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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: anac@u.arizona.edu
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.
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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.
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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,
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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 **********************************************
DATA COLLECTION AND ANALYSIS
2 Díaz-Campos (2014). Introducción a la Sociolingüística Hispánica. Wiley Blackwell.
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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 **********************************************
DATA COLLECTION AND ANALYSIS
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.
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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 - **********************************************
DATA COLLECTION AND ANALYSIS
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 **************************************************
DATA COLLECTION AND ANALYSIS
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.
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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 **************************************************
DATA COLLECTION AND ANALYSIS
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 **********************************************
DATA COLLECTION AND ANALYSIS
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.
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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 **********************************************
DATA COLLECTION AND ANALYSIS
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,
MA: Cascadilla Proceedings Project.
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.
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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 **********************************************
DATA COLLECTION AND ANALYSIS
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 **********************************************
DATA COLLECTION AND ANALYSIS
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
Obligatory Readings:
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 **********************************************
DATA COLLECTION AND ANALYSIS
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
Obligatory Readings:
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 - **********************************************
DATA COLLECTION AND ANALYSIS
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
Obligatory Readings:
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 *************************
DATA COLLECTION AND ANALYSIS
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,
MA: Cascadilla Proceedings Project.
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.
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
Variation and Change 16.17-30.
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.
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
Variation and Change 18.35-53.
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.
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
Variation and Change 6.255-272.
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.