Latin American Linguistics

A.Y. 2020/2021
Overall hours
Learning objectives
The course introduces to the study of the Spanish language in America. Its aims is to deal with the phenomenon of linguistic variation and the contact of Spanish with native American languages through specific case studies. In addition, the course deals with central themes of critical sociolinguistics and linguistic anthropology of Spanish with regard to the Hispanic American context and in a socio-cultural perspective. Also it allows to acquire, in its applied dimension, the methodological tools in order to carry out a research project in these fields of study.
Expected learning outcomes
In terms of knowledge and understanding: To know the phenomena of linguistic variation in Spanish, with specific attention to the case studies examined, by analyzing its sociolinguistic aspects and its main characteristics on a phonetic-phonological, morphosyntactic and lexical level; to learn the basic notions of critical sociolinguistics and linguistic anthropology of Spanish; to acquire a higher communicative and metalinguistic competence of the Spanish language.
In terms of applied skills: The ability to identify problems and research topics in the corresponding fields of study examined, as well as to know research methodologies related to the field of critical sociolinguistics and linguistic anthropology; the ability to applicate a sociocultural perspective to the study of language as a social practice.
Course syllabus and organization

Single session

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. This 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.
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.
Unita' didattica A
Lessons: 20 hours
Unita' didattica B
Lessons: 20 hours
Unita' didattica C
Lessons: 20 hours