Spanish Linguistic
A.Y. 2022/2023
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
More specific information on the delivery modes of training activities for the academic year 2022/23 will be provided over the coming month, based on the public health situation. Depending on the indications, lectures and examinations may be delivered at a distance. The lessons will use various materials available on Ariel, as well as any ongoing activities and synchronous meetings. The platform in use is Teams, and you are requested to activate your University credentials.
Course syllabus
The course is structured in two didactic parts:
Part A (6 cfu). Introduction to Critical Discourse Studies. Ideology and discourse in Latin America.
Part B (3 cfu). Origin, history, and evolution of Spanish in America and contact with indigenous languages. Peru and the Andean dialectal area.
Part A (6 cfu) is a shared course in collaboration with Prof. Gabriela Giammarini Luján and students from the Universidad Nacional de Villa María (Argentina). This part introduces Critical Discourse Studies and their main approaches, focusing on the theoretical perspective developed by Teun van Dijk, its key concepts, and research fields. Furthermore, it focuses on methodology and how to carry out discourse analysis through a critical perspective, examining cognitive, social, and historical dimensions. In particular, the relationship between ideology and discourse is explored through analyzing texts related to the Latin American context.
Part B (3 cfu) introduces the study of Spanish in America and the phenomenon of linguistic variation. As a case study, one offers an overview of the sociolinguistic heterogeneity of Peru, with a focus on the Andean area. This part also addresses specific areas of study, such as language ideologies and the relationship between language and racism.
Note: There are no distinctions between attending and non-attending students. The course program is valid up to and including February 2024.
Part A (6 cfu). Introduction to Critical Discourse Studies. Ideology and discourse in Latin America.
Part B (3 cfu). Origin, history, and evolution of Spanish in America and contact with indigenous languages. Peru and the Andean dialectal area.
Part A (6 cfu) is a shared course in collaboration with Prof. Gabriela Giammarini Luján and students from the Universidad Nacional de Villa María (Argentina). This part introduces Critical Discourse Studies and their main approaches, focusing on the theoretical perspective developed by Teun van Dijk, its key concepts, and research fields. Furthermore, it focuses on methodology and how to carry out discourse analysis through a critical perspective, examining cognitive, social, and historical dimensions. In particular, the relationship between ideology and discourse is explored through analyzing texts related to the Latin American context.
Part B (3 cfu) introduces the study of Spanish in America and the phenomenon of linguistic variation. As a case study, one offers an overview of the sociolinguistic heterogeneity of Peru, with a focus on the Andean area. This part also addresses specific areas of study, such as language ideologies and the relationship between language and racism.
Note: There are no distinctions between attending and non-attending students. The course program is valid up to and including February 2024.
Prerequisites for admission
The course is taught entirely in Spanish. Materials and bibliography require solid language skills.
Teaching methods
The course is taught entirely in Spanish. Materials and bibliography require solid language skills.
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
Concerning the bibliography of part A, carried out in collaboration with the Universidad Nacional de Villa María, the indications may be subject to change.
1) Cameron, Deborah, y Panović Ivan. 2014. What is discourse and why analyse it?, en Deborah Cameron y Ivan Panović Working with written discourse. Londres / California/ Nueva Delhi: Sage, pp-1-13. Versión en español hecha con fines académicos por el equipo de profesores y asistentes de docencia del curso de Lenguaje y Sociedad de la Pontificia Universidad Católica del Perú. Agosto del 2018.
2) Hall, Stuart. 2010. "El trabajo de la representación". En Restrepo, Eduardo; Walsh, Catherine
Víctor Vich (eds.). Sin garantías. Lima: Instituto de Estudios Peruanos, pp. 445-480.
3) Zavala, Virginia. 2012. "El análisis crítico del discurso". En Susana de los Heros y Mercedes Niño-Murcia (eds.), Fundamentos y modelos del estudio pragmático y socio pragmático del español.Georgetown: Georgetown University Press, pp. 163-186.
4) Wodak, Ruth. 2003. "De qué trata el análisis crítico del discurso (ACD). Resumen de su historia, sus conceptos fundamentales y sus desarrollos", en R. Wodak y M. Meyer (eds) Métodos de análisis crítico del discurso. Barcelona: Gedisa Editorial, pp. 17-33.
5) van Dijk, Teun. 2003. "La multidisciplinariedad del análisis crítico del discurso: un alegato en favor de la diversidad", en R. Wodak y M. Meyer (eds) Métodos de análisis crítico del discurso. Barcelona: Gedisa Editorial, pp. 143-177.
6) Calsamiglia, Helena y Amparo Tusón. 1999. Cap. 1 "El análisis del discurso" y Cap. 8 "La textura discursiva". En Las cosas del decir. Manual de análisis del discurso. Barcelona: Ariel, pp. 15-19 y 216-236.
7) Van Dijk, Teun. 2016. "Análisis crítico del discurso". Revista Austral de Ciencias Sociales, 30: 203-222.
Part B
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).
2) 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.
3) Calvo Pérez, Julio. 2008. "Perú", en A. Palacios (coord), El español de América. Contactos lingüísticos en Hispanoamérica, Barcelona: Editorial Ariel, pp. 189-212.
4) 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.
Note: There are no distinctions between attending and non-attending students.
Part A
Concerning the bibliography of part A, carried out in collaboration with the Universidad Nacional de Villa María, the indications may be subject to change.
1) Cameron, Deborah, y Panović Ivan. 2014. What is discourse and why analyse it?, en Deborah Cameron y Ivan Panović Working with written discourse. Londres / California/ Nueva Delhi: Sage, pp-1-13. Versión en español hecha con fines académicos por el equipo de profesores y asistentes de docencia del curso de Lenguaje y Sociedad de la Pontificia Universidad Católica del Perú. Agosto del 2018.
2) Hall, Stuart. 2010. "El trabajo de la representación". En Restrepo, Eduardo; Walsh, Catherine
Víctor Vich (eds.). Sin garantías. Lima: Instituto de Estudios Peruanos, pp. 445-480.
3) Zavala, Virginia. 2012. "El análisis crítico del discurso". En Susana de los Heros y Mercedes Niño-Murcia (eds.), Fundamentos y modelos del estudio pragmático y socio pragmático del español.Georgetown: Georgetown University Press, pp. 163-186.
4) Wodak, Ruth. 2003. "De qué trata el análisis crítico del discurso (ACD). Resumen de su historia, sus conceptos fundamentales y sus desarrollos", en R. Wodak y M. Meyer (eds) Métodos de análisis crítico del discurso. Barcelona: Gedisa Editorial, pp. 17-33.
5) van Dijk, Teun. 2003. "La multidisciplinariedad del análisis crítico del discurso: un alegato en favor de la diversidad", en R. Wodak y M. Meyer (eds) Métodos de análisis crítico del discurso. Barcelona: Gedisa Editorial, pp. 143-177.
6) Calsamiglia, Helena y Amparo Tusón. 1999. Cap. 1 "El análisis del discurso" y Cap. 8 "La textura discursiva". En Las cosas del decir. Manual de análisis del discurso. Barcelona: Ariel, pp. 15-19 y 216-236.
7) Van Dijk, Teun. 2016. "Análisis crítico del discurso". Revista Austral de Ciencias Sociales, 30: 203-222.
Part B
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).
2) 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.
3) Calvo Pérez, Julio. 2008. "Perú", en A. Palacios (coord), El español de América. Contactos lingüísticos en Hispanoamérica, Barcelona: Editorial Ariel, pp. 189-212.
4) 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.
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. It is an oral exam that consists of an evaluation in Spanish of about 20 minutes. It includes questions asked by the teacher on the topics of the program to verify the knowledge of the texts in the bibliography, critical reflection, and the use of specific terminology.
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 aim to determine the acquisition and elaboration of the theoretical contents, the personal reflection on the proposed topics, and 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 associated with the bibliographic readings foreseen by the program.
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 Lesson app.
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 aim to determine the acquisition and elaboration of the theoretical contents, the personal reflection on the proposed topics, and 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 associated with the bibliographic readings foreseen by the program.
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 Lesson 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)