Spanish 606: Hispanic Bilingualism (Bilingüísmo hispánico)
Spring 2009: MWF 3-4 pm, NWCMB 115

Prof. Harry Howard

(504) 862-3417 (voice mail 24 hours a day)
Horas de consulta: MW 2:15 - 3:00 pm, F 1:30-3 pm & por cita previa @ Newcomb Hall 322-D
Homepage: http://www.tulane.edu/~howard/
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OBJETIVO. Esta clase tiene un objetivo general:

El objetivo del curso es que aprendas de la sociología lingüística con casos concretos de contacto de lenguas y bilingüismo en el mundo de habla hispana. Aprenderás del español en una multitud de fondos sociales, tanto como del aprendizaje del primer y segundo idioma; la manutención, cambio y muerte de un idioma; la alternancia de códigos; la producción y procesamiento del habla; y la política y educación bilingües.

RESULTADOS. Para que muestres tu comprensión del objetivo, llevarás a cabo las tareas siguientes:

1. Hacer una prueba casi todas las semanas: 11-1 * 8% = 80%. La prueba es casi siempre los lunes en los primeros 10 minutos, sobre la materia dada desde la prueba anterior. No se dan pruebas de recuperación, pero sí se puede suprimir una. Si me avisas con antelación de una ausencia, no se la contaré en contra.
2. Preparar una presentación final: 20%. La presentación final es de tema libre, sobre cualquier tema del bilingüismo que quieras. Se presenta delante de la clase el día del examen final.
3. No hay nota de participación, pero si veo que participas mucho, puedo incrementar una nota final al que le falte poco para alcanzar el nivel siguiente.

PUBLIC SERVICE OPTION

• Service Site/Activity: You have the option of working with the Hispanic Apostolate’s English as a Second Language (ESL) Tutoring Program, working one-on-one tutoring Latino ESL learners. In your tutoring, you will also conduct an interview with a Spanish speaker who has recently immigrated to New Orleans to ascertain his or her degree of bilingualism and attitudes towards English and Spanish.
• Objective: This service experience will allow you to discern how topics presented in class are applied on a personal level through your tutoring and interview of a Latin immigrant. As you build a relationship with your tutee, you will learn about his/her history and create an oral history presentation of their life on how it relates to the topics discussed in class. Overall, it is hoped that you will become aware of the problems affecting the targeted community and that this awareness may motivate you to become more civically engaged.
• Time: You are required to work for 20 or 40 hours at the Hispanic Apostolate’s ESL program based out of Newcomb Hall. If you work for 40 hours, you must register for the 4th credit, SPAN 389-02.
• Timesheets: You are responsible for keeping track of your service hours and for getting them approved by your on-site supervisor. Your hours should be reported twice during the semester to the Center for Public Service on the dates indicated in the schedule. The original final field logs should be turned in to CPS at the end of the semester.
• Training: You must attend a training session on Saturday, January 24th from 11am-2pm in LBC 202. As a courtesy to our community partners, no make-ups will be scheduled.
• Outcome: The passing of the service learning section will be based on the execution of service-learning responsibilities, including timesheets and the completion the oral history project. This will account for 10% of your final grade, comprising half of your final presentation (listed above under RESULTADOS).
• Contact: Bridget A Smith, (504) 862-3322, bridget1 at tulane dot edu, 327 Gibson Hall

CODE OF ACADEMIC INTEGRITY

“The integrity of Newcomb-Tulane College is based on the absolute honesty of the entire community in all academic endeavors. As part of the Tulane University community, students have certain responsibilities regarding work that forms the basis for the evaluation of their academic achievement. Students are expected to be familiar with these responsibilities at all times. No member of the university community should tolerate any form of academic dishonesty, because the scholarly community of the university depends on the willingness of both instructors and students to uphold the Code of Academic Conduct. When a violation of the Code of Academic Conduct is observed it is the duty of every member of the academic community who has evidence of the violation to take action. Students should take steps to uphold the code by reporting any suspected offense to the instructor or the associate dean of the college. Students should under no circumstances tolerate any form of academic dishonesty.” For further information, point your browser at http://college.tulane.edu/code.htm.

Violations of the Academic Honor Code will not be tolerated in this class. I will rigorously investigate and pursue any such transgression.

STUDENTS WITH DISABILITIES who need academic accommodation should:

• Contact and register with the Office of Disability Services (ODS). For more information, visit the ODS website at http://www.erc.tulane.edu/studentindex.html.
• Bring official notice to me from the ODS indicating that you need academic accommodation. This should be done within the first week of class.

Programa de lecturas

Texto: Miquel Siguan, 2001, Bilingüismo y lenguas en contacto (Alianza Editorial).
Hay lecturas adicionales, disponibles en MyTulane.
Vendrás a clase habiendo leído y practicado la lectura que se indica en el programa para ese día.

Fecha	Día	Tema	Lectura	ppt	mp3	P
Jan 12 (M)	1	Presentación de la clase	Introducción
14 (W)	2	Introducción general	S§1
16 (F)	3	El bilingüismo: definiciones y ejemplos	S§2:27-33
19 (M)		Cumpleaños MLK
21 (W)	4	El bilingüismo: situaciones que lo producen	S§2:33-fin, Teschner
23 (F)	5	Evaluación del bilingüismo	S§3
26 (M)	6	Evaluación del bilingüismo	S§3			P1
28 (W)	7	El niño que aprende a hablar en dos lenguas, 1	S§4
30 (F)	8	El niño que aprende a hablar en dos lenguas, 2	S§4:68-fin
Feb 2 (M)	9	La adquisición de una segunda lengua	S§5			P2
4 (W)	10	La adquisición de una segunda lengua, 2	S§5, Nocon
6 (F)	11	La enseñanza bilingüe	S§6
9 (M)	12	La enseñanza bilingüe, 2	S§6		--	P3
11 (W)	13	Los proceso mentales en el bilingüe	S§7
13 (F)	14	Los proceso mentales en el bilingüe, 2	S§7
16 (M)	15	Los comportamientos lingüísticos del bilingüe	S§8			P4
18 (W)	16	Los comportamientos lingüísticos del bilingüe	S§8
20 (F)	17	Interferencias lingüísticas	S§9	--	--
23 (M)		LUNDI GRAS
25 (W)	18	Interferencias lingüísticas	S§9
27 (F)	19	Interferencias lingüísticas	Poplack (1980), Toribio (2002), Bolonyai (2005)
Mar 2 (M)	20	Interferencias lingüísticas				P5
4 (W)	21	Interferencias lingüísticas
6 (F)	22	Estructura y dinámica de las sociedades de lenguas en contacto: diglosia ;	S§10:189-96;
9 (M)	23	Estructura y dinámica de las sociedades de lenguas en contacto: vitalidad etno-lingüística; Sociedades de lenguas en contacto. Variedad de situaciones: censo	S§10:196-fin, Hidalgo, Jaramillo, S§11, Bills et al., S§11			P6
11 (W)	24	Sociedades de lenguas en contacto. Variedad de situaciones Las consecuencias del contacto: sustitución	S§13, Urban
13 (F)	25	Las consecuencias del contacto: mantenimiento	Galindo
16 (M)	26	Las consecuencias del contacto: muerte o recuperación	S§13, Coles			P7
18 (W)	27	Políticas lingüísticas	S§14
20 (F)	28	Políticas lingüísticas	S§14, Zentella	--	--
23-7 (M-F)		DESCANSO DE LA PRIMAVERA
30 (M)	29	Políticas lingüísticas	S§14, Zentella			P8
Apr 1 (W)	30	Lenguas y culturas, Bilingüismo y personalidad	S§15-16
3 (F)	31	Lenguas en contacto en España	S§12
6 (M)	32	Lenguas en contacto en los EEUU: demográfica y mejicanos	Sullivan; Duignan & Gann §1 (BB)			P9
8 (W)	33	Lenguas en contacto en los EEUU: mejicanos 2	Duignan & Gann §2-4 (BB)
10-13 (F-M)		PASCUA
15 (W)	35	Lenguas en contacto en los EEUU: mejicanos 3	Barrett (BB)
17 (F)	36	Lenguas en contacto en los EEUU: neorriqueños	Duignan & Gann §5
20 (M)	37	Lenguas en contacto en los EEUU: neorriqueños	Milán			P10
22 (W)	38	Lenguas en contacto en los EEUU: cubanos	Castro (BB), Pérez Firmat (BB)
24 (F)	39	Hacia una futura pluricultural y plurilingüe	S§17
27(M)	40	Fiesta				P11
May 1 (Fri)	41	Día del EXAMEN FINAL, 1 - 5 pm: presentaciones

Lecturas adicionales (en MyTulane)

Barrett, R. (2006). Language ideology and racial inequality: Competing functions of Spanish in an Anglo-owned Mexican restaurant. Language in Society, 35(2), 163-204.

Bills, G. D., Hernández-Chávez, E., & Hudson, A. (1995). The geography of language shift: Distance from the Mexican border and Spanish language claiming in the southwestern U. S. In M. Hidalgo (Ed.), Sociolinguistic Trends on the U.S.-Mexican Border. International Journal of the Sociology of Language 114. (pp. 9-27).

Castro, M. J. (1992). On the curious question of language in Miami. In J. Crawford (Ed.), Language Loyalties: A source book on the official English controversy. (pp. 178-186). Chicago: University of Chicago Press.

Coles, F. A. (1991). The Isleño dialect of Spanish: language maintenance strategies. In C. A. Klee, & L. A. Ramos-García (Eds.), Sociolinguistics of the Spanish-Speaking World: Iberia, Latin America, United States. (pp. 312-328). Bilingual Press.

Duignan, P. J. & Gann, L. H. (1998). The Spanish Speakers in the United States: A History. University Press of America.

Galindo, D. L. (1995). Language attitudes toward Spanish and English varieties: a Chicano perspective. Hispanic Journal of Behavioral Sciences, 17, 77-99.

Gonzales Velásquez, M. D. (1995). Sometimes Spanish, sometimes English. Language use among rural New Mexican Chicanas. In K. Hall & M. Bucholtz (Eds.), Gender Articulated. Language and the Socially Constructed Self. (pp. 421-446). New York: Routledge.

Hidalgo, M. G. (1995). Language and ethnicity in the "taboo" region: the U.S. Mexican border. In M. Hidalgo (Ed.), Sociolinguistic Trends on the U.S.-Mexican Border. International Journal of the Sociology of Language 114. (pp. 29-46).

Jaramillo, J. A. (1995). The passive legitimization of Spanish. A macrosociolinguistic study of a quasi-border: Tucson, Arizona. International Journal of the Sociology of Language, 114. Sociolinguistic Trends on the U.S.-Mexican Border, 67-92.

Macías, R. F. (2000). Language politics and sociolinguistic historiography of Spanish in the United States. In J. K. Payton, P. Griffin, W. Wolfram, & R. Fasold (Eds.), Language in Action. New studies of language in society. (pp. 52-83). Cresskill, NJ: Hampton Press, Inc.

Milán, W. G. (1982). Spanish in the Inner City: Puerto Rican Speech in New York. In J. A. Fishman & G. D. Keller (Eds.), Bilingual education for Hispanic Students in the United States. (pp. 191-206). Teacher College Press.

Nocon, H. D. (1995). Is the word "Mexican" taboo? The impact of the border on Spanish student's integrative attitude and motivation. In M. Hidalgo (Ed.), Sociolinguistic Trends on the U.S.-Mexican Border. International Journal of the Sociology of Language 114. (pp. 47-66).

Pérez Firmat, G. (1987). Spic Chic: Spanglish as equipment for living. The Caribbean Review, 15.3, 20+.

Rubin, J. (1974). Bilingüismo nacional en el Paraguay. México: Instituto Indigenista Interamericano.

Sullivan, T A, 'A Demographic Portrait' in Cafferty, P S J, and Engstrom, D W (eds), Hispanics in the United States. An Agenda for the Twenty-First Century (2000)

Teschner, R. V. (1995). Beachheads, islands, and conduits: Spanish monolingualism and bilingualism in El Paso, Texas. In M. Hidalgo (Ed.), Sociolinguistic Trends on the U.S.-Mexican Border. International Journal of the Sociology of Language 114. (pp. 93-106).

Urban, G. (1991). The semiotics of State-Indian linguistic relationships: Peru, Paraguay, and Brazil. In G. Urban, & J. Sherzer (Eds.), Nation-states and Indians in Latin America. (pp. 307-330). Austin: University of Texas Press.

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