Latin American Linguistics

A.Y. 2021/2022
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 Critical Discourse Studies, 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
At the end of the course, the student will be able to:
- Illustrate the main characteristics of the phenomenon of the variation of Spanish in America and the contact with indigenous languages, through a diachronic and synchronic perspective.
- Recognise and describe the sociolinguistic aspects and the phonetic-phonological, morphosyntactic and lexical characteristics of the varieties of Spanish examined.
- To discuss the theoretical categories in the field of critical sociolinguistics and critical discourse analysis examined during the course.
- To know and apply the methodologies in the fields of critical sociolinguistics and critical discourse analysis examined during the course.
Course syllabus and organization

Single session

Lesson period
First semester
More specific information on the delivery modes of training activities for academic year 2021/22 will be provided over the coming month, based on the public health situation. Depending on the indications, the teaching (lectures and examinations) will possibly be conducted at a distance. The lessons will make use of various materials available on Ariel, as well as any activities and synchronous lessons. The platform in use is Teams, and you are requested to activate your University credentials.
Course syllabus
The course is structured in three parts:

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. Introduction to Critical Discourse Studies. Ideology and discourse in Latin America.

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 C also addresses specific areas of study such as linguistic ideologies and the relationship between language and racism.

Part C is carried out in collaboration with teachers and students from the Universidad Nacional de Villa María (Argentina). The module offers an introduction to critical discourse studies, its main approaches, with special attention to the perspective developed by Teun van Dijk, its key concepts and fields of research. It also focuses on methodology and how to conduct discourse analysis from a critical perspective, taking into account cognitive, social and historical dimensions. In particular, the relationship between ideology and discourse will be analysed through the analysis of texts related to Latin American contexts.

Note: There are no distinctions between attending and non-attending students. The course programme is valid up to and including February 2023.
Prerequisites for admission
The course is taught entirely in Spanish. Materials and bibliography require solid language skills.
Teaching methods
The course combines frontal lessons with the flipped classroom teaching method, uses multimedia supports (videos and documentaries) and includes research and laboratory activities, both individual and in groups.
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.
4) Betti, Silvia. 2009. "Spanglish en los Estados Unidos: Apuntes sobre lengua, cultura e identidad", en Confluenze, 1, 2, 101-121.

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.
6) Zavala, Virginia, Zariquiey, Roberto. 2007. "Yo te segrego a tí porque tu falta de educación me ofende: una aproximación al discurso racista en el Perú contemporáneo", en T. van Dijk (ed), Discurso y racismo en América Latina. Barcelona: Gedisa, pp. 333-369 (only paragraphs 1, 2 and 3).

Part C
In relation to the bibliography of part C, carried out in collaboration with the Universidad Nacional de Villa María, the information may be subject to change.
1) Wodak, Ruth. 2003. "De qué trata el análisis crítico del discurso (ACD). Resumen de su historia, sus conceptos fundamentales y sus desarrollos", en Ruth Wodak y Michael Meyer (eds) Métodos de análisis crítico del discurso. Barcelona: Gedisa Editorial, pp. 17-33.
2) van Dijk, Teun. 2003. "La multidisciplinariedad del análisis crítico del discurso: un alegato en favor de la diversidad", en Ruth Wodak y Michael Meyer (eds) Métodos de análisis crítico del discurso. Barcelona: Gedisa Editorial, pp. 143-177.
3) van Dijk, Teun. 2003. Ideología y discurso. Barcelona: Ariel.
4) van Dijk, Teun y Londoño Zapata. 2019. Discurso en sociedad. Villa María: Eduvim (Capitolo "Los intersticios del poder y su abuso", pp. 89-96; Capitolo "Medios de comunicación y análisis crítico del discurso", pp. 121-129; Capitolo "Caja de herramientas", pp. 187-191).

Note: There are no distinctions between attending and non-attending students.
Assessment methods and Criteria
The exam is conducted in regular sessions and in Spanish. 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, critical reflection and the use of specific terminology.

Note: 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 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 by the first lesson via the Unimi Easy Lessson app.
Unita' didattica A
Lessons: 20 hours
Unita' didattica B
Lessons: 20 hours
Unita' didattica C
Lessons: 20 hours