and N. Schilling, 239-262. Chapter 11

2001. Language change or changing selves?: Direct quotation strategies in the Spanish of San Juan,

Puerto Rico. Diachronica. 17(2): 249-292.

Presentation

Díaz-Campos, Manuel, and Kimberly Geeslin. 2011. Copula use in the Spanish of Venezuela: Is the

pattern indicative of stable variation or an ongoing change? Spanish in Context 8.1.73-94.

Lastra, Yolanda and Pedro Martín Butragueño. 2006. Un posible cambio en curso. El caso de las

vibrantes en la ciudad de México. Estudios sociolingüísticos del español en América y España, ed. by

Ana M. Cestero, 35-68. Madrid: Arco Libros.

WEEK 12 — NOV 12 **********************************************


1. Codification of app. one quarter of data set is due.

2. ASV, Chapter 7: The variable program: theory and practice

3. Practice running Goldvarb

4. Peer review coding

5. Come see Ana during her OH to discuss your research proposal

DISCUSSION TOPIC - LANGUAGE VARIATION AND CHANGE IN REAL TIME: HISTORICAL

SOCIOLINGUISTICS


Sanz-Sánchez, Israel. 2014. Morphological simplification in Latin American Spanish: The demise of –se

and the triumph of –ra in the past subjunctive in colonial New Spain. Spanish and Portuguese across

time, place, and borders: Studies in honor of Milton M. Azevedo, ed. by Laura Callahan, 161-181. New

York: Palgrave MacMillan.

Tagliamonte, S. 2012. Sociolinguistic explanations. Variationist sociolinguistics: Change, observation,

interpretation. Wiley-Blackwell. Chapter 12, 249-257.

Tuten, Donald and Tejedo-Herrero, Fernando, 2011. The relationship between historical linguistics and

sociolinguistics. The handbook of Hispanic sociolinguistics, ed. by Manuel Díaz-Campos, 283-302.

Chapter 14.

14

Presentation

Aaron, Jessi. 2010.Pushing the envelope: Looking beyond the variable context. Language Variation and

Change 22.1–36.

Cedergren, Henrietta. 1987. The spread of language change: Verifying inferences of linguistic diffusion.

Georgetown University Round Table on Language and Linguistics, 45-60. Washington, DC: Georgetown

UP.

WEEK 13 - NOV 19 - **********************************************


1. ASV, Chapter 8: The how-to´s of a variationist analysis

2. ASV, Chapter 9: Distributional analysis

3. ASV, Chapter 10: Multivariate analysis

4. First Goldvarb run due

5. Class discussion on how to report your data analysis

DISCUSSION TOPIC - VARIATION IN L1, L2, AND DIALECT ACQUISITION


Díaz-Campos, Manuel. 2011. Becoming a member of the speech community: Learning socio-phonetic

variation in child language. The handbook of Hispanic sociolinguistics, ed. by Manuel Díaz-Campos,

263-282. Chapter 13

Geeslin, Kim. 2011. The acquisition of variation in second language Spanish: How to identify and catch a

moving target. The handbook of Hispanic sociolinguistics, ed. by Manuel Díaz-Campos, 303-320.

Chapter 15

Otheguy, Ricardo; Zentella, Ana Celia; and Livert, David. 2007. Language and dialect contact in Spanish

in New York: Towards the formation of a speech community. Language 83: 4, 770-802.

Presentation

Johnson, Elka. 2005. Mexiqueño: A case study of dialect contact. Working Papers in Linguistics

11.2).91-104.

WEEK 14 – NOV 26 - No class today - Happy Thanksgiving *************************


1. Write up results, prepare tables, interpret.

2. ASV, Chapter 11: Interpreting the results

3. ASV, Chapter 12: Finding the story

.

15

WEEK 15 — DEC 3 ************************************

PRESENTATIONS

WEEK 16 - DEC 10

PRESENTATIONS ************************************

Research paper due on December 14. before 5 pm.

We may not follow the syllabus strictly: new readings may be added and discussion topics may

take more or less time than scheduled. You will be informed of schedule changes by your

instructor. Allow some time for flexibility.

RELEVANT READINGS – This carefully collected list of readings is intended to assist you find information

that is relevant to your understanding of a particular variable or topic, and follows the order that topics

are discussed.

AGE

Cameron, Richard. 2000. Language change or changing selves?: Direct quotation strategies in the Spanish of San Juan, Puerto Rico. Diachronica 17.249-292.

Eckert, Penelope (1996). Age as a sociolinguistic variable. The handbook of sociolinguistics, ed. by

Florian Coulmas, 151-167.. Oxford: Blackwell.

GENDER

De los Heros, Susana. 2012. Lengua y género. Fundamentos y modelos del estudio pragmático y

sociopragmático del español,ed. by Susana de los Heros and Mercedes Niño-Murcia, 189-212.

Georgetown: Georgetown UP.

Holmsquist, Jonathan. 2011. Gender and variation: Word final /s/ in men’s and women’s speech in Puerto

Rico’s Western Highlands. The handbook of Hispanic sociolinguistics, ed. by Maneul Díaz-Campos, 230-

24. Oxford: Wiley-Blackwell.

SOCIAL CLASS / SOCIAL NETWORKS

Díaz-Campos, Manuel; Stephen Fafulas; and Michael Gradoville. 2011. Going retro: An analysis of the

interplay between socioeconomic class and age in Caracas Spanish. Selected proceedings of the 5th

workshop on Spanish sociolinguistics, ed. by Jim Michnowicz and Robin Dodsworth, 65-78. Somervill,


Dodsworth, Robin. 2010. Social class. The Sage handbook of sociolinguistics, ed. by P. Kerswill, B.

Johnstone, and R. Wodak.

Dodsworth, Robin. 2009. Modeling socioeconomic class in variationist sociolinguistics. Language and

Linguistics Compass 3.5.1314-1327.

González-Cruz, María Isabel. 2011. Variación lingüística, redes, y clase social. Fundamentos y modelos

del estudio pragmático y sociopragmático del español, ed. by Susana de los Heros and Mercedes Niño-

Murcia, 215-236. Georgetown: Georgetown UP.

16

Guy, Gregory. 1995. Language and social class. Linguistics: The Cambridge survey IV Language: The

Socio-cultural context, ed. by Frederick J. Newmeyer, 3737-63. Cambridge: Cambridge UP.

Lastra, Yolanda and Pedro Martín Butraqueño. 2000). El modo de vida como factor sociolingüístico en la

ciudad de México. Estructuras en contexto: Estudios de variación lingüística, ed. by Pedro Martín

Butragueño, 13-43. Mexico: El Colegio de México.

San Juan, Esteban and Manuel Almeida. 2005. Teoría sociolingüística y red social: datos del español

canario. Revista Internacional de Lingüística Iberoamericana 5.133-150.

Santa Ana, Otto and Claudia Parodi. 1998. Modeling the speech community: Configuration and variable

types in the Mexican Spanish setting. Language in Society 27.23-51.

STYLE

Dyer, Judy. 2007. Language and identity. The Routledge companion to sociolinguistics, ed. by Llamas et

al, 101-108.

Eckert, Penelope. Under review. Three waves of variation studies.

http://www.stanford.edu/~eckert/index.html

Holguin, Claudia. 2011. Language, gender, and identity construction: Sociolinguistic dynamics in the

borderlands. Ph.D. Dissertation. University of Illinois: Urbana-Champaign.

Holmquist, Jonathan. 1987. Style choice in a bidialectal Spanish village. International Journal of the

Sociology of Language 63.21-30.

Mazzaro, Natalia. 2005. Speaking Spanish with style: (s)-deletion in Argentine Spanish and Labov's

decision tree. Penn Working Papers in Linguistics 10.2.171-190.

Rickford, John and Fay McNair-Know. 1994. Addressee and topic-influenced style shift: A quantitative

sociolinguistic study. Sociolinguistic perspectives on register, ed. by Douglass Bieber and Edward

Finegan, 235-279. New York: Oxford UP.

PHONOLOGICAL VARIATION

Alfaraz, Gabriela. 2007. The effects of age and gender on liquid assimilation in Cuban Spanish. Selected

proceedings of the third workshop on Spanish sociolinguistics, ed. Jonathan Holmquist et al., 23-29.

Sommerville, MA: Cascadilla Proceedings Project.

Alvord, Scott; Nelsy Echávez-Solano; and Carol Klee. 2005. La /r/ asibilada en el español andino: Un

estudio sociolingüístico. Lexis 24.27-45.

Amastae, Jon. 1995. Variable spirantization: Constraint weighting in three dialects. Hispanic Linguistics

6.7.265-285.

Amastae, Jon and David Satcher. 1993. Linguistic assimilation in two variables. Language Variation and

Change 5.77-90.

Broce, Marlene, and Rena Torres Cacoullos. 2002. Dialectología urbana rural: La estratificación social de

(r) y (l) en Coclé, Panamá. Hispania 85.2342-353.

http://www.stanford.edu/~eckert/index.html

17

Brown, Earl K. 2009. The relative importance of lexical frequency in syllable-and word-final /s/ reduction

in Cali, Colombia. Selected proceedings of the 11th Hispanic linguistics symposium, ed. by Joseph

Collentine et al., 165-178. Somerville, MA: Cascadilla Proceedings Project.

Brown, Ester. 2006. Velarization of labial, coda stops in Spanish: A frequency account. Revista de

Lingüística Teórica y Aplicada. 44.47-58.

Cameron, Richard. 2003. Three Puerto Rican Spanish variables as text on aging and gendering. Working

Papers on Linguistics. 9.2.15-25.

Casillas, Joseph. 2012. La fricativización del africado /ʧ/ en el habla de las mujeres del sur de arizona.

Divergencias 10.1.

Cepeda, Gladys. 1995. Retention and deletion of Word-final /s/ in Valdivian Spanish (Chile). Hispanic

Linguistics 6.7.331-352.

Chang, Charles B. 2008. Variation in palatal production in Buenos Aires spanish. Selected proceedings of

the 4th Workshop on Spanish sociolinguistics, ed. by Maurice Westmoreland and Juan Antonio Thomas,

54-63. Somerville: Cascadilla Proceedings Projects.

File-Muriel, Richard J. 2009. The role of lexical fequency in the weakening of syllable-final lexical /s/ in

the Spanish of Barranquilla, Colombia. Hispania 92.3.348-360.

Matus-Mendoza, Maríadelaluz. 2004. Assibiliation of /-r/ and migration among Mexicans. Language


Michnowicz, Jim. 2007. El habla de Yucatám: Final [m] in a dialect in contact. Selected proceedings of

the third workshop on Spanish sociolinguistics, ed. Jonathan Holmquist et al., 38-43. Somerville, MA:

Cascadilla Proceedings Project.

Rajan, Julia Oliver. 2007. Mobility and its effects on vowel raising in the coffee zone of Puerto Rico.

Selected proceedings of the third workshop on Spanish sociolinguistics, ed. Jonathan Holmquist et al., 44-

52. Somerville, MA: Cascadilla Proceedings Project.

Turnham, Mark S., and Barbara A. Lafford. 1995. Sex, class, and velarization: Sociolinguistic

variation in the youth of Madrid. Studies in language learning and Spanish linguistics in honor of Tracy

D. Terrell, ed. by Peggy Hashemipour, Ricardo Maldonado and Margaret van Naerssen, 313-39. New

York: McGraw-Hill.

Valentín-Márquez, Wildefredo. 2006. La oclusión glotal y la construcción lingüística de identidades

sociales en Puerto Rico. Selected proceedings of the 9th Hispanic linguistics symposium, ed. by Nuria

Sagarra & Almeida Jacqueline Toribio, 326-341. Somerville, MA: Cascadilla Proceedings Project.

PERCEPTION OF PHONOLOGICAL VARIATION

Martínez, Glenn. 2003. Perceptions of dialect in a changing society: Folk linguistics along the Texas-

Mexico border. Journal of Sociolinguistics 7.1.38–49.

Munson, Benjamin. 2007. The acoustic correlates of perceived masculinity, perceived femininity, and

perceived sexual orientation. Language and Speech 50.1.125-142.

http://divergencias.arizona.edu/sites/divergenciasweb.arizona.edu/files/articles/FricativizacionDivergencias.pdf

18

Preston, Dennis R. 2002. Perceptual dialectology: Aims, methods, findings. Present-day dialectology:

Problems and findings, ed. by J. Berns, and J. van Marle, 57–104. Berlin: Mouton de Gruyter.

MORPHOSYNTACTIC VARIATION

Anderson, Hope. 2013. La influencia de la persona gramatical sobre la expresión del pronombre del

sujeto en el español del sur de Arizona. Divergencias 11.1.2013.

Barnes, Sonia. 2012. ¿Qué dijistes?: A variationist reanalysis of nonstandard

-s on second person singular preterit verb forms in Spanish.Selected Proceedings of the 14th Hispanic

Linguistics Symposium, ed. Kimberly Geeslin

and Manuel Díaz-Campos, 38-47. Somerville, MA: Cascadilla Proceedings Project.

Brown, E. and J. Rivas. 2012. Grammatical relation probability: How usage patterns shape analogy (on the pluralization of haber). Language Variation and Change 24.317–341.

Cameron, Richard. 1993. Ambigous agreement, functional compensation, and nonspecific tú.

Language Variation and Change 5.305-334.

Carvalho, Ana M. 2006. Nominal number marking in a variety of Spanish in contact with Portuguese.

Selected papers of the 8th Hispanic linguistics symposium, ed. by Timothy L. Face & Carol Klee, 154-

166. Somerville: Cascadilla Press.

Carvalho, Ana M. 2010. “ ¿Eres de la frontera o sos de la capital? Variation and alternation of second-

person verbal forms in Uruguayan border Spanish”. Southwest Journal of Linguistics. 29, 1, 1-23.

Claes, Jeroen. 2014. A cognitive construction grammar approach to the pluralization of presentational

haber in Puerto Rican Spanish. Language Variation and Change 26.2.219-246.

Castillo-Trelles, Carolina. 2007. La pluralización del verbo haber impersonal en el español yucateco.

Selected proceedings of the third workshop on Spanish sociolinguistics, ed. by J. Holmquist, 74-84.

Somerville, MA: Cascadilla Proceedings Project.

Cortés Torres, Mayra. 2005. ¿Qué estás haciendo?: La variación de la perífrasis

estar + -ndo en el español puertorriqueño. Selected proceedings of the 7th Hispanic linguistics

symposium, ed. by David Eddington, 42-55. Somerville, MA: Cascadilla Proceedings Project.

De Mello, George. 2004. Doblaje de clítico de objeto directo posverbal: "Lo tengo el anillos". Hispania

87.2.336-349.

Dunlap, Carolyn. 2006. Dialectal variation in mood choice in Spanish journalistic prose. Language


Durán, Evelyn. 2004. Omisión y reduplicación de los clíticos en el español de Tucson, Arizona.

Divergencias 2.2.

González López , Verónica. 2013. Asturian identity reflected in pronoun use: Enclisis and proclisis

patterns in Asturian Spanish. Selected proceedings of the 6th workshop on Spanish sociolinguistics, ed. by

Ana M. Carvalho and Sara Beaudrie, 76-86. MA: Cascadilla Proceedings Projects.

http://divergencias.arizona.edu/sites/divergenciasweb.arizona.edu/files/articles/InfluenciaGramaticalPersona%20Anderson.pdf

http://divergencias.arizona.edu/sites/divergenciasweb.arizona.edu/files/articles/InfluenciaGramaticalPersona%20Anderson.pdf

19

Hernández, Esteban. 2006. Present perfect for preterit in Salvadoran narrative: The perfective expansion

into narrative discourse. Selected papers of the 9th Hispanic linguistics symposium, ed. byNuria Sagarra

and Almeida Jacqueline Toribio. Somerville, MA: Cascadilla Proceedings Projects.

Howe, Chad and Scott Schwenter. 2003. Present perfect for preterite across Spanish dialects. U Penn

Working Papers in Linguistics 9.2.61-75.

Howe, Chad and Celeste Rodríguez Louro. 2013. Peripheral envelopes: Spanish perfects in the variable

context. Selected proceedings of the 6th workshop on Spanish sociolinguistics, Ed. by Ana M. Carvalho

and Sara Beaudrie, 41-52. MA: Cascadilla Proceedings Projects.

Jara, Margarita. 2012. Present perfect usage in Peruvian Spanish and perfective readings in

narratives. Revista Internacional de Linguística Iberoamericana IX.18.213-236

Jara, Margarita. 2011. Funciones discursivas y gramaticalización del pretérito perfecto compuesto en el

español de Lima. Spanish in Context 8.1.95-118

Jara, Margarita. 2009. The preterit and the present perfect in the peninsular and American Spanish

varieties . Signo y Seña20.253-281..

Jara, Margarita and Celeste Rodríguez Louro. 2011. Grammaticalization pathways revisited: Perfect

usage in Peru and Argentina. Studies in Hispanic Lusophone and Linguistics 4.1.55-80.

Klee, Carol A. and Rocío Caravedo. 2005. Contact-Induced Language Change in Lima, Peru: The Case

of Clitic Pronouns. Selected proceedings of the 7th Hispanic linguistics symposium, ed. by David

Eddington, 12-21. Somerville, MA: Cascadilla Proceedings Project.

Klein-Andreu, Flora. 1999. Variación actual y reinterpretación histórica: le/s, la/s, lo/s en Castilla.

Serrano, ed. by 197-220.

Martín Butragueño, Pedro. 2000. Estructuras en contexto. Estudios de variación lingüística. México: El

Colegio de México. (Several studies)

Pérez, Sara Isabel. 2000. Reduplicación de clíticos en español: Estructuras en contexto. Estudios de

variación lingüística, ed. by Edro Martín Butragueño, 81-101.El Colegio de Mexico.

Poplack, Shana. 1980. The notion of the plural in Puerto Rican Spanish: Competing constraints on (s)

deletion. Locating language in time and space,ed.by William Labov, 55-67. New York: Academic Press.

Ranson, Diana. 1992 Nominal number marking in Andalusian Spanish in the wake of /s/ deletion.

Hispanic Linguistics 4,2.301-327.

Ranson, Diana. 1999. Variación sintáctica del adjetivo demostrativo en español. Serrano , 121-142.

Rodríguez Rosique, Susana. 2005. Factualidad e irrelevancia: La elección del subjuntivo en las

condicionales concesivas del español. Selected proceedings of the 7th Hispanic linguistics symposium, ed.

by David Eddington, 31-41. Somerville, MA: Cascadilla Proceedings Project.

Schwenter, Scott. 1999. Evidentiality in Spanish morphosyntax: A reanalysis of (de)queísmo. Estudios de

variación sintáctica, ed. by María José Serrano, 65-87. Frankfut/Main: Verveut-Iberoamericana.

20

Schwenter, Scott and R. Torres Cacoullos. 2008. Defaults and indeterminacy in temporal

grammaticalization: the perfect road to perfective. Language Variation and Change. 20.1.

Serrano, María José . 2005. Formas de hablar y formas de significar: La interacción entre sociolingüística,

semántica y discurso. Selected proceedings of the 7th Hispanic linguistics symposium, ed. by David

Eddington, 87-97. Somerville, MA: Cascadilla Proceedings Project.

Serrano, María José. 1998. Estudio sociolingüístico de una variante sintáctica: El fenómeno dequeísmo en

el español canario. Hispania 81.2.392-405.

Serrano, María José. 1996. Accounting for morphosyntactic change in Spanish: The present perfect case.

U Penn Working Papers in Linguistics 3.1.51-61.

Serrano, Maria José. 1994. Del pretérito indefinido al pretérito perfecto: Un caso de cambio y

gramaticalización en el español de Canarias y Madrid. Lingüística Española Actual 16.37-57.

Silva-Corvalán, Carmen. 1994. The gradual loss of mood distinctions in Los Angeles Spanish. Language


LANGUAGE VARIATION AND CHANGE

Blas Arroyo, José Luis. 2008. The variable expression of future tense in Peninsular Spanish: The present

(and future) of inflectional forms in the Spanish spoken in a bilingual region. Language Variation and

Change 20.85-126.

Blas Arroyo, José Luis and Juan González Martínez. 2014. La alternancia deber/deber de + infinitivo en

el siglo XVI: Factores condicionantes en un fenómeno de variación sintáctica a partir de un corpus

epistolar. Spanish in Context 11.1.76-96.

Cukor-Avila, P. and G. Bailey. 2013. Real and apparent time. The handbook of language variation and

change ed. by J. K. Chambers and N. Schilling, 239-262. Chapter 11

García Vizcaíno, María José. 2005. El uso de los apéndices modalizadores ¿no? y ¿eh? en español

peninsular. Selected proceedings of the second workshop on Spanish sociolinguistics, ed. by Lotfi Sayahi

and Maurice Westmoreland, 89-101. Somerville, MA: Cascadilla Proceedings Project.

Hernández-Campoy, J. M. 2003. Broadcasting standardization: An analysis of the linguistic normalization

process in Murcian Spanish. Journal of Sociolinguistics 7.321-347.

Martínez, Glenn A. 2000. A Sociohistorical basis of grammatical simplification: The absolute

construction in nineteenth-century Tejano narrative discourse. Language Variation and Change 12.251-

266.

Penny, Ralph. 2006. What did sociolinguistics ever do for language history?: The contribution of

sociolinguistic theory to the diachronic study of Spanish. Spanish in Context 3.1.49-62.

Ramos-Pellicia, Michelle. 2007. Lorain Puerto Rican Spanish and “r” in three generations. Selected

proceedings of the third workshop on Spanish sociolinguistics, ed. by Jonathan Holmquist, Augusto

Lorenzino and Lotfi Sayahi 53-60. Somerville, MA: Cascadilla Proceedings Project.

21

Samper-Padilla, Jose Antonio. 2011. Socio-phonological variation and change in Spain. The handbook of

Hispanic sociolinguistics, ed. by Manuel Díaz Campos, 98-120. Malden, MA: Wiley-Blackwell.

Wolf, Clara and Elena Jiménez. 1979. El ensordecimiento del yeísmo porteño: Un cambio fonológico en

marcha. Estudios lingüísticos y dialectológicos: Temas hispánicos, ed. by Ana María Barrenechea, Mabel

de Rosetti, María Luisa Freyre, Elena Jiménez, Teresa Orecchia and Clara Wolf, 115-144.. Buenos Aires:

Hachette. 115-144.

LEXICAL AND DISCOURSE VARIATION

Garnes , Inmaculada. 2013. Las funciones de venga como intensificador en el español peninsular.Selected

proceedings of the 6th workshop on Spanish sociolinguistics, ed. by Ana M. Carvalho and Sara Beaudrie,

20-31. Somerville: Cascadilla Proceedings Project.

Johnson, Mary and Sonia Barnes. 2013. Haya vs. haiga: An analysis of the variation observed in Mexican

Spanish using a mixed effects model. Selected proceedings of the 6th workshop on Spanish

sociolinguistics, ed. by Ana M. Carvalho and Sara Beaudrie, 32-40. Somerville: Cascadilla Proceedings

Project.

Kern, Joseph. 2014. Como in commute: Travels of a discourse marker across languages. Studies in

Hispanic and Lusophone Linguistics 7.2.

Kornfeld, Laura. 2012. Cuantificación e intensificación: Algunas notas sobre el uso de re- y –ité en es

español del Cono Sur. Studies in Hispanic and Lusophone Linguistics 5.11.72-90.

Placencia, María Elena. 2005. Pragmatic variation in corner store interactions in Quito and Madrid.

Hispania 88.3.583-598.

Ruiz-Sánchez. 2013. "Yo a mí me parece": la gramaticalización de "yo" como marcador de discurso en el

español coloquial. Selected proceedings of the 6th workshop on Spanish sociolinguistics, ed. by Ana M.

Carvalho and Sara Beaudrie, 1-10. Somerville: Cascadilla Proceedings Project.

Sedano, Mercedes. 1999. Evaluation of two hypotheses about the alternation between aquí and acá in a

corpus of present-day Spanish. Language Variation and Change 6.223-237.

Sedano, Mercedes. 1999. ¿Ahí o allí?: Un estudio sociolingüístico. Estudios de variación sintáctica, ed.

by María José Serrano, 51-63. Frankfurt: Vervuert-Iberoamericana.

Sierra, Syvia and Dan Simonson. In progress. No manches, dice la chava: Variation and gender in

Mexical coloquial phrases. Manuscript. Georgetown UP.

Sinnott, Sarah. 2013. Generalized conversational implicatures and indexical fields: The case of address

forms. Selected proceedings of the 6th workshop on Spanish sociolinguistics, ed. by Ana M. Carvalho and

Sara Beaudrie, 53-62. Somerville: Cascadilla Proceedings Project.

Uber, Diane. 2011. Forms of address: The effect of the context. The handbook of Hispanic

sociolinguistics, ed. by Manuel Díaz-Campos, 244-262. Oxford: Willey-Blackwell.

Vann, Robert. 2007. Doing Catalan Spanish: Pragmatic resources and discourse strategies in

22

ways of speaking Spanish in Barcelona. Selected proceedings of the third workshop on Spanish

sociolinguistics, ed. by Jonathan Holmquist et al., 183-192. Somerville, MA: Cascadilla Proceedings

Project.

VARIATION AND L1 ACQUISITION

Díaz-Campos, Manuel. 2011. Becoming a member of the speech community: Learning socio-phonetic

variation in child language. The handbook of Hispanic sociolinguistics, ed. by Manuel Díaz-Campos,

263-282. Chapter 13

Díaz-Campos, Manuel. 2005. The emergence of adult-like command of sociolinguistic variables: A study

of consonant weakening in Spanish-speaking children. Studies in the acquisition of the Hispanic

languages, ed. by David Eddington, 56-65.

Díaz-Campos, Manuel. 2005. The effect of style in second language phonology: An analysis of segmental

acquisition in study abroad and regular-classroom students. Selected proceedings of the 7th conference on

the acquisition of Spanish and Portuguese as first and second languages, ed. by Carol A. Klee and

Timothy Face, 27-39. Sommerville, MA: Cascadilla.

Díaz-Campos, Manuel and Sonia Colina. 2006. The interaction between faithfulness constraints and

sociolinguistic variation: The acquisition of phonological variation in first language speakers. Optimality-

theoretic studies in Spanish phonology, ed. by Sonia Colina and Fernando Martínez-Gil, 424-446.

Amsterdam/Philadelphia: John benjamins.

Miller, Karen. 2013. Acquisition of variable rules: /s/-lenition in the speech of Chilean Spanish-speaking children and their caregivers. Language Variation and Change 25.311–340.

VARIATION AND L2 ACQUISITION

Díaz-Campos, Manuel. 2005. The effect of style in second language phonology: An analysis of segmental

acquisition in study abroad and regular-classroom students. Selected proceedings of the 7th conference on

the acquisition of Spanish and Portuguese as first and second languages, ed. by Carol A. Klee &

Timothy Face, 27-39. Sommerville, MA: Cascadilla.

Geeslin, Kim. 2011. The acquisition of variation in second language Spanish: How to identify and catch a

moving target. The handbook of Hispanic sociolinguistics, ed. by Manuel Díaz-Campos, 303-320.

Chapter 15

VARIATION AND DIALECT ACQUISITION

Aaron, Jessi and José Esteban Hernández. 2007. Quantitative evidence for contact-induced

accommodation: shifts /s/ reduction patterns in Salvadoran Spanish in Houston. Spanish in contact:

Policy, social and linguistic inquiries, ed. by Kim Potowski and Richard Cameron, 329-343. Amsterdam:

John Benjamins.

Gutiérrez, Manuel. 1992. The extension of estar: A linguistic change in progress in the Spanish of

Morelia, Mexico. Hispanic Linguistics 5.109-41.

Hernández-Campoy, J. M. 2003. Exposure to contact and the geographical adoption of standard features:

Two complementary approaches. Language in Society 32.227-255.

23

PROGRAM SNAP SHOT

Week & Topic Obligatory Readings Data Collection and Analysis

WEEK 1 — AUG 27

Introduction & Rationale for the study of

linguistic variation.

Interview with Labov.

WEEK 2 — SEPT 3

Methods of data collection and analysis

in the study of linguistic variation.

ISH6: Chapter 1

Tagliamonte, Sali. 2012. Chapter 1, 1-

24.

Labov, William. 1997 (1972).

DUE: IRB Training

Analyzing data, circumscribing the

envelope of variation

WEEK 3— SEPT 10

Group variation: How social factors

help explain language use

Presentation 1

ISH: Chapter 2, Lengua, edad, género y

nivel socioencónomico, 30-64.

Tagliamonte, Sali. 2012.. Chapter 1,

Social Patterns, 25- 66.

Cameron, Richard. 2011.Chapter 10,

207-229.

Find and bring to class information

about a potential interviewee.

Schedule your interview.

Practice mock interviews.

WEEK 4 — SEPT 17

Individual variation - Stylistic

conditioners of variation

Presentation 2

Schilling, Natalie. 2013. Chapter 15,

327-349.

Escobar, Anna María, María del Puy

Ciriza and Claudia Holguín Mendoza.

2012.

ASV7: Chapter 2 – Data Collection

ASV: Chapter 3 – The sociolinguistic

interview

DUE: Complete the sociolinguistic

interview

WEEK 5 — SEPT 24

No class: Instructor will be at the

Universidad de la República de Uruguay

DUE: Complete transcription of the

interview due today.

Peer review of transcription in the

computer lab.

WEEK 6 — OCT 1

Phonological variation I

Presentation 3

ISH: Chapter 3: El estudio de la

variación sociofonológica, 65-89.2.

ISH: Chapter 4: La variación

sociofonológica en el mundo

hispanohablante, 90-122.

Turn in complete transcription of the

interview

ASV - Chapter 4: Data, data and more

data

Discuss variables

WEEK 7 — OCT 8

Phonological variation II

Presentation 3

Díaz-Campos et al. 2008.

Carvalho, A. M., 2006.

Brown and Torres-Cacoullos. 2002.

Study transcriptions.

ASV - Chapter 5: The linguistic variable

WEEK 8 — OCT 15

Morphosyntactic Variation I

Presentation 4

ISH: Chapter 5: Variación

morfosintáctica, 123-153.

ISH: Chapter 4: La variación

morfosintáctica en el mundo

hispanoblante, 154-177.

ASV - Chapter 6: Formulating

hypothesis and operationalising claims

Present a short discussion of potential

sociolinguistic variables found in the

interviews.

6 Díaz-Campos (2014). Introducción a la Sociolingüística Hispánica. Wiley Blackwell.

7 Tagliamonte, Sali A. (2006). Analysing Sociolinguistic Variation. Cambridge: Cambridge UP.

24

WEEK 9 — OCT 22

Morphosyntactic variation II

Presentation 5

Schwenter, Scott. 2011. Chapter 6, 123-

147.

Schwenter, Scott. 2006. Null Objects in

across South America.

Balash, Sonia. 2011.

Report your chosen variable to class.

WEEK 10 — OCT 29

Lexical and Discourse Variation

Presentation 6

Tagliamonte, Sali. 2012. Chapter 9,

Discourse/Pragmatic features, 247-277.

Tagliamonte, Sali. 2012. Chapter 11,

Other variables, 314-347.

DUE: Research Proposal

Define envelope of variation, including

factors and factor groups, with examples

from data corpus.

Practice coding.

WEEK 11 — NOV 5

Language Variation and Change in

Apparent Time: Change in Progress in

Spanish

Presentation 7

Cukor-Avila, P. and Bailey, G. 2013..

Chapter 11, 239-262.

Silva-Corvalán, C. 2001.

Chapter 6, 238-267.

Codification of half of data set is due.

ASV, Chapter 7: The variable program:

theory and practice.

Peer review coding.

WEEK 12 — NOV 12

Language Variation and Change in Real

Time: Historical Sociolinguistics

Presentation 8

Tagliamonte, S. 2012. Sociolinguistic

explanations. Chapter 12, 249-257.

Tuten and Tejedo-Herrero, 2011. The

relationship between historical

linguistics and sociolinguistics. Chapter

14, 283-302.

Codification of the rest of the data set is

due.

ASV, Chapter 8: The how-to´s of a

variationist analysis

Practice running Goldvarb

WEEK 13 - NOV 19

Variation and acquisition of L1, L2, and

Dialects

Presentation 9

Díaz-Campos, Manuel. 2011. Becoming

a member of the speech community:

Learning socio-phonetic variation in

child language. Chapter 13, 263-282.

Geeslin, Kim. 2011. The Acquisition of

variation in second language Spanish:

How to identify and catch a moving

target., Chapter 15, 303-320.

Goldvarb run due

ASV, Chapter 9: Distributional analysis

ASV, Chapter 10: Multivariate analysis

Class discussion on how to report your

data analysis

WEEK 14 – NOV 26 - No class today -

Happy Thanksgiving

Understand and interpret data, write up

results, compare with previous results,

prepare tables.

ASV, Chapter 11: Interpreting the results

ASV, Chapter 12: Finding the story

WEEK 15 — DEC 3

PRESENTATIONS

WEEK 16 - DEC 10

PRESENTATIONS

Research paper due on December 16,

before 5 pm.

university of arizona · 3 studies in hispanic and lusophone linguistics university of pennsylvania...

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