3.3.11 Cover SPA in US Schedule 2.22 - uccllt.ucdavis.eduuccllt.ucdavis.edu/events/usspanish/program.pdf · rosas del mu r acerca de y disciplina antropolog les entre otr ... wens

INDICE

TABLE OF CONTENTS

Bienvenida de la directora del congreso . . . . . . . . . . . . . . . . . . . . . . . . 2

Welcome from the Conference Director . . . . . . . . . . . . . . . . . . . . . . . . 3

Patrocinadores/Sponsors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Congresos anteriores/Conference History . . . . . . . . . . . . . . . . . . . . . . 5

Horarios y panorama general del congreso . . . . . . . . . . . . . . . . . . . . . 7

Overview Schedule of Events . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Horario detallado/Detailed Schedule

Viernes/Friday . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Sabado/Saturday . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Domingo/Sunday. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Resumenes/Abstracts

Sesiones plenarias/Plenary Sessions . . . . . . . . . . . . . . . . . . . . . . 22

Paneles/Panel Sessions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Ponencias grupales y individuales/Joint

and Individual Sessions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Presentaciones de posters/Poster Presentations . . . . . . . . . . . . . . 50

Lista alfabética de los ponentes/Alphabetical List of Presenters . . . . . . . . 52

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3

PATROCINADORES / SPONSORS

Anfitriones / Hosts

Department of Spanish and Portuguese (University of California, Davis) Division of Humanities, Arts and Cultural Studies (University of California, Davis)

Patrocinadores / Sponsors

Davis Humanities Institute (University of California, Davis) Department of Linguistics (University of California, Davis) Hemispheric Institute on the Americas (University of California, Davis) Second Language Acquisition Institute (University of California, Davis) UC Consortium for Language Learning & Teaching

Colaboradores / Contributors

Department of Chicana/Chicano Studies (University of California, Davis) Language and Social Context - DHI Research Cluster School of Education (University of California, Davis)

4

CONGRESOS ANTERIORES / CONFERENCE HISTORY Spanish in the US Setting: Beyond the Southwest I. University of Illinois at Chicago Circle. October 10-11, 1980. Publication: Elías-Olivares, Lucía (ed.) 1983. Spanish in the US setting: Beyond the Southwest. Rosslyn, VA: National Clearinghouse for Bilingual Education. Spanish in the US / El español en los Estados Unidos II. University of Illinois at Chicago. October 1981. Spanish in the US / El español en los Estados Unidos III. Indiana University, 1982. Publication: Elías-Olivares, Lucía, Elizabeth A. Leone, René Cisneros, & John R. Gutiérrez (eds.) 1985. Spanish language use and public life in the United States. Berlin: Mouton. Spanish in the US / El español en los Estados Unidos IV. Hunter College, CUNY, New York, October 6, 1983. Spanish in the US / El español en los Estados Unidos VI. University of Texas at Austin, 1985. Spanish in the US / El español en los Estados Unidos VII. University of New Mexico, October 24-25, 1986. Publication: Bergen, John J. (ed.) 1990. Spanish in the United States: Sociolinguistic issues. Washington, DC: Georgetown University Press. Spanish in the US / El español en los Estados Unidos VIII. University of Iowa, October 15-17, 1987. Publication: Wherritt, Irene, & Ofelia García (eds.) 1989. US Spanish: The language of Latinos. International Journal of the Sociology of Language, 79. Spanish in the US / El español en los Estados Unidos IX. Florida International University, October 1988. Publication: Roca, Ana, & John M. Lipski (eds.) 1993. Spanish in the United States: Linguistic contact and diversity. Berlin: Mouton de Gruyter. Spanish in the US / El español en los Estados Unidos X. University of Arizona, October 4-6, 1989. Spanish in the US / El español en los Estados Unidos XI. University of Illinois at Chicago, October 11-13,1990. Spanish in the US / El español en los Estados Unidos XII & 1st International Conference on Spanish in Contact with Other Languages. University of Southern California, Los Angeles, CA, Nov. 7-9, 1991. Publication: Silva-Corvalán, Carmen (ed.) 1995. Spanish in Four Continents: Studies in language contact and bilingualism. Washington, DC: Georgetown University Press. Spanish in the US / El español en los Estados Unidos XIII & 2nd International Conference on Spanish in Contact with Other Languages. University of Minnesota, Minneapolis, MN, Oct. 22-24, 1992. Spanish in the US / El español en los Estados Unidos XIV. University of Texas at San Antonio, The Institute of Texan Cultures, and la Universidad Autónoma de México en San Antonio. 1993. Spanish in the US / El español en los Estados Unidos XV. University of Colorado, Boulder, CO, October 28–29, 1994. Spanish in the US / El español en los Estados Unidos XVI & 3rd International Conference on Spanish in Contact with Other Languages. Albuquerque, New Mexico, February 12-14, 1998. Publication: Southwest Journal of Linguistics, 19 (2), 20 (1 and 2). Daniel Villa, Editor.

5

Spanish in the US / El español en los Estados Unidos XVII. Florida International University, Miami, FL, March 11-14, 1999. Publication: Roca, Ana (ed.) 2000. Research on Spanish in the United States: Linguistic issues and challenges. Somerville, MA: Cascadilla Press. Spanish in the US / El español en los Estados Unidos XVIII. University of California at Davis, Davis, CA. 2000 Spanish in the US / El español en los Estados Unidos XIX & 4th International Conference on Spanish in Contact with Other Languages. University of Puerto Rico, San Juan, PR, 2002. Publication: Ortiz López, L. & M. Lacorte (eds.) 2005. Contacto y contextos lingüísticos: El español en los Estados Unidos y en contacto con otras lenguas. Madrid: Iberoamericana. Spanish in the US / El español en los Estados Unidos XX & 5th International Conference on Spanish in Contact with Other Languages. University of Illinois at Chicago, Chicago, IL. March 24-26, 2005. Publication: Potowski, K. & Cameron, R. (eds.) 2007. Spanish in contact: Policy, social, and linguistic inquiries. Amsterdam: John Benjamins. Spanish in the US / El español en los Estados Unidos XXI & 6th International Conference on Spanish in Contact with Other Languages. George Mason University & University of Maryland, Arlington, VA. March 15-18, 2007. Publication: M. Lacorte & Jennifer Leeman (eds.) 2009. Español en Estados Unidos y otros contextos de contacto: Sociolingüísitica, ideología y pedagogía. Madrid: Iberoamericana. Spanish in the US / El español en los Estados Unidos XXII & 7th International Conference on Spanish in Contact with Other Languages. Florida International University, Miami, FL, February 18-21, 2009.

6

Jueves, 17 de marzo, 2011

5:00 – 6:00 INSCRIPCIÓN—Hotel Foyer en frente a la Old Sacramento Ballroom

6:00 – 7:00

PONENCIA PLENARIA —Tom Horne is Studying Spanish: Neo-liberal Theories of Language and Culture and the Struggle for Symbolic Resources

JANE HILL, University of Arizona, Tucson

7:00 – 9:00 RECEPCIÓN—Terraza del hotel Embassy Suites

Viernes, 18 de marzo, 2011

8:00 – 10:00 INSCRIPCIÓN Y DESAYUNO — Hotel foyer en frente a la Old Sacramento Ballroom

Tower Bridge (A) Central Pacific (B) Steamboat (C) Schoolhouse (D)

1a SESIÓN 9:00 – 10:30

El lenguaje en el ámbito público

MODERADOR - Francisco X. Alarcón

Evaluación MODERADORA - Kim Potowski

Pedagogía de enseñanza I

MODERADORA - Dalia Magaña

Adquisición de lengua heredada I

MODERADORA - Laura Marques

2a SESIÓN 10:35 –12:35

El español en contacto con otras lenguas

MODERADOR - Robert Blake

Ideologías I MODERADORA - Ana Celia Zentella

The Discursive Production of Spanish in

the US: Historical Approaches

PANEL MODERADORA - Jennifer Leeman

Adquisición de lengua heredada II

MODERADORA - Eve Zyzik

12:40 – 1:40 ALMUERZO– Terraza del hotel Embassy Suites

1:45 – 2:45

PONENCIA PLENARARIA — Constructing Latinos as a Threat to the Nation LEO CHÁVEZ, University of California, Irvine

3a SESIÓN 2:50 – 5:20

The Spanish of the Californios of Alta

California and Indigenous California

Languages PANEL

MODERADORA -Martha Macri

Distintas variedades del español en contacto

con otras comunidades I

MODERADOR - Glenn Martínez

Cambio Lingüístico MODERADOR - Joseph Harrington

Adquisición de lengua heredada III

MODERADOR - Andrew Lynch

8:00 - 9:00 JUNTA ORGANIZACIONAL DEL ESPAÑOL EN EE.UU. con desayuno continental -Tower Bridge

12:40 – 1:30 Presentaciones de los pósters

Exposición de película -Spanish Voices

HORARIOS Y PANORAMA GENERAL DEL CONGRESO

Jueves, 17 de marzo - Domingo, 20 de marzo, 2011 Embassy Suites Hotel - Riverfront Promenade

Old Sacramento Ballroom Sacramento, California, USA Tower Bridge

Central Pacific Todas las presentaciones se llevarán acabo en estas cuatro salas en el hotel Embassy Suites. Steamboat La duración de las presentaciones es de 20 minutos y 10 minutos para

Schoolhouse preguntas después de cada presentación. El almuerzo se proveerá en el emplazamiento.

7

Sábado, 19 de marzo, 2011

8:00 – 10:00 INSCRIPCIÓN Y DESAYUNO — Hotel Foyer en frente a la Old Sacramento Ballroom


4a SESIÓN 9:00 – 10:30

Cambio de códigos/Análisis del discurso MODERADOR - Omar Velázquez-Mendoza

Actitudes lingüísticas I MODERADOR - Adam Schwartz

Pedagogía de enseñanza II

MODERADORA - Mary Ann Parada

Nuestra Herencia: Language Politics,

Spanish and Teaching Chicanas/os - Latinas/os

PANEL MODERADOR - Elena Avilés

5a SESIÓN 10:35 – 12:35

Lengua de Herencia y Escrituras en Contacto

PANEL MODERADORA - Maria Luisa Spicer-Escalante

Distintas variedades del español en contacto

con otras comunidades II

MODERADOR - Armin Schwegler

El cambio lingüístico del español en la historia y

en su contacto con otras lenguas I

MODERADOR - Travis Bradley

La enseñanza del español en el mundo

MODERADORA - Laura Dubcovsky

12:40 – 1:55

ALMUERZO– Terraza del hotel Embassy Suites LECTURA LITERARIA — SUSANA CHÁVEZ SILVERMAN, Pomona

6a SESIÓN

Spanish in Context: Navigating Heritage Learner Identity in Educational and

Community Settings PANEL

MODERADOR - Adam Schwartz

Actitudes lingüísticas II MODERADORA- Maria Luisa Spicer-Escalante

Pedagogía de enseñanza III

MODERADORA - Miriam Hernandez-Rodriguez

Educación del maestro

MODERADORA - Sofia Paredes

7a SESIÓN 3:35 – 5:05

Ideologías II MODERADOR - Daniel Villa

Actitudes lingüísticas III MODERADORA - Denise Minor

El lenguaje en las profesiones

MODERADORA - Virginia Lifante

Delegación de California PANEL

MODERADOR - Luis Ríos

PONENCIA PLENARIA—Language Barriers in Healthcare and Spanish Heritage Language Education: Language Assistance, Language Acceptance, and Language Affirmation

GLENN MARTÍNEZ, The University of Texas - Pan American

Domingo, 20 de marzo, 2011

8:00 – 9:00


8a SESIÓN 9:00 – 11:00

Ideologías III MODERADORA - Jennifer Leeman

Propuesta de proyecto de investigación -

Adam Schwartz, Ana Celia Zentella

El cambio lingüístico del español en la historia y

en su contacto con otras lenguas II

MODERADORA - Carolina Viera

La literatura, el teatro y la enseñanza

MODERADORA - Cecilia Colombi

11:10 -12:10

PONENCIA PLENARIA—Spanish on the Job: Hired for Speaking Spanish, Fired for Speaking Spanish ANA CELIA ZENTELLA, University of California, San Diego

12:15 – 1:30

ALMUERZO– Terraza del hotel Embassy Suites LECTURA LITERARIA — FRANCISCO X. ALARCÓN, University of California, Davis

DESAYUNO — Hotel Foyer en frente a la Old Sacramento Ballroom

2:00 – 3:30

5:10 – 6:10

8

College

Thursday, March 17, 2011

5:00 – 6:00 REGISTRATION—Hotel Foyer in front of the Old Sacramento Ballroom

6:00 – 7:00

PLENARY—Tom Horne is Studying Spanish: Neo-liberal Theories of Language and Culture and the Struggle for Symbolic Resources

JANE HILL, University of Arizona, Tucson

7:00 – 9:00 RECEPTION—Embassy Suites Hotel Terrace

Friday, March 18, 2011

8:00 – 10:00 REGISTRATION & CONTINENTAL BREAKFAST — Hotel foyer in front of the Old Sacramento Ballroom


SESSION 1 9:00 – 10:30

Language in the Public Sphere

CHAIR - Francisco X. Alarcón

Assessment CHAIR - Kim Potowski

Teaching Pedagogy I CHAIR - Dalia Magaña

Heritage Language Acquisition I

CHAIR - Laura Marques

SESSION 2 10:35 –12:35

Spanish in Contact with Other Languages

CHAIR - Robert Blake

Ideologies I CHAIR - Ana Celia Zentella

The Discursive Production of Spanish in

the US: Historical Approaches

PANEL CHAIR - Jennifer Leeman

Heritage Language Acquisition II

CHAIR - Eve Zyzik

12:40 – 1:40 CATERED LUNCH – Embassy Suites Hotel Terrace

1:45 – 2:45

PLENARY— Constructing Latinos as a Threat to the Nation LEO CHÁVEZ, University of California, Irvine

SESSION 3 2:50 – 5:20

The Spanish of the Californios of Alta

California and Indigenous California

Languages PANEL

CHAIR - Martha Macri

Differing Varieties of Spanish in Contact with Other Communities I

CHAIR - Glenn Martínez

Language Change Lexicon

CHAIR - Joseph Harrington

Heritage Language Acquisition III

CHAIR - Andrew Lynch

8:00 - 9:00 SPANISH IN THE U.S. ORGANIZATIONAL MEETING with Continental Breakfast - Tower Bridge

12:40 – 1:30 Poster Presentations Film Viewing - Spanish Voices

OVERVIEW SCHEDULE OF EVENTS

Thursday, March 17 - Sunday, March 20, 2011 Embassy Suites Hotel - Riverfront Promenade

Old Sacramento Ballroom Sacramento, California, USA Tower Bridge Central Pacific All presentations will be held in these four rooms at the Embassy Suites Hotel. Steamboat Presentations are 20 minutes long with 10 minutes for questions after each presentation. Schoolhouse Catered lunch will be provided on site.

9

Saturday, March 19, 2011

8:00 – 10:00 CONFERENCE CHECK-IN & CONTINENTAL BREAKFAST— Hotel Foyer in front of the Old Sacramento Ballroom


SESSION 4 9:00 – 10:30

Codeswitching/Discourse Analysis

CHAIR - Omar Velázquez-Mendoza

Language Attitudes I CHAIR - Adam Schwartz

Teaching Pedagogy II CHAIR - MaryAnn Parada

Nuestra Herencia: Language Politics,

Spanish and Teaching Chicanas/os - Latinas/os

PANEL CHAIR - Elena Avilés

SESSION 5 10:35 – 12:35

Lengua de Herencia y Escrituras en Contacto

PANEL

CHAIR - Maria Luisa Spicer-Escalante

Differing Varieties of Spanish in Contact with Other Communities II

CHAIR - Armin Schwegler

Spanish Language Change through History and Contact with Other

Languages I CHAIR - Travis Bradley

Teaching Spanish in the World

CHAIR - Laura Dubcovsky

12:40 – 1:55

CATERED LUNCH – Embassy Suites Hotel Terrace READINGS BY— SUSANA CHÁVEZ SILVERMAN, Pomona

SESSION 6

Spanish in Context: Navigating Heritage Learner Identity in Educational and

Community Settings PANEL

CHAIR - Adam Schwartz

Language Attitudes II CHAIR - Maria Luisa Spicer-Escalante

Teaching Pedagogy III CHAIR - Miriam Hernandez-Rodriguez

Teacher Education

CHAIR - Sofia Paredes

SESSION 7 3:35 – 5:05

Ideologies II CHAIR - Daniel Villa

Language Attitudes III CHAIR - Denise Minor

Language in the Professions

CHAIR - Virginia Lifante

Delegación de California PANEL

CHAIR - Luis Ríos

PLENARY—Language Barriers in Healthcare and Spanish Heritage Language Education: Language Assistance, Language Acceptance, and Language Affirmation

GLENN MARTÍNEZ, The University of Texas - Pan American

Sunday, March 20, 2011

8:00 – 9:00


SESSION 8 9:00 – 11:00

Ideologies III CHAIR - Jennifer Leeman

Research Project Proposal - Adam Schwartz, Ana Celia Zentella

Spanish Language Change through History and Contact with Other

Languages II

CHAIR - Carolina Viera

Literature, Theater and Teaching

CHAIR - Cecilia Colombi

11:10 -12:10

PLENARY—Spanish on the Job: Hired for Speaking Spanish, Fired for Speaking Spanish ANA CELIA ZENTELLA, University of California, San Diego

12:15 – 1:30

CATERED LUNCH – EMBASSY SUITES HOTEL TERRACE READINGS BY— FRANCISCO X. ALARCÓN, University of California, Davis

CONTINENTAL BREAKFAST— Hotel Foyer in front of the Old Sacramento Ballroom

2:00 – 3:30

5:10 – 6:10

10

College

HORARIO DETALLADO DEL CONGRESO/

DETAILED SCHEDULE OF EVENTS

Viernes, 18 de marzo - Domingo, 20 de marzo, 2011 Friday, March 18 - Sunday, March 20, 2011

Embassy Suites Hotel - Riverfront Promenade Sacramento, California, USA

All presentations will be held in these four rooms at the Embassy Suites Hotel. Presentations are 20 minutes long with 10 minutes for questions after each presentation.

Lunch will be provided on site.

Old Sacramento Ballroom Tower Bridge Central Pacific

Steamboat Schoolhouse

Meeting

8:00 – 9:00 TOWER BRIDGE - JUNTA ORGANIZACIONAL DEL ESPAÑOL EN EE.UU / SPANISH IN THE U.S. ORGANIZATIONAL MEETING

Session 1A

9:00 – 10:30

Tower Bridge MODERADOR / CHAIR Francisco X. Alarcón

EL LENGUAJE EN EL ÁMBITO PÚBLICO / LANGUAGE IN THE PUBLIC SPHERE

1. Bilingualism, Advertising, and the Hispanic Media in Miami-Dade County Ana Roca (Florida International University)

2. The Commodification of Language and Identity: Spanish in Miami’s Economic Imaginary Andrew Lynch (University of Miami)

3. Hablamos español: el español en los medios de comunicación Cecilia Colombi (University of California, Davis)

Session 1B 9:00 – 10:30 Central Pacific MODERADORA/CHAIR Kim Potowski

EVALUACIÓN / ASSESSMENT

1. Methodological Issues in LA Spanish Research: Considerations in Assessing Children’s Oral Proficiency Belén Villarreal (University of California, Los Angeles)

2. Advancing Oral Proficiency: Insight from a Spanish Heritage Speak-er’s Placement Exam Flavia Belpoliti (University of Houston) & Encarna Bermejo (Houston Baptist University)

VIERNES, 18 DE MARZO / FRIDAY, MARCH 18TH

1a SESIÓN / SESSION 1

Check-In / Continental Breakfast

8:00 – 10:00

HOTEL FOYER IN FRONT OF OLD SACRAMENTO BALLROOM

Event Time Room/Chair Description

Todas las presentaciones se llevarán acabo en estas cuatro salas en el Hotel Embassy Suites. La duración de las presentaciones es de 20 minutos y 10 minutos para

preguntas después de cada presentación. El almuerzo se proveerá en el emplazamiento.

11

Session 1C

9:00 – 10:30

Steamboat MODERADORA/ CHAIR Dalia Magaña

PEDAGOGÍA DE ENSEÑANZA I / TEACHING PEDAGOGY I

1. Spanish Heritage Language Education in the United States: The Current State of Affairs Sara Beaudrie (University of Arizona)

2. Degree Quantification in Puerto Rican Spanish: The Case of Más Nada Javier Gutierrez-Rexach (Ohio State University) & Melvin Gonzales-Rivera (The College of Wooster)

3. Using Sociolinguistic and Psycholinguistic Evidence to Fight English-Only in the US Eduardo Faingold (University of Tulsa)

Session 1D 9:00 – 10:30 Schoolhouse MODERADORA/ CHAIR Laura Marques

ADQUISICIÓN DE LENGUA HEREDADA I / HERITAGE LANGUAGE ACQUISITION I

1. Causative Structures among Spanish Heritage Speakers Eve Zyzik (University of California, Santa Cruz)

2. Variable Haber Agreement in Puerto Rican Spanish Esther L. Brown & Javier Rivas (University of Colorado Boulder)

3. Convergencia de dialectos peninsulares en EEUU Susana Pérez Castillejo (University of Minnesota, Twin Cities)

Session 2A

10:35 – 12:35

Tower Bridge MODERADOR / CHAIR Robert Blake

EL ESPAÑOL EN CONTACTO CON OTRAS LENGUAS / SPANISH IN CONTACT WITH OTHER LANGUAGES

1. Interactividad lingüística castellano/mapudungun en una comunidad rural Aldo Guillermo Olate Vinet (Universidad de La Frontera)

2. From Minority to Majority Pattern in Language Contact: Possessives Anna María Escobar (University of Illinois at Urbana-Champaign)

3. ¿Por qué piko?: Guaraní Question Markers in Paraguayan Spanish Elizabeth Herring (Indiana University)

4. Spanish and Creole Contact in an Extraordinary Public Sphere: Palen-que (Colombia) in its New Role as UNESCO’s “Masterpiece of the Oral and Intangible Heritage of Humanity” Armin Schwegler (University of California, Irvine)

Session 2B 10:35 – 12:35 Central Pacific MODERADORA/ CHAIR Ana Celia Zentella

IDEOLOGÍAS I / IDEOLOGIES I

1. Language, Gender and Identity Construction: Sociolinguistic Dynamics in the Borderlands Claudia Holguin (University of Illinois at Urbana-Champaign)

2. “Like many Texans, I am proud to be bilingual and bicultural”: His-panic Identities and Language Ideologies on Using Spanish in Texas Carlos Martin Vélez (Brescia University)

3. Juntos pero no revueltos: A Case of Juxtaposed Linguistic Identity(ies) in Miami Diego Pascual y Cabo (University of Florida)

4. Keeping Spanish Alive in the US: the Role of Language Attitudes Cecilia Montes-Alcalá & Lindsey Sweetnich (Georgia Institute of Technology)




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Session 2C

10:35 – 12:35

Steamboat MODERADORA /CHAIR Jennifer Leeman

Panel - THE DISCURSIVE PRODUCTION OF SPANISH IN THE US: HISTORICAL APPROACHES

1. Language, Church and State: Language Ideologies in Territorial Arizona Elise DuBord (Drew University)

2. Language Instrumentalization and Public Health in Early Twentieth Century Texas Glenn Martinez (The University of Texas Pan American)

3. The Racialization of Spanish in the US Census: A Historical Perspec-tive Jennifer Leeman (George Mason University)

4. Spanish and English in Political Representations. New Mexico, 1846-1912 Arturo Fernández-Gibert (California State University, San Bernardino)

Session 2D 10:35 – 12:35 Schoolhouse MODERADORA/ CHAIR Eve Zyzik

ADQUISICIÓN DE LENGUA HEREDADA II / HERITAGE LANGUAGE ACQUISTION II

1. Hablando en chiquito: -ito en el español de Houston Manuel Gutiérrez (University of Houston)

2. Porteño Spanish in Los Angeles: A Pilot Study Anamaria Buzatu (University of California, Los Angeles) Otras formas de diferenciación: ideologías lingüísticas en los estu-diantes de español como lengua heredada Natalia Rosales-Yeomans (University of Houston)

POSTER SESSION /

12:40 – 1:30

Tower Bridge

1. Puerto Rican Spanish in Los Angeles

Adjoa Michelle Addae (University of California, Los Angeles) 2. Projeto glossa

Lucas Barbosa Melo (Universidade de Brasilia) 3. Rosaura Sánchez y su crítica sociolingüística del español

sudoesteño Vanessa Fonseca (Arizona State University)

4. El español de Colombia como español de contactos en medio de un contexto de volencia y desplazamiento: i parte "contacto cultural y dialectal" Magnolia González (Instituto Caro y Cuervo)

5. It Doesn’t Make Sense to Have Sense: Putting Order in Spanish “Hacer Sentido” Melvin Gonzalez-Rivera (The College of Wooster)

6. A Non-Parametric Empirical Study into Spanish Siblings’ Influence on their Brothers and Sisters Learning English as a Second Language Elaine Hewitt (University of Granada)

12:40—1:40 Terraza del hotel Embassy Suites / Embassy Suites Hotel Terrace

PRESENTACIONES DE PÓSTERS

ALMUERZO CATERED LUNCH



3.

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7. Variabilidad metafórica: dimensiones universales versus particulares de la metáfora conceptual Laissa Christina Lopes Campos, Fabrícia Carvalho, & Adriana Ma-chado de Oliveira (Universidad de Brasilia)

8. Bilingüismo en el chicano: alzamiento de vocales medias y descenso de vocales medias varían con el aprendizaje del español en chicanos Gibràn Méndez (California State University, Chico)

12:40—1:30 SFilm Viewing teamboat EXPOSICIÓN DE PELÍCULA - Spanish Voices

PONENCIA PLENARIA / PLENARY

1:45 5– 2:4

Old Sacramento Ballroom

Constructing Latinos as a Threat to the Nation LEO CHÁVEZ (University of California, Irvine)


Session 3A

2:50 – 5:20 Tower Bridge MODERADORA/ CHAIR Martha Macri

Panel – THE SPANISH OF THE CALIFORNIOS OF ALTA CALIFORNIA AND INDIGENOUS CALIFORNIA LANGUAGES

1. Spanish and Nahuatl Loanwords in Tübatulabal Martha Macri (University of California, Davis)

2. Spanish Names in Native California Lajos Szoboszlai (University of California, Davis)

3. The Language of Zorro: Californio Spanish in the Transition from the California Rancho Margaret Cayward (University of California, Davis)

4. J.P. Harrington's Notes for a Paper on "The Spanish Spoken by the Southwestern Indians" Kathryn Klar (University of California, Berkeley)

5. J.P. Harrington Database Project James Sarmento (University of California, Davis)

Session 3B 2:50 – 5:20 Steamboat MODERADOR / CHAIR Glenn Martínez

DISTINTAS VARIEDADES DEL ESPAÑOL EN CONTACTO CON OTRAS COMUNIDADES I / DIFFERING VARIETIES OF SPANISH IN CONTACT WITH OTHER COMMUNITIES I

1. Lenguas en contacto y el orden de palabras en el español en Nue-va York: un análisis variacionista, pragmático, y prosódico entres dos generaciones de latinos Carolina Barrera-Tobon (City University of New York’s Graduate Center, & Fashion Institute of Technology, State Institute of New York)

2. Lexical Familiarity as a Sign of Dialect Contact Kim Potowski (University of Illinois at Chicago) & Lourdes Torres (DePaul University)

3. Nivelación dialectal en Nueva York. Mexicanos en contacto María del Rocío Carranza Brito (Universidad Nacional Autónoma de México)



14

Session 3C

2:50 – 5:20

Steamboat MODERADOR / CHAIR Joseph Harrington

4. Lenition of Spanish /s/ at the Other End of the Continuum

Earl Brown (California State University, Monterey Bay) 5. Mock Spanish in the Southwest: Inherently Negative Racializing

Discourse or Indicator of the Increased Importance of Spanish in Amer-ican Vernacular? Rikki Farfel & Dillon Reardon (University of New Mexico)

CAMBIO LINGÜÍSTICO / LANGUAGE CHANGE LEXICON

1. Bilingüismo bicultural en el ciberespacio. Redes sociales y hablantes bilingües Patricia Gubitosi (University of Massachusetts) & Mabel Giammatteo (Universidad de Buenos Aires)

2. The Diffusion of Lexical Transfers in English in Puerto Rico: The Influence of Primera Hora Elizabeth Dayton (University Puerto Rico, Mayaguez)

3. La transferencia léxica: ¿Fenómeno exclusivamente bilingüe? Ariana Mrak (University of North Carolina Wilmington)

4. La inmigración léxica en el periódico colombiano en linea el tiempo. Réplica de investigación sobre anglicismos en Colombia a la luz del uso actual en diccionarios, artículos y blogs Lorena Gómez (University of Alabama)

5. El español en el ciberespacio: algunas consideraciones para su estudio y análisis Antonio Medina-Rivera (Cleveland State University)

Session 3D 2:50 – 5:20 Schoolhouse MODERADOR / CHAIR Andrew Lynch

ADQUISICIÓN DE LENGUA HEREDADA II / HERITAGE LANGUAGE ACQUISITION III

1. Subjunctive and Indicative in Noun Clauses of Doubt and Denial in the Speech of Spanish/English Bilinguals in New England John Chaston (University of New Hampshire)

2. Incomplete Acquisition, Attrition, and Recognition Tasks in Heritage Language Learners Amalia Llombart-Huesca (California State Polytechnic University Pomona)

3. En nuestra lengua: Insights into the Acquisition and Production of Clitics in Spanish-Speaking Heritage Language Children Teresa Satterfield (University of Michigan)

4. Split Intransitivity and Subject-Verb Inversions in Spanish Heritage Speakers Laura Marques-Pascual (University of California, Santa Barbara)

5. Un paso más para el desarrollo de actividades para los cursos de herencia: el testimonio Alejandra Balestra (George Mason University)



15


Session 4C 9:00 – 10:30 Steamboat MODERADORA/ CHAIR MaryAnn Parada

PEDAGOGÍA DE ENSEÑANZA II / TEACHING PEDAGOGY II

1. Getting it: Community-Based Research and the Teaching on U.S. Varieties of Spanish Isabel Velázquez (University of Nebraska, Lincoln)

2. “Es como si ya nos conociéramos”: Spanish Heritage Learners and Ethnolinguistic Identity in the Study-Abroad Context Lillian Gorman (University of Illinois at Chicago)

3. ¿Inglés o español? How Organizations Offer Spanish in the U.S. to Communicate with Individuals: Issues and Recommendations. Sondra Ahlén (SAVIC – Sondra Ahlén Voice Interface Consulting)

Session 4B 9:00 – 10:30 Central Pacific MODERADOR / CHAIR Adam Schwartz

ACTITUDES LINGÜÍSTICAS I / LANGUAGE ATTITUDES I

1. Language Ideologies Across Cultures and Time: Household Spanish Publications in France (1964) and the United States (2005) David Divita (Pomona College)

2. The Language of the Maids: Spanish of the U.S.A. (Unfairly Stereo-typed Americans) Ian Romain (University of California, Los Angeles)

3. Listener Accuracy in Foreign Accent Ratings Tasks: Does Background Matter? Valerie J. Trujillo (University of Florida)

Session 4D 9:00 – 10:30 Schoolhouse MODERADORA/ CHAIR Elena Avilés

Panel – NUESTRA HERENCIA: LANGUAGE POLITICS, SPANISH AND TEACHING CHICANAS/OS – LATINAS/OS

1. Elena Avilés (University of New Mexico) 2. Sandra Ruiz-Paz (University of California, Los Angeles) 3. Vanessa Fonseca (Arizona State University)


SÁBADO, 19 DE MARZO / SATURDAY, MARCH 19th


8:00 – 10:00

HOTEL FOYER IN FRONT OF OLD SACRAMENTO BALLROOM

Session 4A

9:00 – 10:30

Tower Bridge MODERADOR / CHAIR Omar Velázquez-Mendoza

CAMBIO DE CÓDIGOS/ANÁLISIS DEL DISCURSO / CODESWITCHING / DISCOURSE ANALYSIS

1. El cambio de código en comunicación virtual informal entre chicanos bilingües Dalia Magaña (University of California, Davis)

2. Codeswitching in The Brief Wondrous Life of Oscar Wao Eugenia Casielles (Wayne State University)

3. Negotiating Language in an Emergency: The Case of Spanish Language 9-1-1 Calls in the U.S. Chase W. Raymond (University of California, Los Angeles)

16

Session 5B 10:35 – 12:35 Central Pacific MODERADOR / CHAIR Armin Schwegler

DISTINTAS VARIEDADES DEL ESPAÑOL EN CONTACTO CON OTRAS COMUNIDADES II / DIFFERING VARIETIES OF SPANISH IN CONTACT WITH OTHER COMMUNITIES II

1. Modelo explicativo del español en Estados Unidos: el español de tierras altas y bajas Claudia Parodi (University of California, Los Angeles)

2. The Development of Traditional New Mexican Spanish as a Unique Variety in the Americas Daniel Villa (New Mexico State University) & Israel Sans (West Chester University of Pennsylvania)

3. Posicionamientos identitarios de mujeres inmigrantes colombianas en Chicago Gloria Vélez-Rendón (Purdue University Calumet)

4. Vitalidad del español en el paisaje lingüístico urbano Jose Franco Rodriguez (Fayetteville State University)

Session 5C 10:35 – 12:35 Steamboat MODERADOR / CHAIR Travis Bradley

EL CAMBIO LINGÜÍSTICO DEL ESPAÑOL EN LA HISTORIA Y EN SU CONTACTO CON OTRAS LENGUAS I / SPANISH LANGUAGE CHANGE THROUGH HISTORY AND CONTACT WITH OTHER LANGUAGES I

1. Interference of Catalan in Barcelonan Spanish: A Sociophonetic Perspective Justin Davidson (University of Illinois at Urbana-Champaign)

2. El judeo-español contemporáneo en Los Ángeles Bryan Kirschen (University of California, Los Angeles)

3. El latín y el romance en la iberia del medievo tardío y el complemento directo preposicional Omar Velázquez-Mendoza (University of Virginia)

4. Spanish in the Pacific Lucía Aranda (University of Hawaii)

Session 5A

10:35—12:35

Tower Bridge MODERADORA/ CHAIR Maria Luisa Spicer-Escalante

Panel – LENGUA DE HERENCIA Y ESCRITURAS EN CONTACTO: MÚLTIPLES PERSPECTIVAS DEL DISCURSO ACADÉMICO

1. (Re)visioning Bilingual Narratives: The Unfettered Voices of the Oral and Written Discourse of Spanish Heritage Speakers Maria Luisa Spicer-Escalante (Utah State University)

2. ¿Qué estrategias retórico-lingüísticas emplean los estudiantes para argumentar? Sofia Paredes (Drake University)

3. What Makes an Expository Essay Successful?: The Role of Causal Constructions and Quotes: a Functional Grammar Approach Miriam Hernandez-Rodriguez (University of California, Davis)

4. El desarrollo de literacidad avanzada en el español como segunda lengua: análisis del grupo nominal Joseph Harrington (University of California, Davis)




17


Session 5D

10:35 – 12:35

Schoolhouse MODERADORA/ CHAIR Laura Dubcovsky

LA ENSEÑANZA DEL ESPAÑOL EN EL MUNDO / TEACHING SPANISH IN THE WORLD

1. Los cursos de español para hablantes nativos en Génova, Italia Laura Sanfelici (Università degli Studi di Genova, Italia)

2. El español en la India: Desarrollo y perspectivas Rajiv Saxena (University of California, Davis & Jawaharlal Nehru University)

3. La escritura del ISP (Independent Study Project) en español. Desafíos que enfrentan los estudiantes estadounidenses Leticia Krsul (Universidad de Buenos Aires)

4. Puerto Rico y Estados Unidos: la inclusión y evolución de las políticas lingüísticas en los proyectos de ley estadounidenses de 1989-2010 Elaine Shenk (Saint Joseph’s University)

Embassy Suites Hotel Terrace / Terraza del hotel Embassy Suites Readings By - Susana Chávez Silverman (Pomona College)

Session 6A

Tower Bridge MODERADOR / CHAIR Adam Schwartz

Panel – SPANISH IN CONTEXT: NAVIGATING HERITAGE LEARNER IDENTITY IN EDUCATIONAL AND COMMUNITY SETTINGS

1. Digital storytelling in a Medical Spanish Course for Heritage Learners Adam Schwartz (University of South Florida)

2. Latino Immigration and the Cultural-Discursive Figuration of ‘Spanish’ in the U.S. South Phillip M. Carter (University of Southern California)

3. Creating Community: Fostering the Linguistic/Ethnic Development of Spanish Heritage Learners as Bilingual Citizens Ana Sánchez-Muñoz (California State University, Northridge)

Session 6B Central Pacific MODERADORA/ CHAIR Maria Luisa Spicer-Escalante

ACTITUDES LINGÜÍSTICAS II / LANGUAGE ATTITUDES II

1. “Y tu abuela, ¿dónde está?”: Circumlocutions as Racial Indicators among US Latinos; and What We Know from Spanish America Thomas Stephens (Rutgers University)

2. SHL Learners' Attitudes & Motivations: A Call to Action Cynthia Ducar (Bowling Green State University)

3. “To be more in tune with my culture…”: The Intersection of Identity and Attitudes Toward Maintenance among Beginning Spanish as a Heritage Language Students Damián Vergara Wilson (University of New Mexico)

Session 6C Steamboat

MODERADORA/CHAIR Miriam Hernandez-Rodriguez

PEDAGOGÍA DE ENSEÑANZA III / TEACHING PEDAGOGY III

1. Who – or What – Wrote this Assignment? Raising Student Awareness about Machine Translation Tools, Plagiarism, and Literacy Practices Arline Garcia & Alison Green (Highline Community College)

2. ¿Por qué tantas tachaduras en rojo si nada de esto se ha enseñado en clase? Edwin Padilla (Universidad de Houston Downtown)


12:40—1:55



2:00 – 3:30

2:00 – 3:30

2:00 – 3:30

18



3. Balancing Act: Autobiographical Narratives of Spanish-Speaking

Youth in the United States Kim Potowski (University of Illinois at Chicago)

Session 6D Schoolhouse MODERADORA/CHAIR Sofia Paredes

EDUCACIÓN DEL MAESTRO / TEACHER EDUCATION

1. El desarrollo del español escrito de futuros maestros bilingües Laura Dubcovsky (University of California, Davis)

2. “ I see you and I know who you are”: Heritage Language Learners as Bilingual Teachers Gloria Delany-Barmann (Western Illinois University)

3. Percepciones hacia los aprendices de español como lengua patrimo-nial: profesores de primaria y secundaria en el estado de Wisconsin Aixa Said-Mohand (New Jersey City University)

Session 7A

3:35 – 5:05

Tower Bridge MODERADOR/ CHAIR Daniel Villa

IDEOLOGÍAS II / IDEOLOGIES II

1. Key Factors Affecting Language and Identity: The Experience of a Spanish-Speaking Community in Western Massachusetts Patricia Gubitosi (University of Massachusetts) & Elena Garcia-Fraizer (Mount Holyoke College)

2. Building a Bilingual Corpus: Community-Based Data Collection Jenny Dumont (University of New Mexico)

3. Generación, historia local, y el hablante bilingue Maryellen Garcia (The University of Texas at San Antonio)

Session 7B 3:35 – 5:05 Central Pacific MODERADORA/ CHAIR Denise Minor

ACTITUDES LINGÜÍSTICAS III / LANGUAGE ATTITUDES III

1. Spanish, English, and Privilege: Language Use and Attitudes of Eco-nomically Advantaged Females Patricia MacGregor-Mendoza (New Mexico State University)

2. Usos lingüísticos de jóvenes de segunda generación en una escuela secundaria de Minnesota Angela Pinilla-Herrera (University of Minnesota)

3. Patrones de subjetividad en el español de Nuevo México Víctor Valdivia (University of New Mexico)

Session 7C 3:35 – 5:05 Steamboat

MODERADORA/ CHAIR Virginia Lifante

EL LENGUAJE EN LAS PROFESIONES / LANGUAGE IN THE PROFESSIONS

1. Español y salud o salud en español: la gestión de la enseñanza de español en ambitos profesionales Vera Cerqueiras (CIEE-FLACSO Argentina)

2. Una experiencia exitosa enseñando español médico en UC Merced Yolanda Pineda-Vargas (University of California, Merced)

3. ¿Se Equivocó la Paloma?: Student and Faculty Reflections on Radi-cal Education Loren Chavarría, Juan Antonio Trujillo & Michael Woods (Oregon State University)


2:00 – 3:30

19

Session 7D

3:35 – 5:05

Schoolhouse MODERADOR / CHAIR Luis Ríos

Panel – DELEGACIÓN DE CALIFORNIA

1. Hablando bien se entiende la gente Luis Ríos (Academia Norteamericana de la Lengua Española (ANLE))

2. Sobre Lengua y Cultura de los Californios y las Californias Víctor Fuentes (University of California, Santa Barbara)

3. Destrezas del Exilio: inglés, español, ‘hispanounidense’ y spanglish en el salón de clase Arturo Dávila (Laney College & University of California, Berkeley)

PONENCIA PLENARIA /PLENARY


Language Barriers in Healthcare and Spanish Heritage Language Education: Language Assistance, Language Acceptance, and Lan-guage Affirmation Glenn Martínez, (The University of Texas - Pan American)


8:00 – 9:00 HOTEL FOYER IN FRONT OF OLD SACRAMENTO BALLROOM

Session 8A

9:00 – 11:00

Tower Bridge MODERADORA/ CHAIR Jennifer Leeman

IDEOLOGÍAS III / IDEOLOGIES III

1. Ideologías lingüísticas y medios de comunicación: el caso del Notici-ero Univisión Félix Manuel Burgos (University of New Mexico)

2. Perception, Language and Power A. Michael Vermy (University of New York (SUNY), College at Buffalo)

3. First-Born Advantages: Linking Birth Order, Name Ethnicity and Herit-age Language Proficiency MaryAnn Parada (University of Illinois at Chicago)

4. Codeswitching in Gibraltar: A Case Study Joelle Bonamy (Columbus State University)

Session 8B 9:00 – 11:00 Central Pacific

PROPUESTA DE PROYECTO DE INVESTIGACIÓN /RESEARCH PROJECT PROPOSAL Adam Schwartz (Brigham Young University) & Ana Celia Zentella (UC San Diego)

Session 8C 9:00 – 11:00 Steamboat MODERADORA/ CHAIR Carolina Viera

EL CAMBIO LINGÜÍSTICO DEL ESPAÑOL EN LA HISTORIA Y EN SU CONTACTO CON OTRAS LENGUAS II / SPANISH LANGUAGE CHANGE THROUGH HISTORY AND CONTACT WITH OTHER LANGUAGES II

1. On The Linguistic Production of Hawai'i's "Local Ricans": Sources and Preliminary Observations Rob Smead (Brigham Young University)

2. ¿Podemos hablar de un español patrimonial en California? Rebeca Acevedo (Loyola Marymount University)

DOMINGO, 20 DE MARZO / SUNDAY, MARCH 20h




5:10 - 6:10

20

3. La permeabilidad de las células semánticas: contacto con el inglés y

arcaísmos léxicos en el español de California del XIX Covadonga Lamar Prieto (University of California, Los Angeles)

4. Linguistic Influences from the Historical Policies of the Spanish Crown Hugo A. Mejias (University of Texas – Pan American)

Session 8D 9:00 – 11:00 Schoolhouse MODERADORA/ CHAIR Cecilia Colombi

LA LITERATURA, EL TEATRO Y LA ENSEÑANZA / LITERATURE, THEATER AND TEACHING

1. Califas en español: por la lengua de nuestro pueblo, habla la poesía Francisco X. Alarcón (University of California, Davis)

2. La (in)visibilidad de la literatura en español de los Estados Unidos Manuel M. Martin-Rodriguez (University of California, Merced)

3. The Role of Spanish Language Theater and Poetry in the Formation of Scholarly Identities among Mexican and Chicano University Students Denise Minor (California State University, Chico)

PONENCIA PLENARIA / PLENARY

11:10 – 12:10


Spanish on the Job: Hired for Speaking Spanish, Fired for Speaking Spanish Ana Celia Zentella (University of California, San Diego)

Terraza del hotel Embassy Suites / Embassy Suites Hotel Terrace Readings By - Francisco X. Alarcón (University of California, Davis)


12:15 - 1:30

DOMINGO, 20 DE MARZO / SUNDAY, MARCH 20h


21

SESIONES PLENARIAS / PLENARY SESSIONS (By Date)

Jane Hill, University of Arizona, Tucson (6:00 - 7:00) Tom Horne is Studying Spanish: Neo-liberal Theories of Language and Culture and the Struggle for Symbolic Resources Tom Horne, recently Superintendent of Education for the State of Arizona and now the state's Attorney General, argues that the fact that he is studying Spanish demonstrates that his attack on the Raza Studies Program in the Tucson Unified School District does not stem from any racist animus against Hispanics. I use Horne's claim as a starting point for a more general discussion of mechanisms in the appropriation of symbolic resources from lower-ranking groups in racialized heirarchies, and the way that these symbolic resources are reshaped and reconstituted so that they can become symbols of White virtue. One of these mechanisms is an oddly contradictory understanding of the nature of language, where, on the one hand, "language" and "culture" are seen as ineluctably linked (hence, to study a language implies an embrace of an associated "culture"), but, on the other hand, are reduced to symbolic commodities that are entirely removed from lingua-cultural processes as these are understood today by scholars.

Leo Chávez, University of California, Irvine (1:45 - 2:45) Constructing Latinos as a Threat to the Nation The nation embroiled in an often vitriolic debate over immigration reform, and tensions mount in states such as Arizona, where controlling immigration has become a local undertaking. This talk examines how media and public discourse construct Mexican and other Latin American immigrants and their U.S.-born children as a threat to the United States, focusing on the narratives of invasion, reconquest, and more recently, national security. It examines how these ideas become repeated and elaborated upon over time so that, in essence, they become “true.” Representations are, as Foucault suggests, embedded in a discursive regime, by which is meant that these authors and these representations do not exist in isolation. They can be found in works of a number of authors and various media, often self-referencing, that constructs knowledge and truth about Latinos. The principal, but not only, media focused on here are U.S. national magazine covers (visual images) and their accompanying articles (discursive representations) in the post-1965 era. After elaborating the discourse of threat that in public discourse about Latino immigrants and their U.S.-born offspring, this talk provides empirical evidence that undermines the truth-claims of this discourse. The talk concludes by noting that discourses of fear distract us from understanding processes of culture change and cultural hybridity that are occurring in society’s experiencing large-scale immigration.

Readings by - Susana Chávez Silverman, Pomona College (12:40 - 1:55) Glenn Martínez, The University of Texas – Pan American (5:10 - 6:10) Language Barriers in Healthcare and Spanish Heritage Language Education: Language Assistance, Language Acceptance, and Language Affirmation This paper explores the multiple adverse effects of limited English proficiency among Spanish speakers in the United States. In doing so, it presents a theory of language barriers that emphasizes language inequality over language difference and that suggests a pervasive role of language choice and ethnolinguistic identity in the health disparities experienced by Spanish speakers in the United States. Based on this theory, the paper goes on to highlight the most salient components of a unique Spanish for heritage learners program designed to address health disparities in Spanish speaking communities. Finally, it shows how this educational program impacts the Spanish speaking health care workforce of tomorrow through an affirmation of cultural knowledge, sociolinguistic sensibility and public health understanding today.

JUEVES, 17 DE MARZO / THURSDAY, MARCH 17th

VIERNES, 18 DE MARZO / FRIDAY, MARCH 18th


22

Ana Celia Zentella, University of California, San Diego (11:10 - 12:10) Spanish on the Job: Hired for speaking Spanish, fired for speaking Spanish Nowhere in the U.S. public sphere is Spanish more embattled than in the workplace. The experiences of those who have been banned from speaking Spanish on the job provide evidence in support of the claim that race and ethnicity have been remapped from biology onto language in the United States (Urciuoli (2000), and that linguistic profiling can be of a positive or negative type (Baugh 2001). More employers are seeking bilingual workers but the number of employer bans on languages other than English in the workplace is also rising. Spanish has been the target in a number of high profile cases, and legal decisions have been contradictory, some in favor of the employer ban and some in favor of the Spanish-speaking employees. The arguments of the employers reflect a growing tolerance for discriminatory linguistic profiling, particularly in those instances when employees who were hired for their ability to speak Spanish to customers were fired for speaking Spanish to each other. Additional data related to this issue come from my students' survey of over 500 Latinos, African Americans, European Americans, and Others in New York City concerning the their views as to the right of employers to restrict language. Latinos are the most likely to reject the imposition of English only laws, but Puerto Ricans differed from other Latinos in their reasons for opposing English only on the job. Readings by – Francisco X. Alarcón, University of California, Davis (12:15 - 1:30)

DOMINGO, 20 DE MARZO / SUNDAY, MARCH 20th

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PANELES / PANEL SESSIONS (By Date) The Discursive Production of Spanish in the US: Historical Approaches (Fri 2C) With Spanish gaining prominence in the US, increased attention has been paid to the portrayal of Spanish in the public sphere. This papers in this panel adopt a historical approach to the examination of representations of Spanish in the US. Each paper examines a different body of 19th or 20th century texts and analyzes the discursive production of Spanish in those texts. In addition to examining the historical texts themselves, we stress connections to the sociohistorical and political context in which they texts were produced and circulated. This approach both enriches our understanding of the history of Spanish in the US and sheds light on the historiography the present-day ideologies surrounding Spanish. The papers in this panel are also part of a larger project: José del Valle’s forthcoming A Political History of Spanish: The Making of a Language (Cambridge University Press.) Elise DuBord, Drew University Language, Church and State: Language Ideologies in Territorial Arizona In the late nineteenth century, southern Arizona was in a transitional stage of sociopolitical restructuring between Mexicans and Anglos. Arizona’s Catholic Church, first established under Spanish rule, was essential to the development of this distant Mexican frontier land before annexation by the United States in 1848 and 1854. After annexation, Anglo settlers brought with them ideals of Americanization and westward expansion to justify their usurpation of the preexisting sociopolitical system. These two disparate traditions simultaneously erected publicly-funded schools and private Catholic schools in the 1870s, allowing for different spaces for ethnolinguistic maintenance and assimilation. This paper examines the language ideologies that link Spanish with a Catholic, Spanish/Mexican heritage, and English with the taming of the ‘new frontier,’ Americanization, and Protestant ideals through the analysis of metalinguistic discourses and language practices identified in Spanish- and English-language newspapers; documents from the territorial government, Catholic Church, and public schools; and other historical accounts. Glenn Martinez, The University of Texas Pan American Language Instrumentalization and Public Health in Early Twentieth Century Texas This paper presents an analysis of the 1941 essay “Health Education for Spanish Speaking People in Texas” by Spanish language health promoter RC Ortega. It is the only contemplative piece known that contextualizes Ortega’s long career as a health promoter in Spanish speaking communities in Texas. At a time when Mexicans were dying of tuberculosis at a rate seven times the state average, Ortega ushered in a new culturally-based approach to health promotion that challenged prevailing theories of racial susceptibility for disease and that advocated for equal access to health care services among Mexicans. In this paper, I argue that Ortega’s health promotion work instrumentalized the Spanish language and drew on cultural traditions in order to reframe the view of Mexicans as dirty, diseased and disorderly. Through the instrumentalization of Spanish, I argue that Ortega laid the foundation for the liberal language policies that would blossom after the 1960’s. Jennifer Leeman, George Mason University The Racialization of Spanish in the US Census: A Historical Perspective Emphasizing the prominence of national censuses in official discourse surrounding national and group identities (Anderson, 1991; Kertzer & Arel, 2002), this presentation investigates the US Census as a site of ideological representation of Spanish. I critically examine the history of the classification of Latinos in the 200-year history of the US Census– including the 1930 “Mexican” race category, the “Spanish mother tongue” classification, the definition of “Hispanic origin” and the current home language use questions. I situate these various classification mechanisms to evolving ideologies regarding the relationship among language, race and nation and to changing ideologies of group difference, and in particular, the trend away from biology-based accounts of social characteristics and towards culture-based accounts. This analysis shows that how language ideologies have historically contributed to the racialization of Spanish, and to the portrayal of US Latinos as racial Others unable or unwilling to assimilate to the dominant culture. Arturo Fernández-Gibert, California State University, San Bernardino Spanish and English in Political Representations. New Mexico, 1846-1912 The historical roots of present language policies and linguistic ideologies in the United States can be studied through the very earliest communities of Neomexicanos in territorial/pre-statehood New Mexico. This chapter, after tracing the

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continuous presence of Spanish-speaking people in this land for over four centuries, will focus on metalinguistic discourses produced by Neomexicanos at a time when their ancestral language and culture were threatened by Anglo American immigration and political forces. Over many decades straddling the 19th and 20th centuries, Neomexicano editors, politicians, and educators defended and promoted the Spanish language as a symbol of ethnic identity, while at the same time encouraging the learning of English as the only means to guarantee education and legitimize their claim to the political rights of the Spanish-speaking population. This paper will present, on one hand, the development of New Mexico as a bilingual society in which two distinct communities competed for political power and representation, and on the other, the formation of a Spanish-language literate community fully engaged in self-representation. Spanish and English became the center of public debate on the eve of statehood as language was perceived to be symbolically charged in line with social, racial, and political values. The Spanish of the Californios of Alta California and Indigenous California Languages (Fri 3A) Martha Macri, University of California, Davis Spanish and Nahuatl Loanwords in Tübatulabal Tübatulabal, a Uto-Aztecan language of the Kern Valley of southern California, was recorded by John Peabody Harrington from 1919. Most speakers he interviewed spoke Tübatulabal and Spanish—his notes are a mix of these languages and English. Some Spanish words were incorporated into the Tübatulabal language, along with a few Nahuatl words introduced indirectly through Spanish, or directly from Nahuatl speakers brought to California by the Mexicans. Some words that appear to be loans, may be cognates arising from the common origin of Tübatulabal and Nahuatl. The dangers in identifying false cognates can be seen in "tzula" 'small dog' that Harrington erroneously suggests is a borrowing from the Spanish "chula." It occurs as a borrowing from Nahuatl into Mayan languages as one of several words for 'dog', spelled with syllabic signs tzu-la and tzu-lu (accompanying images of dogs) in Precolumbian Maya texts. Lajos Szoboszlai, University of California, Davis Spanish names in Native California Evidence of the Spanish period in California’s history are found in place names throughout the state. Yet even more ancient are the names given by the original inhabitants of California. Subsequent interplay between Native American languages, Spanish, and English names is evident both in place names and in tribal members’ personal names. The notes of J.P. Harrington give us evidence of this triple naming potential and reality. Notes for the Tachi and Tejon languages in particular include elicitations of individuals' “Indian names” in addition to their “American” names, which are in most cases Spanish names. While current names on documents and maps fossilize just one aspect of the past, Harrington’s notes allow for a more nuanced understanding of the historical interplay between Spanish and the languages of California. Margaret Cayward, University of California, Davis The Language of Zorro: Californio Spanish in the Transition from the California Rancho As early as the 1830s, Californios, or Californians who claimed Spanish descent, as well as many California Indians, spoke Californio Spanish. The words and usages found in Californio Spanish seem to have best encompassed the experiences of Spanish speakers in California, many of whom remembered Spanish as the language of the land. Following the 1849 Gold Rush, stories about Hispanic rebel figures who asserted a Spanish Californian sense of honor and bravery circulated widely as part of a general nostalgia but also as a specific expression of Hispanic social values and beliefs. For instance, Zorro and Joaquin Murrieta embodied the Californio term guapo, meaning besides handsome also fierce and ready to do battle. My examination of historic evidence, including the unpublished fieldnotes of John Peabody Harrington, reveals some of the ways that Californios thought about themselves that possibly helped to sustain them through tumultuous times of ethnic discrimination and injustice. Kathryn Klar, University of California, Berkeley J.P. Harrington's Notes for a Paper on "The Spanish Spoken by the Southwestern Indians" Among the "Miscellaneous Linguistic Writings" (compiled by Elaine Mills*) of John P. Harrington are notes for a paper which Harrington had tentatively titled "The Spanish Spoken by the Southwestern Indians: A Sketch of its Phonetics, Forms and Vocabulary." His consultant for this project was designated "G.L."?probably George Laird, which helps dates the collection of notes to the time during which Harrington's wife Carobeth was working with George Laird on

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Chemeheuvi, i.e. ca. 1919-1920. The notes are sparse and minimally organized; Harrington apparently never got back to this project after his divorce from Carobeth in 1920. In this paper, I will describe what I believe was Harrington's vision for a paper on this subject, and note the details which may be of interest to those using his other field notes for information on Southwestern Spanish. *The notes are in Volume VIII, Reel 27, frames 505-514 of the Harrington microfilms. James Sarmento, University of California, Davis J.P. Harrington Database Project From 1907 to 1957 John Peabody Harrington collected numerous ethnographic field notes on Native American communities throughout the Americas. The material he collected contains information, such as linguistic notes, songs, stories, and various other ethnographic insights. This presentation provides background information on the J. P. Harrington Database Project at the University of California, Davis and examines the notes related to his multi-lingual Spanish/English/Indigenous language consultants. The individual words and conversations transcribed by J. P. Harrington constitute a unique and extensive record of Old California Spanish. Nuestra herencia: Language Politics, Spanish and Teaching Chicanas/os –Latinas/os (Sat 4D) Elena Avilés,University of New Mexico; Vanessa Fonseca, Arizona State University; & Sandra Ruiz-Paz, University of California, Los Angeles Nuestra herencia In the last few decades, post-secondary institutions have witnessed a significant increase in the number of Chicana/o-Latina/o students. In response, language departments have created courses to address such language learning needs by offering specialized courses. This panel will explore the language politics that instructors encounter when teaching Spanish courses to the 21st century generation of Chicanas/os-Latinas/os. Outlining how the history of the Southwest is intricately tied to Mexican-Spanish language and culture, the panel discusses the pedagogical processes of designing courses that develop linguistic/literacy skills within our contemporary latinidad. Exploring the historical, political and social negotiations present in courses that reflect a wide diversity of linguistic, social and historical circumstances, we will focus on how the classroom becomes a site for fostering new and ongoing understandings of nuestra herencia. Panelists will focus on the common ground and shared experiences across three post-secondary institutions located in the Southwest (UCLA, ASU and UNM). Lengua de herencia y escrituras en contacto: múltiples perspectivas del discurso académico (Sat 5A) Este panel tiene como objetivo conjuntar diversas perspectivas tanto de análisis como de investigación respecto a la lengua de herencia y las escrituras en contacto en el marco del español en los Estados Unidos. Los ponentes de este panel presentarán múltiples análisis respecto a las características retóricas y lingüísticas propias del discurso escrito académico de las lenguas de herencia y de las escrituras en contacto. Se presentarán además los resultados de las investigaciones llevadas a cabo en distintas localidades de los Estados Unidos (i.e, Nuevo Mexico, Iowa, California), con hablantes de la lengua de herencia tanto del nivel secundario como universitario. Los trabajos analizan también las múltiples estrategias empleadas por los participantes en distintos tipos del discurso escrito como la narración, la argumentación y el ensayo académico. Se discutirán además las implicaciones de los resultados de estas investigaciones en la enseñanza y en el análisis de las escrituras en contacto. Maria Luisa Spicer-Escalante, Utah State University (Re)visioning Bilingual Narratives: The Unfettered Voices of the Oral and Written Discourse of Spanish Heritage Speakers This paper presents a brief and thorough discussion on the various approaches that have been used to analyze narratives, in general, and bilingual narratives, in particular. It also describes the characteristics of the models of analysis, drawn from different perspectives under which the correspondent spoken and written narratives of events for this research are analyzed (i.e. Bamberg, Chafe, McCabe, McCabe and Dickinson, Ochs, Olson). Thus, this presentation explains, exemplifies, and discusses the most relevant rhetorical and linguistic differences and/or similarities present in the spoken and in the written bilingual discourse when the 20 SHS, who participated in this study,

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narrate past events in both languages. The data for this research was gathered in a Southwest charter high school, where 96% of the student population is Hispanic. Implications of this study in the area of both the teaching and the analysis of bilingual writing will be also discussed. Sofia Paredes, Drake University ¿Qué estrategias retórico-lingüísticas emplean los estudiantes para argumentar? En este estudio se analizan las estrategias retórico-argumentativas y las características léxico-gramaticales empleadas por veinte hablantes de español como lengua heredada y veinte hablantes de español como segunda lengua durante la etapa inicial de adquisición de un registro académico escrito en español. Los ensayos analizados fueron producidos como asignaciones académicas durante cursos diseñados para estudiantes de español como lengua heredada y cursos para estudiantes de español como segunda lengua en dos universidades diferentes, una en el norte de California y otra en Iowa. Considerando las características específicas del género textual producido por los estudiantes (ensayo de respuesta a un fenómeno socio-cultural y comentario de textos literarios), se describen varias estrategias retórico-lingüísticas: la argumentación mediante la definición, el uso de topos argumentativos, la caracterización de la protagonista y la evaluación de las respuestas de los personajes frente a la adversidad. Los resultados de este studio muestran que en ambos grupos de estudiantes bilingües los textos considerados menos efectivos exhiben un mayor uso de recursos retórico-lingüísticos propios de la interacción oral cotidiana. Correspondientemente, los escritos más maduros en ambos grupos muestran un rango más amplio de estrategias lógico-argumentativo-gramaticales valoradas en un discurso escrito académico. Miriam Hernández-Rodríguez, University of California, Davis What Makes an Expository Essay Successful?: The Role of Causal Constructions and Quotes: a Functional Grammar Approach A partir del marco teórico de la lingüística sistémica funcional se analizan las características lexicogramaticales que distinguen al ensayo analítico en la disciplina literaria. En este estudio se analizan ensayos académicos en español escritos por estudiantes universitarios del nivel “upper-division”. Desde un enfoque gramático funcional se analiza, particularmente, el uso de la cita directa e indirecta así como las construcciones causales y el rol que juegan en la argumentación y organización del texto. En los resultados del análisis se distinguen las características léxico gramaticales entre un ensayo considerado como exitoso y un ensayo considerado de escritura incipiente con el propósito de perfilar futuras prácticas pedagógicas para el desarrollo de la escritura académica del español a un nivel universitario. Joseph Harrington, University of California, Davis El desarrollo de literacidad avanzada en el español como segunda lengua: análisis del grupo nominal La enseñanza e investigación del español como lengua extranjera o segunda en los Estados Unidos lleva una historia larga. A pesar de muchos proyectos alrededor de su adquisición, investigación en el desarrollo de literacidad (competencia académica) avanzada en éste ha recibido poca atención. Sin embargo, son estas capacidades las importantes en poder lograr éxito en no sólo contextos académicos, sino en profesionales y públicos. Esta ponencia presentará un análisis exploratorio de un corpus longitudinal de ensayos universitarios de aprendices del español como segunda lengua. Este corpus—todavía en proceso de recolección—sigue su progreso por 16 meses (cuatro trimestres). El presente foco analítico será del grupo nominal de un estudiante, presentando una descripción de su evolución temporal junto con un análisis funcional de ésta. Spanish in Context: Navigating Heritage Learner Identity in Educational and Community Settings (Sat 6A) Adam Schwartz, University of South Florida Digital Storytelling in a Medical Spanish Course for Heritage Learners Ancestral, cultural and sociolinguistic connections have long been an integral part of heritage language (HL) instruction. Oral history projects, in-depth interviews with parents and grandparents, and community-based surveys are important staples in HL instructional materials (cf. Roca, 2010). Educators seek to enhance students’ understandings of the unique struggles faced by their ancestors, in turn increasing student “investment” in language learning (McKay & Wong, 1996). This paper describes an Illness Narrative project used in a Medical Spanish for Heritage Learners course. The project consisted of student interviews with community and family members on illness and healthcare. Students then reconstructed the interviews into a cohesive narrative to script a “digital story.” Through topic analyses of

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representative samples of these stories, the study demonstrates how lived experiences of health inequality increase student investment in HL learning and how Spanish is reconceptualized as significant cultural capital in students’ commitment to eliminate health disparities. Philip Carter, University of Southern California Latino Immigration and the Cultural-Discursive Figuration of ‘Spanish’ in the U.S. South This paper considers the discursive figuration of ‘Spanish’ in the context of a middle school in the U.S. South. Employing field methods similar to those used in other sociolinguistic ethnographies (Bucholtz, 1999; Eckert, 1989/2000; Heller, 1999; Mendoza-Denton, 2008), this study draws on ethnographic data about the ways in which talk about Spanish by Latino and non-Latino students shapes the possibilities of Latino identity. Three sets of findings will be presented. First, conversational tropes about Spanish and Latino language use are identified in light of the broader cultural context of the school. Second, patterns of language use, which involve bilingual code-mixing, AAE, and a continuum of Spanish fluency, are presented in light of Bedlington’s overall sociolinguistic landscape. Finally, structural forces shaping the conditions of possibility for Latino identity, including unofficial prohibitions on Spanish, will be discussed. Ana Sánchez-Muñoz, California State University, Northridge Creating Community: Fostering the Linguistic/Ethnic Development of Spanish Heritage Learners as Bilingual Citizens Heritage language (HL) maintenance is linked to healthier levels of ethnic identity and better parental relationships; conversely, HL attrition/loss is associated to linguistic insecurity and inhibition that interferes with the language development process (Valdés, 1995; Villa, 1996). In order to maintain and develop the HL, there must be adequate language programs since the heritage learners’ (HLL) needs are different from those of second/foreign language learners. This paper explores Spanish language courses designed for HLL and their impact on the students’ linguistic confidence. The data analyzed in this paper comes from surveys and interviews of Latina/o young adults (18-23 years old) who are speakers of Spanish as a heritage language. The results show that HL confidence is linked to enrollment in HL courses, which in turns predicts higher HL maintenance (proficiency and use) that is crucial in the development of Latino/a’s ethnic identity. Delegación de California (Sat 7D) Luis Ríos, Academia Norteamericana de la Lengua Española (ANLE) Hablando bien se entiende la gente Hoy día en California, la voz inglesa en el español es una realidad sociolingüística. Los anglicismos en el español hablado son, a veces, inevitables. Se ofrece una guía de consejos idiomáticos de la ANLE, para aquellos interesados en diferenciar el español y la influencia del inglés. Víctor Fuentes, University of California, Santa Barbara Sobre lengua y cultura de los californios y las californias Basándome en unos documentos que ya conozco de los testimonios que se encuentran en la Biblioteca de la Universidad de Berkeley, de los californios que crecieron y vivieron en este estado en la época hispano/mexicana, examinaré unas calas en las peculiaridades de su lenguaje hablado y características principales de su cultura. Arturo Dávila, Laney College & University of California, Berkeley Destrezas del exilio: inglés, español, ‘hispanounidense’ y spanglish en el salón de clase En este trabajo me gustaría analizar y teorizar acerca de algunas estrategias o rasgos lingüísticos que los estudiantes bilingües –heritage students— utilizan cotidianamente para comunicarse dentro y fuera del aula. A partir de la noción del « hispanounidense » esbozada por el director de la ANLE, Gerardo Piña-Rosales y del llamado « espanglish », me detendré en ejemplos específicos observados en mis propias clases. Los jóvenes hispanos se desplazan en zonas bilingües pero se van inclinando hacia el mayor uso del inglés, por ser la lengua dominante. El fenómeno del code switching los ayuda a manipular situaciones en que han olvidado una palabra o la desconocen. Asimismo, la utilización de palabras en inglés empieza a filtrarse en su uso de la lengua. ¿Cuáles son los limites de esta interacción? ¿Cómo fortalecer la lengua española en un ambiente donde predomina el inglés?

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PONENCIAS GRUPALES Y INDIVIDUALES / JOINT AND INDIVIDUAL SESSIONS (Alphabetical by First Author)

A Rebeca Acevedo, Loyola Marymount University (Sun 8C) ¿Podemos hablar de un español patrimonial en California? Esta presentación ofrece, dentro del marco de la sociolingüística histórica, una perspectiva diacrónica sobre el origen de la variedad lingüística hispánica californiana. Considerando la tardía colonización de la Alta California (1769) y con base en evidencias documentales y demográficas, podemos confirmar que el español californiano, desde sus orígenes, presenta rasgos que lo identifican con la variedad americana, en particular la novohispana o mexicana. Constatamos que la mayoría de la población estaba formada por novohispanos, principalmente del noroeste; y que nunca existió en California una presencia mayor al 5% de peninsulares. Con esta evidencia refutamos la posición tradicional de que el español californiano fuera en sus orígenes de banda europea. Asimismo, se rechaza la idea de que esa variedad original haya desaparecido después de la Guerra México-EEUU para ser posteriormente sustituida con la llegada de un español de reciente importación. Sondra Ahlén, SAVIC (Sondra Ahlén Voice Interface Consulting) (Sat 4C) ¿Inglés o español? How Organizations Offer Spanish in the U.S. to Communicate with Individuals: Issues and Recommendations Many studies have explored Hispanic/Latino culture and language preference, usage, and attitudes in the U.S. These studies are typically focused on public policy, education, marketing, media, and advertising, rather than the Latino customer experience. This presentation focuses on problems with the ways that organizations offer Spanish in the U.S. to communicate with individuals. Observations include an automated system offering Spanish in English: “For Spanish press the pound key.”, or the U.S. Census Bureau sending English questionnaires to Spanish-only speakers. Additional issues include dialectal differences, bilingual language preferences, and mixtures of both languages, including Spanglish and code-switching. The extent to which organizations do well or poorly in offering Spanish can significantly impact profitability, public perception of those organizations, and an individual’s sense of worth or disenfranchisement. The presentation will make recommendations a) for organizations on ways to better communicate with individuals; b) for academia to better educate students in this field, and c) for private, government, or academic researchers on methodology related to studying the Latino customer experience. Francisco X. Alarcón, University of California, Davis (Sun 8D) Califas en español: por la lengua de nuestro pueblo, habla la poesía Mi presentación intenta explorar el pasado inmediato, el presente y el futuro del español como lengua literaria del grupo étnico minoritario chicano/latino en los EE.UU., su manifestación a través de la obra poética de poetas chicanos/latinos de California, su posible enseñanza en aulas, y responder a la pregunta: ¿Es la poesía chicana/latina contemporánea escrita en español el género literario que representa el último reducto de la expresión literaria en español del grupo minoritario chicano/latino en los EE.UU. en el presente y el futuro inmediato? Mientras que la narrativa chicana/latina ahora se expresa principalmente en inglés, el español sigue teniendo vigencia en la produccion poética de autores chicanos/ latinos en California. Mi estudio se concentra en las obras poéticas escritas en español por poetas principalmente de California: Alurista, José Montoya, Juan Felipe Herrera, Gloria Anzaldúa, Alejandro Murguía, Lucha Corpi, Martivón Galindo, Gloria Velásquez, Jorge Argueta, Rigoberto González, Francisco Aragón, entre otros poetas. Lucía Aranda, University of Hawaii (Sat 5C) Spanish in the Pacific Spain's extensive presence in the Pacific remains largely unknown, especially in Asia Pacific. However, it dates back to the first explorers who arrived to the area in the 16th century. The Indias Orientales Españolas or Spanish East Indies encompassed at some point or another the territories of the Philippines, the Mariana Islands, the Caroline Islands, and, for a short time, parts of Formosa (today Taiwan), Borneo, Brunei, Palau and the Moluccas. Three centuries later Spain had lost its last territories in the Pacific: in 1898 most were handed over to the United States and in 1899 the remaining islands were sold off to Germany. The influence of Spanish in Asia Pacific is irregular at best although it is most noticeable linguistically and culturally. This presentation will address the presence of Spanish in the Pacific and the consequences of this contact. 29

B Alejandra Balestra, George Mason University (Fri 3D) Un paso más para el desarrollo de actividades para los cursos de herencia: el testimonio En varios trabajos se menciona la necesidad de desarrollar actividades apropiadas para los estudiantes hispanohablantes (Valdés 1997, Potowski 2005). Valdés (1997) señala cuatro objetivos principales que debe tener un curso de español para hablantes nativos: preservar el español; adquirir el español estándar sin eliminar la variedad del estudiante; expandir el espectro bilingüe para que pueda comunicarse en más contextos y transferir habilidades de lectura y de escritura del inglés al español. En este ensayo se analiza una actividad preparada para una clase de español para estudiantes nativos o de herencia. Los estudiantes entrevistan a miembros de su familia o de la comunidad para, luego, escribir dos ensayos. En una entrevista realizan preguntas sobre la educación bilingüe y, en la segunda, sobre la cultura de herencia. Lo que comenzó como una actividad de escritura, adquirió entre los estudiantes el carácter de testimonio, donde ellos re-conocen y revaloran al entrevistado/a. Carolina Barrera-Tobon, City University of New York's Graduate Center & Fashion Institute for Technology, State University of New York (Fri 3B) Lenguas en contacto y el orden de palabras en el español en Nueva York: un análisis variacionista, pragmático, y prosódico entres dos generaciones de latinos Basados en una muestra de hispanohablantes recién llegados a Nueva York procedentes de diferentes zonas latinoamericanas, así como sus descendientes nacidos en la Ciudad, analizamos el orden variable de palabras. Utilizando un análisis cuantitativo y cualitativo, estudiamos los efectos de la función pragmática y la prosodia sobre el orden de palabras entre dos generaciones. Demostramos que hay una diferencia generacional en cuanto al orden variable de palabras. Además, encontramos que las distintas generaciones de hispanohablantes usan la prosodia y el orden de palabras de diferentes maneras para comunicar diferentes intenciones pragmáticas. Estas variables operan de forma diferente en las diferentes generaciones ya que los hablantes nacidos en Nueva York usan un orden de palabras más rígido y una prosodia más variable, mientra que los hispanohablantes recién llegados demuestran un orden más variable y una prosodia más rígida. Sara Beaudrie, University of Arizona (Fri 1C) Spanish Heritage Language Education in the United States: The Current State of Affairs The existing literature on SHL programs in the US (Wherritt & Cleary, 1990; Ingold et al., 2002) indicates that the number of departments offering courses still remains small (18% and 17.8% respectively). Recent regional data, however, shows a more widespread availability of SHL programs in the Southwest (Beaudrie, forthcoming; Valdés, 2006; Blair & Wilkinson, 2010). The primary aim of this presentation is to provide an up-to-date account on the state of SHL programs at four-year universities nationwide. Utilizing survey methodology, the study inquired about the availability and types of SHL programs. Results showed a remarkable increase from previous findings. SHL courses are now offered in 40% of universities with at least 5% of Hispanic population and in 27 states. The presentation will report the quantitative and qualitative results of the survey and advance reflections on future directions for SHL programmatic and curriculum research. Flavia Belpoliti, University of Houston; Encarna Bermejo, Houston Baptist University (Fri 1B) Advancing Oral Proficiency: Insight from a Spanish Heritage Speakers’ Placement Exam This study discusses the results of the Oral Section of a Placement Exam for Spanish Heritage Speakers (SHS), and provides a multi-approach analysis for measuring heritage learners’ oral skills in Spanish. At the same time, it shows the oral proficiency advancement after two semesters of formal college Spanish. The oral section of the Placement Exam is a 20 minute test which includes ten short questions and three larger segments to elicit description, narration and explanation based on visual prompts. Two groups of SHS currently enroll in the Spanish for Heritage Learners Program at a large university in the Southwest piloted the oral section in Spring 2010. The first group is made up of 15 students placed at the entry level, while the second group includes 15 students who have already taken two semesters of academic Spanish. The analysis focuses on degree of fluency, vocabulary use and cohesion strategies. Joelle Bonamy, Columbus State University (Sun 8A) Codeswitching in Gibraltar: A Case Study This presentation explores language contact and identity in Gibraltar. Although English is the official language, the Gibraltarian is bilingual and is typically raised in a Spanish-speaking home. The existence of English and Spanish within this relatively small but stable bilingual community is ideal for investigating language contact phenomena. In

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particular, lexical and pragmatic motivations for codeswitching are analyzed (Myers-Scotton, Poplack, Moyer, Lipski). The data for this presentation was collected from Gibraltarians of a generally similar socio-economic status. The results find that lexical switch frontiers for almost all items analyzed were statistically insignificant with a few exceptions. The pragmatic motivations for codeswitching reflect strongly a culture with specific identity values. These results may have implications for this bilingual community in other areas of language contact including societal language shift, maintenance and policy. Earl Brown, California State University, Monterey Bay (Fri 3B) Lenition of Spanish /s/ at the Other End of the Continuum In general, the lenition of /s/ in Spanish (e.g. estás > ehtáh) is conditioned by frequency. Recently, it has been shown that the influence of frequency diminishes as the overall rate of lenition in a given dialect approaches categorical lenition, as in Caribbean varieties. However, no study explicitly tests whether the same trend is true at the other end of the continuum, that is, in dialects with near categorical maintenance. This study seeks to address this paucity by acoustically analyzing the duration, centroid, and voicing of 236 tokens of /s/ produced by an immigrant Mexican speaker of Spanish living in Salinas, California. The results of linear regressions suggest that frequency doesn't play a significant role in this low-leniting dialect, mirroring what is seen in very high-leniting dialects. This study increases our understanding of frequency and highlights the importance of studying /s/ in low-leniting dialects, in addition to high-leniting ones. Esther L. Brown & Javier Rivas, University of Colorado Boulder (Fri 1D) Variable Haber Agreement in Puerto Rican Spanish We report the results of quantitative statistical analyses of the variable agreement of the Spanish existential verb haber with its Presentatum (había/n casas) in the spontaneous discourse of 32 native speakers of Puerto Rican Spanish. We extract 352 cases of haber with singular and plural referents and find that innovative agreement [plural~plural (N = 53)] is more frequent than non-agreement [singular~plural (N = 39)], and that imperfect indicative forms make up the bulk of the innovative forms (N = 36). Using multiple regression analyses, in addition to the social and linguistic factors identified in previous analyses (e.g.: Bentivoglio & Sedano 1989, De Mello 1991, Díaz-Campos 2003, D’Aquino Ruiz 2008), we show that plural forms of haber correlate with pragmatic factors such as counter-expectation and hyperbole, similar to suggestions regarding [there is/there are + plural] in English (McCarthy & Carter 2004:167). Félix Manuel Burgos, University of New Mexico (Sun 8A) Ideologías lingüísticas y medios de comunicación: el caso del noticiero univisión Los medios de comunicación juegan un papel importante en la creación de ideologías lingüísticas (Schieffelin et al. 1998), entendidas como valoraciones colectivas frente a variedades de una lengua. Esta investigación explora las percepciones de hablantes nativos del español en relación con los estilos discursivos de los presentadores del Noticiero Univisión. A partir de una metodología etnográfica, basada en entrevistas y grupos de foco, se presentaron varios segmentos del noticiero y se indagó por la percepción de los participantes con respecto al español usado por los presentadores. Los resultados indican que la mayoría de participantes identifican estos estilos como “huérfanos”, en el sentido de que no es posible establecer con claridad su origen dialectal y ejemplos de “buen español”, al asignarles una alta valoración positiva. A partir de estos resultados, se propone una discusión sobre la influencia de los medios en la configuración de identidad lingüística hispánica en los Estados Unidos. Anamaria Buzatu, University of California, Los Angeles (Fri 2D) Porteño Spanish in Los Angeles: A Pilot Study Argentineans are often considered isolated from the Hispanic community at large. Thus, the proposed research question was whether they speak like the rest of the Hispanic community or not. In order to test the hypothesis that Argentineans are considered isolated from the Hispanics in terms of the use of the vernacular Spanish of Los Angeles (Parodi 2003, 2005, 2009a, 2009b), this study analyzes Argentinean vs. non-Argentinean linguistic features of two Argentinean siblings in Los Angeles: what type of Spanish dialect the siblings use and speak. Data was collected by means of two interviews conducted individually: 1) an informal/conversational interview with questions prepared by the interviewer and 2) a pictographical test (a spontaneous and natural speech) where subjects described a photo in a conversational style. Both interviews were conducted to check their use of porteño, vernacular and/or standard Spanish (mainly phonological features). The results were quantified and subsequently discussed.

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C María del Rocío Carranza Brito, Universidad Nacional Autónoma de México (Fri 3B) Nivelación dialectal en Nueva York. Mexicanos en contacto En la ciudad de Nueva York es posible escuchar expresiones como la siguiente: Vamos a coger la guagua para no andar a pie todo el bloque Lo interesante es que son producidas por migrantes mexicanos que residen en la ciudad desde hace más de 10 años. Contrario a lo que sostienen algunas investigaciones (Silva-Corvalán, 1990, 1994), estos hablantes no están sustituyendo el español para adoptar el inglés, sino que han optado por incorporar a su habla vocabulario y expresiones del dialecto de prestigio: el caribeño. Al igual que las investigaciones sobre el proceso de nivelación dialectal del español (Zentella, 1990; Otheguy, Zentella, Livert, 2007), este trabajo muestra que los mexicanos no aportan elementos léxicos de su variedad a la de Nueva York, sino que adoptan los de la variante de uso mayoritario en esta ciudad. Eugenia Casielles, Wayne State University (Sat 4A) Codeswitching in The Brief Wondrous Life of Oscar Wao This paper examines Spanish-English codeswitching in The Brief Wondrous Life of Oscar Wao by Junot Díaz. First, I show that this work is an example of what Torres (2007) refers to as Radical Bilingualism, where Spanish words do not appear in italics and are not followed by translation. Instead, Spanish words, phrases and sentences appear next to English ones with no special marking, as they do in the lives of bilingual Hispanics. Second, I analyze the types of switches following Muysken’s (2000) categories (Insertion, Alternation, and Congruent Lexicalization) and I point out that in this text the main mechanism is that of Insertion. Thus, in contrast to other radical bilingual texts, which include whole paragraphs in Spanish, the main strategy used here, which is more subtle, but still powerful, goes from the sentence level down to the phrasal level and rather than alternating with English, Spanish becomes part of English. Vera Cerqueiras, CIEE-FLACSO Argentina (Sat 7C) Español y salud o salud en español: la gestión de la enseñanza de español en ámbitos profesionales En esta comunicación, mostraremos de qué manera las decisiones adoptadas a la hora de diseñar los cursos de español correspondientes al Programa de Salud Pública y Comunitaria organizado por CIEE –Council on Internacional Educational Exchange- en su sede académica de la República Argentina han permitido abordar exitosamente el problema de la disociación entre lengua y contenidos disciplinares que usualmente se presenta en la gestión de la enseñanza de idiomas en ámbitos profesionales, y, consecuentemente, optimizar los resultados del aprendizaje. Para lograrlo, se trabaja desde una perspectiva de enseñanza centrada en contenidos, la que tiene implicancias en el diseño de actividades, articuladas en tres fases, según las distintas etapas del Programa; en la selección de materiales, que prescinde del “libro de lengua”; en la dinámica de clases, que oscila entre distintos agrupamientos y la tutorialización individual; y, finalmente, en la explotación didáctica de la situación de inmersión lingüística de los estudiantes. John Chaston, University of New Hampshire (Fri 3D) Subjunctive and Indicative in Noun Clauses of Doubt and Denial in the Speech of Spanish/English Bilinguals in New England This work reports usage norms of mood selection in Spanish subordinate clauses which follow a variety of expressions of doubt or denial: ser dudoso que, no ser verdad que, no creer que, negar que, no ser obvio que, no estar claro que, etc., in the speech of three groups of adult Spanish/English bilinguals in New England: those who arrived to the region as adults, those who arrived as children, and those born in New England to Spanish speaking families. The linguistic data, excerpted from taped interviews, enable a quantitative and qualitative analysis of mood selection in these expressions as they are correlated to extra-linguistic characteristics of each speaker and group. These results are further compared to similar expressions of doubt and denial found in the Corpus del español compiled by Mark Davies in order to compare and contrast them with monolingual samples of modern Spanish writing and speech. Loren Chavarría, Juan Antonio Trujillo & Michael Woods, Oregon State University (Sat 7C) ¿Se Equivocó la Paloma?: Student and Faculty Reflections on Radical Education Since the spring of 2006, the Spanish program at Oregon State University has offered a 15 credit team-taught, community-based capstone learning experience for second language and heritage learners structured around

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principles of critical pedagogy and current research in student engagement. The program has gained significant recognition from the institution, but to recent faculty and students has begun to feel increasingly unsustainable. This paper takes stock of the learning community, identifying its successes and challenges as perceived by the program faculty and by former students, many of whom have graduated and had a chance to discover whether their experience has had value in their personal and professional lives beyond the campus. Does this remain a viable educational model? Cecilia Colombi, University of California, Davis (Fri 1A) Hablamos español: el español en los medios de comunicación En 2007 la “Association of Hispanic Advertising Agencies” estimó que el valor del uso del español en el mercado norteamericano sería superior a 900 mil millones dólares (Gorney 2007). En esta presentación se analiza el uso del español, el cambio de código y el uso del inglés y español en los anuncios publicitarios en California, utilizando como marco teórico la lingüística sistémica funcional (Halliday, 1978, 2009), la teoría de la valoración (Martin& White, 2005) y la de multimodalidad (Kress y Van Leewen 1996, 2010). Se han identificado tres patrones generales: a) la traducción literal del inglés al español, 2) una recreación del anuncio en inglés adaptándolo semántica y culturalmente a la comunidad hispanohablante y 3) el uso del Spanglish como símbolo cultural de los latinos en los EE. UU.. Se presentarán las implicaciones sociales y educacionales del uso del español o del Spanglish en los medios de comunicación. D Justin Davidson, University of Illinois at Urbana-Champaign (Sat 5C) Interference of Catalan in Barcelonan Spanish: A Sociophonetic Perspective We assess the potential for a linguistic change in progress in the Spanish of Catalonia motivated by the increased contact between monolingual speakers of non-Catalonian Spanish (MS) and speakers of Spanish in contact with Catalan (CCS) in Barcelona, Spain. The CCS phonetic feature under investigation is the voicing of intervocalic voiceless alveolar fricative /s/ (e.g. los años [lo.sá. ɲos] > [lo.zá. ɲos] "the years"). It is hypothesized that /s/ voicing has become more pervasive and salient among CCS speakers as a consequence of recent social changes connected to the increasing immigration of MS speakers to Barcelona in the last two decades. The results suggest that /s/ voicing is acquiring social meaning to index native CCS speakers from other speakers of Spanish. Quantitative (e.g. SPSS) and qualitative sociolinguistic analyses (cf. Labov 1990) are performed on elicited CCS careful speech data from approximately 30 Barcelona university students. Elizabeth Dayton, University Puerto Rico, Mayaguez (Fri 3C) The Diffusion of Lexical Transfers in English in Puerto Rico: The Influence of Primera Hora Primera Hora is a Spanish language daily newspaper in Puerto Rico. Until 2008, its motto was "fácil de leer." In 2009, it changed its motto to "¡Habla como tú!" This paper investigates borrowing, the incorporation of English, in Primera Hora. Data collection involved the extraction of borrowed lexical items from 2008-2010. Data analysis stemmed from Weinreich (1953) and involved the categorization of items in terms of processes and products of lexical borrowing. The analysis revealed three areas of interest: 1) the orthographic integration of loanwords, 2) the potential for stylistic variation, which is created through the synonymy of Spanish words and English lexical borrowings, and 3) borrowed English slang words and the role informal varieties play in lexical borrowing. Through these three areas, the paper addresses the wider topic of the influence of mass media on the diffusion of lexical transfers in English in Puerto Rico. Gloria Delany-Barmann, Western Illinois University (Sat 6D) “I see you and I know who you are”: Heritage Language Learners as Bilingual Teachers There is a growing body of research that examines bilingual teachers that are also heritage language learners (Riegelhaupt & Carrasco, 2000; Sutterby, Alaya & Murillo, 2005). Meeting the academic and socio-cultural needs of HLLs that are future bilingual teachers is imperative in order to prepare them to work effectively in bilingual settings as they signify a valuable asset in the teaching force where linguistically and culturally diverse teachers are woefully underrepresented (Sakash & Chou, 2007). This paper describes the development of academic Spanish language proficiency in bilingual teachers at a Midwestern University where nearly half of our students are heritage language learners and represent many of the potential portraits associated with the HLL (Carreira, 2004). Surveys, interviews and observation are examined to determine

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participants’ confidence, attitudes, and abilities in teaching content in Spanish. Also presented are strategies employed for addressing our students varied needs as HLLs and future bilingual teachers. David Divita, Pomona College (Sat 4B) Language Ideologies Across Cultures and Time: Household Spanish Publications in France (1964) and the United States (2005) In this paper, I investigate striking similarities in publications aimed at teaching household Spanish from 1960’s France and the present-day United States. Although they emanate from different cultural and historical contexts, I show through discourse analysis that these publications nevertheless reflect and diffuse similar ideologies about the Spanish language and the individuals who speak it. In France, such negative attitudes towards Spanish eventually neutralized as immigrants from Portugal and North Africa began to outnumber those from Spain. In the United States, however, as illustrated through an analysis of American publications from 1959 to the present, negative valuations of Spanish and its speakers have only grown more covert. Through my comparison of the French and American cases, I suggest a possible trajectory for the complex of language ideologies surrounding Spanish in the United States--one that is tethered both to large-scale sociopolitical processes and the dynamics of small-scale interaction. Laura Dubcovsky, University of California, Davis (Sat 6D) El desarrollo del español escrito de futuros maestros bilingües Dada la necesidad de tener buenos programas bilingües en California para que los estudiantes puedan aprender, mantener y enriquecer el español, es menester enfocarse en la formación lingüística de los maestros. En esta presentación nos ocuparemos específicamente del desarrollo de la escritura en español de estudiantes universitarios que están en un programa de credencial o que declaran interés por ser maestros bilingües. Los ejemplos fueron analizados dentro de una perspectiva socio-cultural y siguiendo principios de la lingüística sistémica funcional. Desde el punto de vista socio-cultural, los resultados de la escritura reflejan cómo los maestros estudiantiles se van integrando gradualmente a la comunidad educativa, en su rol de docente bilingüe. De acuerdo con el análisis lingüístico funcional los estudiantes demuestran en su escritura un interés creciente por los usos del español, a la vez que crean un discurso educativo que combina el registro coloquial y el académico de manera original. Cynthia Ducar, Bowling Green State University (Sat 6B) SHL Learners' Attitudes & Motivations: A Call to Action Research in the field of Spanish second language acquisition (SLA) has long established the important, albeit arguably indirect relationship that attitudes and motivation have on language learning (see Baker, 1992; Dörnyei, 2001 and Gardner, 1985 for an overview); corresponding research in the burgeoning field of Spanish as a heritage language (SHL) remains in its infancy (Lynch, 2003). This presentation synthesizes research on this topic in the SHL field, arguing that SHL learners have distinct motivational and affective needs as compared to their SLA peers (see Beaudrie & Ducar, 2005; Carriera, 2000, 2004; Ducar, 2008; Lynch, 2003; Oh & Au, 2005; Potowski & Carriera, 2004; Reynolds, Howard & Deak, 2009; Schreffler, 2007; Schwarzer & Petrón, 2005; Tallon, 2009; though see also Coryell & Clark 2009). The presentation concludes with a call to incorporate more multi-methods and qualitative approaches to the study of attitudes and motivation in the SHL context. Jenny Dumont, University of New Mexico (Sat 7A) Building a Bilingual Corpus: Community-Based Data Collection Sociolinguistic research has long pointed out the importance of community-based data collection (Labov 1963, 1966; Poplack 1980, 1988, 1993; inter alia). However, a speech community can be difficult to define, and even once identified, it can be problematic for the researcher to gain access. These issues can be even more delicate in a bilingual community. In New Mexico, Spanish and English have been in intense contact for over 150 years, making New Mexican bilinguals a valuable resource in the study of the effects of long-term linguistic contact. However, contact with Mexican Spanish and English (both of which threaten Traditional New Mexican Spanish, Bills & Vigil 1999) further complicate the delineation of this speech community, both as interviewees and interviewers. This paper reviews issues related to defining such a bilingual community, and underscores the value of working with graduate and undergraduate students who come from the community as fieldworkers.

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E Anna María Escobar, University of Illinois at Urbana-Champaign (Fri 2A) From Minority to Majority Pattern in Language Contact: Possessives In spite of its frequency in contact situations (Heine and Kuteva 2005), the emergence of a minor use pattern as a major use pattern in contact varieties is not always recognized as a contact phenomenon by specialists of the language. Arguments against a contact-induced analysis are especially prevalent when the given phenomenon also appears in either monolingual (non-contact) varieties of the language, or in a different variety in contact with another language. This is the case of possessive constructions in the Andean region, in examples such as 'Los pobladores vienen a Tinta [a]hacer su negocio', and 'Su hermano de él, él vivía con su esposa'. Analyses of data from different types of speakers of the region are used to help explain how changes in pattern frequency in these Spanish varieties are a consequence of contact-induced grammatical generalizations. F Eduardo Faingold, University of Tulsa (Fri 1C) Using Sociolinguistic and Psycholinguistic Evidence to Fight English-Only in the US Based on a large body of psycholinguistic and sociolinguistic evidence, this paper argues that the use of Spanish in the work-place by US Hispanics is not a matter of choice but an unconscious and automatic linguistic behavior as well as a crucial marker of social and cultural identity for these individuals or groups. Lacking a business necessity, seeking a linguistically-homogenized work-environment in the US --English-only rules-- may be intimidating and offensive to Hispanic and other bilingual individuals or groups because such rules prevent these individuals or groups from doing something that is natural and spontaneous as well as culturally relevant to them. This paper is based on an expert witness report that the writer authored for the plaintiffs in Maldonado v. Altus, 433 F.3d 1294 (10th Cir. 2006). Rikki Farfel & Dillon Reardon, University of New Mexico (Fri 3B) Mock Spanish in the Southwest: Inherently Negative Racializing Discourse or Indicator of the Increased Importance of Spanish in American Vernacular? Building on the work of Zentella 2003 and Hill 1999, this study explores college students’ attitudes toward "Mock Spanish”(MS)- which Hill labels as "covert racist discourse" (Hill 1999: 683). Because of their likely exposure to MS, participants consist of students enrolled in Spanish courses at the University of New Mexico. Data has been collected using a survey which asks students where they have heard specific MS phrases, the context, and to rate their perceptions of the phrases on a scale of 1 to 5 (where 5 is offensive). Results show that phrases such as “Hasta la vista, baby” and “Macho man” are perceived as devices of the media and are not used colloquially. Also, participants overwhelmingly define “Mock Spanish” as being used by English monolinguals or English-dominant bilinguals. However, in the aggregate, neither native Spanish-speakers nor non-native Spanish-speakers find such uses to be offensive. G Arline Garcia & Alison Green, Highline Community College (Sat 6C) Who – or What – Wrote this Assignment? Raising Student Awareness about Machine Translation Tools, Plagiarism, and Literacy Practices Students who struggle with writing assignments may resort to using online machine translation tools or getting Spanish-speaking friends to write some or all of their assignment for them. These choices can lead to writing that is inappropriate or mystifying, to say nothing of the lost opportunity for learning. Research on the ways that students handle both L1 and L2 writing assignments suggests that simply telling students not to use machine translation or not to get help from friends is ineffective. Rather, students need to develop skills in analyzing literacy practices in order to make choices about tackling particular writing tasks. We (Arline García, Spanish, and Allison Green, English composition) collaborated across disciplines to develop and present a lesson that would raise first-year Spanish students’ awareness of the literacy practices in their Spanish class. In this presentation, we describe the lesson and analyze its effectiveness, using a pre- and post- lesson questionnaire.

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Maryellen Garcia, The University of Texas at San Antonio (Sat 7A) Generación, historia local, y el hablante bilingue Claro está que la caracterización según el modelo de Fishman del desplazamiento de algún idioma étnico a través de tres generaciones es una simplificación. Cada centro urbano al cual ha habido período de diáspora notable de hispanohablantes y hasta sucesivas olas de inmigración de los mismos tiene su propia historia y también su explicación única del mantenimiento o desplazamiento de la lengua española. Este trabajo se enfoca en una comunidad tejana donde el desplazamiento ha sido lento, dando la impresión de un bilinguismo estable. Seleccionando hablantes de distintas edades y generaciones se ofrecerá datos que sugieren otros factores para explicar su fluidez o falta de la misma. De tal forma se propone la importancia de la historia linguística de la comunidad y su identidad hispana local como explicación del aparente mantenimiento de una lengua retrocediente. Lorena Gómez, University of Alabama (Fri 3C) La inmigración léxica en el periódico colombiano en línea el tiempo. Réplica de investigación sobre anglicismos en Colombia a la luz del uso actual en diccionarios, artículos y blogs La presente es una réplica del estudio realizado por Petersen (1970) a la luz del discurso de dos diccionarios de la Real Academia de la Lengua, artículos de prensa y blogs en el periódico colombiano en línea El Tiempo. Se analiza la discrepancia cuantitativa y cualitativa entre diferentes tipos de discurso y se describen los blogs como una fuente importante de nuevos préstamos y neologismos. Los datos presentados aquí hacen parte de la investigación doctoral acerca del uso de préstamos léxicos en la prensa escrita colombiana en un rango de 20 años. Rivadeneira (2008), Alfaro (1964), Ortíz Sánchez, Joya, Londoño, y Carlosama (2000), y Gimeno y Gimeno (2003) estudiaron los préstamos léxicos en Bolivia, Panamá, Colombia, y España. Sin embargo, se necesita investigación acerca del proceso de transferencia léxica en el ámbito monolingüe del español colombiano. Lillian Gorman, University of Illinois at Chicago (Sat 4C) “Es como si ya nos conociéramos”: Spanish Heritage Learners and Ethnolinguistic Identity in the Study-Abroad Context My study focuses on heritage language identities within the study abroad context. Over thirty years of research has proven that the pedagogical needs of Spanish heritage language (SHL) learners are distinct from second language students. Yet, the experience of the SHL learner in the Spanish study abroad context has rarely been addressed. The present study documents the experiences of 23 SHL learners from New Mexico in a study-abroad program designed exclusively for heritage learners. Data was collected over two summers and included two on-line surveys, a series of focus group interviews, my own participant-observation, and short interviews with Nicaraguan locals who regularly interacted with the students. Preliminary analysis of the data focuses on the participants’conceptualizations of their ethnolinguistic identities in relationship to each other and the Nicaraguan locals with whom they interact. My analysis engages the unique cultural and linguistic issues that arise when U.S. Latinos visit Latin America. Patricia Gubitosi, University of Massachusetts; & Elena Garcia-Frazier, Mount Holyoke College (Sat 7A) Key Factors Affecting Language and Identity: The Experience of a Spanish-Speaking Community in Western Massachusetts Heritage languages, as many scholars have stated (Fought 2006; Bustamante-Lopez 2008; Rothman and Nino-Murcia 2008), are an ethnic characteristic identifying minority groups. In these communities, language is a critical factor influencing identity as a continuous construction emerging from interactional practices (De Finna, Schifrin, & Bamberg 2006). In this paper we present the results of a study conducted in Western Massachusetts where this community has shown an impressive growth during the last decade (www.census.org). Our findings reveal the connection between affective and volitional factors affecting language choice, identity formation and group association. We surveyed 15 Spanish heritage language learners (HLL) enrolled in Spanish classes at a research university in Western Massachusetts, Data analyzed in this project is based on students’ questionnaires and fifteen one-hour face-to-face interviews. Patricia Gubitosi, University of Massachusetts; & Mabel Giammatteo, Universidad de Buenos Aires (Fri 3C) Bilingüismo bicultural en el ciberespacio. Redes sociales y hablantes bilingües El lenguaje del ciberespacio ha sido calificado como una nueva lengua-centauro: en parte oralidad, en parte escritura (Baron 2000). En ese sentido el lenguaje de los nuevos medios de comunicación (redes sociales, blogs y mensajes de texto) captura la instantaneidad de la lengua oral plasmándola en texto escrito; resultando así un

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excelente escenario para analizar el uso del lenguaje y las innovaciones –tanto léxicas, sintácticas y gráficas- producidas por hablantes bilingües de español e inglés en los Estados Unidos. Este trabajo examina las interacciones de dos grupos separados de usuarios de facebook, y evalúa las distintas estrategias usadas por hablantes monolingües de español y por hablantes bilingües de español e inglés: por un lado, examinamos interacciones de 10 hablantes bilingües de español e inglés que viven en los Estados Unidos aunque mantienen fuertes lazos con su país de origen; por otro lado, 15 hispanohablantes que viven en un país monolingüe. Manuel Gutiérrez,University of Houston (Fri 2D) Hablando en chiquito: -ito en el español de Houston Estudios de lenguas en contacto han entregado evidencia que indica que la morfología ofrece gran resistencia en situaciones de tensión lingüística. Algunos morfemas se mantienen altamente productivos; sobre los diminutivos ya Lenz señalaba “… son la parte más viva de la gramática castellana …”. Estudios sociolingüísticos han demostrado la preferencia de las hablantes femeninas por su uso. El presente trabajo intenta determinar el grado de vigencia que el diminutivo –ito tiene en el español de Houston. Para ello, examina la producción de hablantes distribuidos en grupos generacionales y de acuerdo al sexo, y datos de hablantes mexicanos. Los resultados apuntan no solo a la plena vigencia del diminutivo, sino a un aumento marcado en las generaciones con mayor contacto con el inglés. La diferencia entre hombres y mujeres revela que el grupo monolingüe se ajusta a hallazgos previos; en la situación de contacto, sin embargo, la preferencia se ha invertido. Javier Gutierrez-Rexach, Ohio State University; & Melvin Gonzales-Rivera, The College of Wooster (Fri 1C) Degree Quantification in Puerto Rican Spanish: The Case of Más Nada Contrary to other Spanish dialects, in Puerto Rican Spanish (and Caribbean Spanish in general) it is possible to delimit or restrict an n-word with a degree delimiter occurring before the negative element: más nada, más nunca, más nadie, más ninguno. Post-neg delimitation is also found in Puerto Rican Spanish: nada más, nunca más, nadie más, ninguno más. In principle it would seem that both forms are completely equivalent and in free distribution. Nevertheless, in this paper we argue that this is not the case and that there are several syntactic and semantic constraints regulating the two forms in Puerto Rican Spanish. The placement of the degree delimiter más is allowed by a Deg raising operation characteristic of these dialects (cf. superlatives), which in turn is restricted by a general syntactic locality constraint. The associated differential interpretations are derived from general eventive requirements and the presuppositions they trigger. H Elizabeth Herring, Indiana University (Fri 2A) ¿Por qué piko?: Guaraní Question Markers in Paraguayan Spanish Although some work has been done on the topic, comparatively little research is available describing the morphosyntax of Paraguayan Spanish in contact with Guaraní. Using a corpus gathered during the Summer of 2010, I am able to posit an explanation of the use of the Guaraní interrogative markers -pa and piko in Paraguayan Spanish speech. Guaraní has two interrogative discourse markers: the suffix -pa and the lexical form piko. Although Guaraní grammars claim that the two are interchangeable, speaker intuition is that there is a quality of counter expectation associated with the use of piko, whereas –pa is used more as a default. The data show that not only the forms are being transferred from Guaraní to Paraguayan Spanish, but their usable contexts are as well. This study shows that piko is used in Spanish, in a counter-expectation context, while -pa is used in less surprising situations. Claudia Holguin, University of Illinois at Urbana-Champaign (Fri 2B) Language, Gender and Identity Construction: Sociolinguistic Dynamics in the Borderlands This paper analyzes the construction of an emergent upper class identity through language in a particular social network of bilingual young Mexican women on the U.S.-Mexico border of Ciudad Juarez, Mexico, and El Paso, Texas. This ethnographic research explores conversations within a network of 28 people. My results show stylistic variation through the use of specific intonation patterns, particular uses of discourse markers in both Spanish (haz de cuenta, como que) and English (I guess, like), English borrowings, and code-switching. These linguistic variants are utilized as indexes of social meaning and reproduce an emergent identity that reflects regional, national and international ideologies. These results bring to the foreground how stylistic variation is intimately bound up with social distinctiveness at the individual level and to specific social networks that depend not only on local but global ideologies as well.

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K Bryan Kirschen, University of California, Los Angeles (Sat 5C) El judeo-español contemporáneo en Los Ángeles La historia del judeo-español está estrechamente ligada con la diáspora (1492) y ulteriores asentamientos de los sefardíes (Ben-Ur 2008; Benbassa 2000; Halio 1996; Stern 1980). En este estudio analizo en qué ámbitos se emplea esta variante hoy día en los Estados Unidos, y por qué se sigue llamando judeo + español, a pesar de haber estado en contacto con otras lenguas en su historia. Además, examino qué elementos lingüísticos usan los hablantes del judeo-español para identificar un habla ´judía´ actualmente. Los resultados de este estudio describen la situación actual y varios cambios lingüísticos de esta variante del español que todavía tiene sus raíces atadas a un conjunto de lenguas en contacto de sus países anfitriones previos. Leticia Krsul, Universidad de Buenos Aires (Sat 5D) La escritura del ISP (Independent Study Project) en español. Desafíos que enfrentan los estudiantes estadounidenses El objetivo del presente trabajo es describir las principales dificultades con las que se encuentran estudiantes estadounidenses que vienen a Buenos Aires a realizar cursos en español con un contenido específico y como trabajo final deben presentar un ISP (Independent Study Project) escrito en español. Por un lado, esta descripción está basada en la recolección de información por medio de entrevistas y encuestas realizadas a los profesores de seminarios temáticos de los estudiantes y también a sus profesores de español. Por otro lado, se describen los resultados obtenidos mediante un análisis lingüístico-discursivo de los escritos en español, cuyas características son académicas, realizados por estudiantes anglófonos. Consideramos que los datos obtenidos serán de interés para los profesores que orientan a sus estudiantes en la escritura académica en español. L Covadonga Lamar Prieto, University of California, Los Angeles (Sun 8C) La permeabilidad de las células semánticas: contacto con el inglés y arcaísmos léxicos en el español de California del XIX Tomamos prestado de Martinet el concepto de “permeabilidad de las células lingüísticas” para aplicarlo a la situación del español en California en el siglo XIX y a la forma en que su caudal semántico transpira en contacto con el inglés. Para ello, analizaremos dos glosarios escritos por angloparlantes en la California del siglo XIX, uno de Bancroft y otro extraído de la prensa de San Francisco, y estudiaremos la perdurabilidad de esos términos en el español actual de Los Ángeles. Los compararemos con el diccionario de términos chicanos de Galván y Teschner con el fin de categorizar su uso o desaparición. Lo anterior servirá para comprender la forma en que determinados términos en español se interpolaron en el discurso en inglés del XIX y, del mismo modo, si esos términos siguen existiendo en el español actual de Los Ángeles tal y como ha sido definido por Claudia Parodi. Amalia Llombart-Huesca, California State Polytechnic University Pomona (Fri 3D) Incomplete Acquisition, Attrition, and Recognition Tasks in Heritage Language Learners The Spanish spoken by heritage speakers typically lack some grammatical features. Some of these features lacking from the heritage speaker’s language have never been acquired—or have been acquired partially—while others were acquired at an early stage but later underwent attrition. Valdés (2005) suggests using different teaching methodologies for features resulting from each of these processes. In this paper I propose that the fact that there is a distinction between those two processes involving L1 features does not necessarily entail that this distinction has pedagogical implications. I show that while some features are not active in certain syntactical contexts, they are still part of the speaker’s linguistic repertoire, either actively in other syntactic contexts, or passively, as recognized features of the language in recognition and grammaticality-judgment tasks. Pedagogical strategies aiming at the activation of such features might prove more productive than targeting the distinction between incomplete acquisition and attrition.

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Andrew Lynch, University of Miami (Fri 1A) The Commodification of Language and Identity: Spanish in Miami’s Economic Imaginary Immigration, mass communication, and globalization have inserted Spanish in Miami public life over the past four decades, dramatically transforming the city’s identity. This transformation has implied the reconfiguration of language values at both the macro level (i.e. English and Spanish as local languages, English as national language, Spanish as international language) and the micro level (linguistic structures particular to emerging local varieties of both languages). In this talk, I relate this reconfiguration process to the ideology of ‘Spanish as commodity’ in Miami’s marketplace. The analysis draws upon three data sources: (1) newspaper articles published over the past two decades (1990-2010) in South Florida’s major newspapers regarding the proper ‘place’ of Spanish in Miami’s commercial establishment; (2) recordings of a code-switching “shopper” with salespeople in various Miami retail stores; (3) views expressed by Miami salespeople regarding the due function of Spanish in their daily transactions and the marketplace. M Patricia MacGregor-Mendoza, New Mexico State University (Sat 7B) Spanish, English, and Privilege: Language Use and Attitudes of Economically Advantaged Females Research has demonstrated that along the U.S.-Mexico border, Spanish and English both form part of the daily public and private fabric of many communities. Although research has tended to focus attention on the language use and language attitudes of and effects on economically marginalized groups, the beliefs and behaviors of more powerful groups are also of value. When professionals emigrate to the United States with their families, such expatriation from their homeland is typically initiated by males. The females who accompany their partners in this expatriation, often set the tone for the transmission of linguistic and cultural traditions that form the foundation of the family’s linguistic practices. The present paper examines the use of and attitudes toward Spanish and English as expressed by women whose welfare, social status and means of access to material goods and services is not limited by their own abilities in English. Dalia Magaña, University of California, Davis (Sat 4A) El cambio de código en comunicación virtual informal entre chicanos bilingües El cambio de códigos se ha investigado extensamente durante las últimas tres décadas, sin embargo, estos estudios se basan en situaciones orales informales y pocos estudios han observado el cambio de códigos en la comunicación virtual. Este lenguaje escrito es significante dado el avance tecnológico actual y las oportunidades crecientes de comunicación escrita en las redes sociales (por medio de foros, mensajes en muros, mensajes privados, charlas etc.). Por lo tanto, el estudio presente analiza las interacciones virtuales de chicanos bilingües llevadas acabo en una red social desde enero del 2009. Para definir el registro de la comunicación del estudio longitudinal, se utilizan las herramientas analíticas de la Lingüística Sistémica Funcional. El estudio presenta los resultados de la comunicación virtual revelando que las interacciones bilingües escritas imitan el lenguaje oral informal dado el cambio de códigos que se lleva acabo entre otras observaciones según el análisis discursivo de los datos. Laura Marques-Pascual, University of California, Santa Barbara (Fri 3D) Split Intransitivity and Subject-Verb Inversions in Spanish Heritage Speakers Previous studies have shown the loss of several syntactic features in the speech of Spanish heritage speakers (Silva-Corvalán, 1994, Montrul, 2002, 2004, 2006, Montrul and Bowles, 2009). This study investigates whether Spanish heritage speakers show attrition on different word order possibilities (mainly subject-verb inversions) in spontaneous oral speech. Data were collected from 36 university-level Spanish heritage speakers through an oral task designed to elicit the use of unaccusative and unergative verbs. All subject-verb and verb-subject orders produced with intransitive verbs were analyzed and classified according to discourse context and the information status of the subject. Results from the heritage speakers were compared to data collected from native speakers and Spanish second language learners with varying proficiency levels who performed the same task. Preliminary results reveal attrition of word order possibilities in the speech of heritage speakers which resembles that of advanced or even intermediate second language learners. Manuel M. Martin-Rodriguez, University of California, Merced (Sun 8D) La (in)visibilidad de la literatura en español de los Estados Unidos Uno de los aspectos más llamativos de la literatura latina en los Estados Unidos es su uso de múltiples idiomas, sobre todo el español y el inglés. Mientras que la literatura latina escrita en inglés goza en la actualidad de un auge

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inusitado, la menor visibilidad de los textos escritos en español puede dar lugar a interpretaciones erróneas que niegan su misma existencia o la consideran algo del pasado. En esta ponencia, me propongo investigar el estado actual de la literatura latina en español, atendiendo a datos obtenidos de editoriales latinas (sobre recepción y rechazo de manuscritos), a un análisis de la recepción crítica de los textos publicados en español, así como a la consideración de alternativas al mercado editorial tradicional que puedan contribuir a una mayor presencia de las obras latinas escritas en español en el ambiente público. Antonio Medina-Rivera, Cleveland State University (Fri 3C) El español en el ciberespacio: algunas consideraciones para su estudio y análisis La globalización y los nuevos medios de comunicación cibernética se convierten en un reto para los lingüistas que analizan variación o para los dialectólogos que describen variedades de habla. Existen medios de comunicación que rompen las barreras de espacio, específicamente con la proliferación de “chatrooms” y foros o grupos en los que participan hablantes de muchos lugares diferentes, con dialectos diferentes y con niveles de “proficiencia” diferentes. En el presente trabajo se examinarán dos foros cibernéticos en los que participan hablantes de español de distintos orígenes. Se tratará de determinar si existen elementos que unen a dichos grupos cibernéticos, si se pueden observar elementos de comunidad lingüística en dichos grupos y cómo es el español que se maneja en dichas comunidades o grupos. Se partirá del modelo que sugiere David Crystal (2001) para analizar el lenguaje cibernético. Hugo A. Mejias, University of Texas-Pan American (Sun 8C) Linguistic Influences from the Historical Policies of the Spanish Crown Policies of the Spanish Crown during colonization created consequences which exist today in the Americas. Henríquez Ureña (1938: xvi) states that while conquerors did not suppress the culture, they mutilated it. This work reviews the position of the Crown, often ambivalent, according to contemporaneous documents recording political, social, religious, and historical facts which impeded the sharing of power between language groups. In spite of laws dictated by the monarchs, the strong mestizaje, and the extensive bilingualism, indigenous languages rarely endured—their influence into Spanish is little and primarily lexical. The linguistic policy of the Crown and the vision they had of the world itself was devastating for the languages of the Americas. The Spanish colonizers, with the exception of a few missionaries, did not identify with the indigenous peoples. They did not permit the Spanish language to share power with indigenous languages, a fact that continues to the present. Denise Minor, California State University, Chico (Sun 8D) The Role of Spanish Language Theater and Poetry in the Formation of Scholarly Identities among Mexican and Chicano University Students Theater and poetry performance in Spanish can be a catalyst for both involving young bilingual people in academics and transforming their images of themselves as competent Spanish speakers. Since its inception in 2009 at a northern California university, La Asociación de Teatro y Poesía has given dozens of young Mexicans and Chicanos the opportunity to perform classic plays as well as write and perform their own poems and theater pieces. Based upon interviews with participants over the course of one year, this study examines the principal factors that have served this transformative function: 1) Identity as a member of a respected university group 2) Speaking and performing in a formal register of Spanish 3) Assuming the role of mentor to area high school students who have participated in poetry competitions and theater productions 4) Respect gained for work in the association from extended family, particularly parents and grandparents. Cecilia Montes-Alcalá & Lindsey Sweetnich, Georgia Institute of Technology (Fri 2B) Keeping Spanish Alive in the US: the Role of Language Attitudes This study explores the relationship between language maintenance/shift and attitudes toward Spanish among Spanish-speaking professionals in the metropolitan area of a “new growth” state in the US Southeast. An online survey was distributed in order to understand which factors are prominent in the maintenance/loss of Spanish and to gauge participants’ attitudes toward the language. It was predicted that subjects with the most contact with Spanish would have positive attitudes toward the language and consequently a greater likelihood of maintaining Spanish. Cross tabulations, as well as gamma and lambda post-tests were run to determine statistically significant relationships and reveal the critical factors in Spanish maintenance/loss. The results show that competence played a key role in determining attitudes, and that positive attitudes toward Spanish use in family, community, and academic contexts may be a predictor of language choice and Spanish maintenance, although these positive attitudes do not always signify language transmission.

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Ariana Mrak, University of North Carolina Wilmington (Fri 3C) La transferencia léxica: ¿fenómeno exclusivamente bilingüe? La transferencia léxica del inglés al español de los Estados Unidos ha sido ampliamente documentada a través de los años (e.g., Espinosa 1917, Sobin 1976, Otheguy, García, and Fernández 1989, Zentella 1990, Otheguy and García 1993, Silva-Corvalán, 1995, Fairclough 2006) y ha quedado categorizada bajo préstamos, calcos y extensiones semánticas (lonche, cambiar de mente y aplicación, respectivamente). Sin embargo, en comunidades monolingües la mayoría de los estudios ha reportado los denominados anglicismos (palabras del inglés ya integradas al español como estrés omitin) (e.g., Giralt Latorre 1991, Sánchez 1995). El propósito del presente trabajo es comparar la transferencia léxica dentro de taxonomías idénticas, tanto en variedades monolingües como bilingües, para determinar la distribución y las frecuencias en ambas situaciones lingüísticas. Los resultados obligan a reconsiderar que este fenómeno no se encuentra limitado a comunidades bilingües y a reconocer que la influencia del inglés no se limita a entornos de contacto. O Aldo Guillermo Olate Vinet, Universidad de La Frontera (Fri 2A) Interactividad lingüística castellano/mapudungun en una comunidad rural Esta investigación presenta la dinámica sociolingüística del contacto entre el mapudungun, idioma del Pueblo Mapuche de Chile, y el castellano de Chile en una comunidad rural bilingüe mapuche-castellano. Los principales aspectos que se abordan se vinculan con la transmisión intergeneracional, los ámbitos de uso, la funcionalidad de las lenguas y los eventos comunicativos en los que operan dichas variedades. La información se relevó a partir de la aplicación de un cuestionario sociolingüístico dirigido a 20 comuneros habitantes de la zona lafkenche de Isla Huapi. A partir de estos datos se postula la influencia de los factores sociolingüísticos antes mencionados en la conformación de la variedad del castellano que se habla en estas comunidades y, además, se proyecta el posible desarrollo que pueda tener esta modalidad del castellano en dichos asentamientos. P Edwin Padilla, Universidad de Houston Downtown (Sat 6C) ¿Por qué tantas tachaduras en rojo si nada de esto se ha enseñado en clase? Esta ponencia se va a concentrar exclusivamente en la escritura. Se presentan los errores más comunes que los estudiantes de herencia cometen al enfrentarse por primera vez a la escritura formal, y se muestran ejercicios diseñados para concientizarlos sobre lo que es y no es apropiado al escribir, además de lo que debería ser un buen estilo. Se busca que a través de un programa de tres semestres los estudiantes de herencia puedan ‘competir’ con estudiantes ‘nativos’ en los cursos que requieren escritura. En la presentación se identificará las características que definen al estudiante ubicado en cada uno de los niveles y se mostrarán alternativas que hagan de la corrección una tarea más productiva. La ponencia se concentrará en el primer semestre del programa, y se buscarán respuestas a preguntas como ¿qué bases utiliza el instructor para evaluar los primeros trabajos escritos cuando prácticamente nada se ha enseñado en clase? MaryAnn Parada, University of Illinois at Chicago (Sun 8A) First-Born Advantages: Linking Birth Order, Name Ethnicity and Heritage Language Proficiency Traditional measures of assimilation for Hispanic-Americans have taken into account linguistic factors, including proficiency level and patterns of use of Spanish. Birth order is one variable that has been found important in the development of the heritage language for the second generation (Jarovinskij, 1995; Shin, 2002; Wong Fillmore, 1991), but this generally has been attributed solely to differences in linguistic exposure, with little discussion of how other attributes linked to birth order may affect language attitudes and strength of ethnic identity. For Hispanic immigrants in the US, the selection of first names for their children may reflect the extent of their commitment to majority assimilation and the identities they ultimately wish for their offspring (Sue & Telles, 2007). This study investigates the relationship between birth order and the names of children in 51 Hispanic-American families. Group results indicate that from the second-born and on, names are progressively less ethnic and more culturally neutral. Patterns of Spanish proficiency and aspects of ethnic affiliation are also discussed as they relate to name ethnicity.

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Claudia Parodi, University of California, Los Angeles (Sat 5B) Modelo explicativo del español en Estados Unidos: el español de tierras altas y bajas El español en Estados Unidos no solo ha de estudiarse desde la perspectiva de sus relaciones con el inglés, sino también como una situación de dialectos del español en contacto. En el presente trabajo propongo que éste se analice usando el modelo de Tierras altas y Tierras bajas, mismo que permite determinar qué situaciones de contacto suelen darse en EU entre latinos. Tras presentar tal modelo, ejemplifico los cambios que pueden sufrir los hablantes de español salvadoreño (español de tierras bajas) en Los Angeles, CA. al entrar en contacto con hablantes de español chicano o vernáculo de LA (español de tierras altas). Esta variante del español mexicano predomina en dicha área y goza de mayor prestigio. Presento como evidencia ejemplos tomados de hablantes de origen salvadoreño que adquieren el español chicano en la mencionada área geográfica. Diego Pascual y Cabo, University of Florida (Fri 2B) Juntos pero no Revueltos: A Case of Juxtaposed Linguistic Identity(ies) in Miami This study examines the relationship between language and identity and its role in maintaining Spanish within distinct Cuban-American communities in Miami, Florida: (a) those with a continuous source of 1st generation immigrants and (b) those without new immigrants. Combined data from semi structured oral interviews and surveys that look into these speakers’ attitudes towards the Spanish and English languages, their language use, and the extent to which these languages’ social realities manifest in their identity construction/performance are presented. Results reveal that these two groups share many of the core values that form their linguistic identities, but are significantly different in terms of their cultural identities, ethnic pride, and the linguistic values they assign to Spanish. We argue that language choice is employed to establish boundaries between themselves. In addition, the limited interaction between these two groups points to cultural and linguistic shift towards mainstream American monoculturalism and monolingualism. Susana Pérez Castillejo, University of Minnesota, Twin Cities (Fri 1D) Convergencia de dialectos peninsulares en EEUU Enfocándose en las redes sociales de once hablantes del centro-norte peninsular en EEUU, este trabajo analiza la reducción de (s) implosiva en dos conversaciones con cada participante: una con un hablante de la misma variedad y otra con un andaluz. Pese a la tendencia conservadora general, un análisis multivariante revela que el origen del interlocutor, el tiempo prolongado fuera de la Península y el contacto social intenso con variedades donde el debilitamiento de (s) está más avanzado son factores que inciden en la reducción de (s) para estos hablantes. Este resultado es consistente con el modelo de contacto dialectal por el cual la difusión de innovaciones se potencia en la acomodación entre individuos cuyos lazos con la comunidad de origen se han debilitado. Además del efecto de la intensidad y duración del contacto, los resultados también muestran el papel de las actitudes en favorecer o cohibir el contacto multidialectal. Yolanda Pineda-Vargas, University of California, Merced (Sat 7C) Una experiencia exitosa enseñando español médico en UC Merced El curso ”Spanish for health profesional “ que se ofrece en la Universidad de California, Merced ha tenido un gran recibimiento. El propósito del mismo es facilitar al estudiante interesado en carreras relacionadas con la salud las herramientas lingüísticas y culturales que lo ayuden a servir de manera adecuada a la población hispana en los Estados Unidos. Debido a que la mayoría de los estudiantes que toman el curso poseen un nivel avanzado de español, este no se centra en cuestiones gramaticales, sino en la adquisición de vocabulario médico y la familiarización con aspectos culturales relacionados con la interacción entre el personal médico y los pacientes hispanos de diferentes orígenes, culturas y niveles académicos. Esto se lleva a cabo a través de la lectura de artículos científicos, información tomada de libros y del internet, así como de experiencias de profesionales de salud y de usuarios de los servicios médicos. Angela Pinilla-Herrera, University of Minnesota (Sat 7B) Usos lingüísticos de jóvenes de segunda generación en una escuela secundaria de Minnesota En Minnesota, la población hispana se ha más que triplicado durante las últimas dos décadas. Con ello resurge el eterno interrogante sobre el influjo que dicho crecimiento pudiera tener en el mantenimiento del español, tal como lo asintieron Cisneros y Leone (1983). Este estudio analiza las interacciones espontáneas de cinco estudiantes de segunda generación en una escuela secundaria donde la población de inmigrantes recientes rebasa el 40% y se acoge abiertamente el uso del español. Observaciones etnográficas, inventarios de redes sociales y entrevistas

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sociolingüísticas revelan los usos lingüísticos de estos jóvenes en relación con la composición de sus redes sociales, su competencia en español y el interlocutor, entre otros. Un análisis preliminar revela que el llamado "recontacto" ni ocurre para todos los participantes ni es responsable de la revitalización del español y que las redes sociales se consolidan como centrales en el mantenimiento o desplazamiento lingüístico. Kim Potowski, University of Illinois at Chicago (Sat 6C) Balancing Act: Autobiographical Narratives of Spanish-Speaking Youth in the United States Aparicio (1997) and Velez-Rendón (2005) have argued for the pedagogical value of the linguistic autobiography in the heritage language classroom. Such an assignment allows students to explore the variables that have contributed to their ethnolinguistic identities, allowing them to more fully understand their experiences and position these experiences within larger discourses of ethnicity, bilingualism, and linguistic repression. This study examines 45 linguistic autobiographies written in Spanish by 8 middle school students, 19 high school students and 18 college students in five different locations around the U.S. Utilizing the heritage learner identity framework proposed by He (2006), the study analyzes experiences within five major categories: Family, peers, school, race, and visits to the family’s country of origin, factors which had a profound impact on students’ Spanish proficiency and their construction of self-identity. Several implications for responsive heritage speaker pedagogy are offered. Kim Potowski, University of Illinois at Chicago; & Lourdes Torres, DePaul University (Fri 3B) Lexical Familiarity as a Sign of Dialect Contact The diverse origins of Spanish-speakers in Chicago provide an excellent opportunity to study outcomes of potential dialect contact. A total of 96 individuals (36 Mexicans and 36 Puerto Ricans belonging to three generational groups, and 24 “MexiRicans” belonging to two generational groups) identified 12 pictures that use different words in Mexican vs. Puerto Rican Spanish (such as aretes/pantallas for “earrings” and plátano/guineo for “banana”). Results suggest that Puerto Ricans of all three generations are statistically significantly more familiar with Mexican vocabulary items than are Mexicans with Puerto Rican vocabulary. This is likely due to the numerical superiority of Mexicans in Chicago. In addition, Puerto Ricans show lower overall lexical scores than Mexicans, which may be further evidence of general lower levels of Spanish proficiency among Puerto Ricans compared to Mexicans. Other areas of dialect contact we are exploring will be briefly presented. R Chase W. Raymond, University of California, Los Angeles (Sat 4A) Negotiating Language in an Emergency: The Case of Spanish Language 9-1-1 Calls in the U.S. The U.S. Emergency Telephone Number, or “9-1-1,” is undoubtedly an English-language-based social institution (note the opening: “Nine-one-one, what is your emergency?”). What happens, then, when a non-English-speaking individual contacts 9-1-1? How does this English-language system adapt to non-English situations? This study takes a Conversation Analytic approach to data from U.S. 9-1-1 calls ultimately conducted in Spanish via ‘3-way-call’ (between 911-Dispatcher, Caller and a Translator). I analyze the positions and roles of these three participants with relation to one another and to the larger social institution, referencing previous studies of monolingual calls as well as of general ‘live’ interpretation. The Dispatcher’s role as “gatekeeper” (Heritage and Clayman 2010) is expanded to include not only access to emergency services, but also access to non-English language(s). The results prove informative in characterizing Spanish’s presence in the United States, and also may make U.S. emergency response systems more effective for the general public. Ana Roca, Florida International University (Fri 1A) Bilingualism, Advertising, and the Hispanic Media in Miami-Dade County Advertising and publicity are part of Big Business. Whereas the Hispanic population in the United States did not enjoy a lot of purchasing power forty years ago, today we have a different story all together where language is part of the medium to make those big profits for companies aiming to sell to U.S. Latinos. This presentation takes a look at the current practices in Miami-Dade County related to publicity (in print, broadcasting, radio, websites etc.) targeting a variety of Hispanic consumers. We do this through an examination of representative publicity, practices in advertising, and agencies views about the use of Spanish in advertising targeting the Latino population in Miami-Dade. The results

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will help shed some light on the current use of Spanish and Spanglish in publicity, as well as examine attitudes toward messages missed by non-Spanish speakers unable to take advantage of the advertising only available in Spanish in certain settings. Jose Franco Rodriguez, Fayetteville State University (Sat 5B) Vitalidad del español en el paisaje lingüístico urbano This paper presents a systematic comparative analysis of the presence of Spanish and its interaction with English in three urban linguistic landscapes (LLs): Los Angeles County, Miami-Dade County, and Almería (Spain). The study is based on an innovative methodological approach that includes, but is not limited to, the characterization of the unit of analysis, its typology, and a quantitative examination of lexicon, grammar, and orthography. The results are interpreted in terms of ethnolinguistic vitality for LLs in the bilingual communities and linguistic globalization for the LL in the monolingual city. The findings of this study show that Spanish in the public spaces of these bilingual settings is stable, highly functional, with few and disparate signs of attrition, and resistant to English interference. The study also shows that the impact of English as a global language in the monolingual setting is circumscribed to a few semantic fields and trendy, commercial expressions. Ian Romain, University of California, Los Angeles (Sat 4B) The Language of the Maids: Spanish of the U.S.A. (Unfairly Stereotyped Americans) This study sheds critical light on negative stereotypes that exist about Spanish-speaking peoples in the United States. The language analyzed is shown to reveal the scope of anti-Hispanic discourse in the United States, popularly touching upon themes of immigration, gangs, skin color, professions and food, among others. I argue that most of the terms in question operate on one or multiple axes of racism (Alcoff 2006), but are not apparently stigmatized as such. My results show that derogatory language aimed at Latinos is not seen as racist in part because most Hispanics in the US defy Americans’ traditional conceptions of racial (and linguistic) homogeneity. Yet even though Hispanic hybridity is a target for discrimination in the United States, it also represents a challenge to purity myths central to American culture. I argue for embracing hybridity across various levels of identity as a way to weaken these myths. Natalia Rosales-Yeomans, University of Houston (Fri 2D) Otras formas de diferenciación: ideologías lingüísticas en los estudiantes de español como lengua heredada Con la creciente preocupación por desarrollar nuevos modelos de enseñanza que contemplen la relación entre lengua y cultura (Alarcón, 2010; Leeman & Martínez, 2007), crece también la necesidad de nuevas herramientas de diferenciación o identificación de los estudiantes de español como lengua heredada, que contemplen dicha relación y que no los clasifique, simplemente, por sus habilidades en la producción y/o recepción de la lengua. En este trabajo se propone otra forma de diferenciación de estos estudiantes, contrastando las distintas posturas expuestas en composiciones escritas por 26 estudiantes con las respuestas a un cuestionario/entrevista sobre actitudes lingüísticas. Tomando como base el modelo de diferenciación socio-cultural propuesto por Kanellos (2002) en el ámbito de la literatura hispana de los EE.UU, se observan 2 posturas ideológicas (nativo einmigrante) que se encuentran relacionadas con las formas de concebir la lengua y su enseñanza, resultados que permiten una planeación más consiente en nuestras aulas. S Aixa Said-Mohand, New Jersey City University (Sat 6D) Percepciones hacia los aprendices de español como lengua patrimonial: profesores de primaria y secundaria en el estado de Wisconsin The growing presence of Spanish Heritage Learners in the school system of Wisconsin is an area that has been relatively under investigation. Therefore and in order to shed some light on this topic, this study explores school teachers’ beliefs regarding Spanish Heritage Language instruction. The data for this study was collected through a questionnaire sent to 197 teachers. The presentation will address the results taking into account teachers’ stance and practice concerning 1) Spanish Heritage Leaner, 2) Teaching methodology, 3) Language variation, and 6) Placement test. Pedagogical implications on how to target Spanish Heritage Learner’s need will be discussed.

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Laura Sanfelici, Università degli Studi di Genova, Italia (Sat 5D) Los cursos de español para hablantes nativos en Génova, Italia En Génova, el español se ha convertido en la segunda lengua más hablada de la ciudad, a raíz de la oleada inmigratoria desde Hispanoamérica que empezó en los años Noventa. Si en un primer momento las investigaciones educativas relacionadas con estas poblaciones se centraron en la enseñanza del italiano como L2, en los últimos años se ha empezado a valorar el mantenimiento de la lengua de origen. Este trabajo presenta los cursos de Español para Hablantes Nativos que el colegio Don Milani de Génova organiza desde hace tres años para su alumnado de origen hispanohablante. Se analizó la metodología de la enseñanza del español a los hablantes de herencia de los Estados Unidos para después adaptarla a nuestra realidad sociolingüística, ya que su L2 es el italiano que, por ser otra lengua neolatina, ocasiona mayor grado de transferencia lingüística. Teresa Satterfield, University of Michigan (Fri 3D) En Nuestra Lengua: Insights into the Acquisition and Production of Clitics in Spanish-Speaking Heritage Language Children We investigate a contact scenario involving several Spanish varieties within a Saturday Spanish language-literacy program. Spontaneous speech production of 75 heritage Spanish speakers is examined, focusing on clitic pronouns and Spanish morphosyntactic development in children under age 7. Data represent a spectrum of clitic variations, providing a starting point to address the lack of consensus in theoretical treatments and methodological approaches published on clitic acquisition. The current study focusing on child heritage speakers of Spanish is innovative, illustrating a continuum of clitic patterns within a uniform setting. Preliminary observations indicate speakers of all proficiencies produce clitics. Moreover, a general preference for clitic-climbing is attested. Divergence in participants' grammars occurs in clitic morphology and selective omission of clitics. We argue that child heritage speakers may not initially converge with peers and adults in clitic production, however they develop target-like structures quickly, due to opportunities for sustained interactions with other Spanish-speakers. Rajiv Saxena, University of California, Davis & Jawaharlal Nehru University (Sat 5B) El español en la India: desarrollo y perspectivas La ponencia indagará en el desarrollo de la enseñanza del español como lengua extranjera en la India desde su inicio hasta la etapa contemporánea que ha presenciado la expansión del español en un país tan multilingüe como la India que cuenta con una herencia diversa y rica que abarca 23 Lenguas Oficiales constitucionales y más de mil dialectos. Se echará un breve vistazo sobre la diversidad lingüística de la India y sobre el auge del español en la India. Se tratará del establecimiento de muchos Institutos y Universidades gubernamentales de la India que enseñan el español. Además se ahondará en los desafíos y las futuras perspectivas de la lengua de Cervantes. Armin Schwegler, University of California, Irvine (Fri 2A) Spanish and Creole Contact in an Extraordinary Public Sphere: Palenque (Colombia) in its New Role as UNESCO’s “Masterpiece of the Oral and Intangible Heritage of Humanity” Today, linguists worldwide recognize (and celebrate) Palenque’s extraordinary Spanish/creole bilingualism. Within less than two decades, this small community has gone from virtual obscurity to considerable international fame. Recently, UNESCO’s proclamation of Palenque as a “Masterpiece of the Oral and Intangible Heritage of Humanity” has further amplified this newfound notoriety, and cast this Black village into the symbolic role of ethnolinguistic epicenter of the Afro-Hispanic world. As is often the case, rapid growth in celebrity often brings about significant social change. In Palenque, these changes are above all felt in the domain of language use. This paper examines the nature and extent of these recent linguistic accommodations, and explains how and why the once stigmatized creole/Spanish bilingualism is currently exploited to maximally project Palenqueros’ “African” identity to the rest of the world. Elaine Shenk, Saint Joseph's University (Sat 5D) Puerto Rico y Estados Unidos: la inclusión y evolución de las políticas lingüísticas en los proyectos de ley estadounidenses de 1989-2010 Desde los comienzos del siglo XX, el contacto lingüístico entre el español y el inglés ha constituido un aspecto significativo y con frecuencia polémico en las relaciones entre Puerto Rico y Estados Unidos. Aunque una serie de propuestas legislativas del Congreso estadounidense se ha dirigido principalmente hacia la clarificación del estatus

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político de la isla con relación a los EEUU, tales propuestas también han incluido políticas lingüísticas que se impondrían en Puerto Rico. Esta ponencia analiza la inclusión y la evolución de las políticas lingüísticas en una serie de proyectos de ley que se elaboraron en el Congreso estadounidense en el periodo de 1989-2010. Estas políticas se sitúan dentro de un contexto no sólo de extensión del español como lengua pública en los Estados Unidos sino también junto al crecimiento de los movimientos del inglés oficial en este país. Rob Smead, Brigham Young University (Sun 8C) On The Linguistic Production of Hawai'i's "Local Ricans": Sources and Preliminary Observations Among those recruited to labor on Hawai'i's sugar plantations around the turn of the 20th century were three Spanish-speaking groups: 100,000 Filipinos (from Ilocos and other areas, some of whom spoke Spanish), 7,000 Spaniards (principally Andalusians -- most did not remain in the Islands), and 6,000 Puerto Ricans (from the coffee-producing areas/municipios). While numerically the smallest group, the "Local Ricans" as they came to be known, have provided materials which allow us to examine their linguistic production. Thanks to materials collected by Dr. Norma Carr, my examples and observations are based on oral history recordings of first generation speakers, minutes of the Club Independiente de Puerto Rico, and decimas written by three plantation poets. Other sources which will be briefly mentioned are written correspondence and recordings of traditional jibaro music. Examples of jibaro Spanish (in contact with Standard English and Hawai'i Creole English) will be provided and commented on. Thomas Stephens, Rutgers University (Sat 6B) “Y tu abuela, ¿dónde está?”: Circumlocutions as Racial Indicators among US Latinos; and What We Know from Spanish America As a rule, North American identification of a person’s ancestry relies on vision, because ancestry, even unknown, ostensibly rises to the surface of the skin for identifying purposes. The idea that someone may be white except detrás de las orejas ‘behind the ears’ indicates a mythology if not a reality in Spanish America and among Spanish-speaking US Latinos that external race matters, that race matters matter, that people do race regularly, and that they are ready and willing to point that out. Tiene pelo malo ‘s/he has bad hair’ and ha empeorado la raza ‘s/he has worsened the race’ suggest a deep-seated values system that is projected via an elaborate network of phrases only slightly euphemistic. This paper will study circumlocutions (e.g., de buena apariencia, elemento de yuca y ñame, el que no tiene de inca tiene de mandinga) used among US Latinos with comparison to Spanish American Spanish. T Valerie Trujilio, University of Florida (Sat 4B) Listener Accuracy in Foreign Accent Ratings Tasks: Does Background Matter? When listeners hear another person speaking the listeners’ native language, consciously or subconsciously they make judgments whether the person is a native speaker or non-native speaker of their language (Major, 2001), but do heritage and L2 speakers have the same perceptive ability as native speakers? This study investigates the ability of native speakers, heritage speakers and L2 learners of Spanish in detecting native vs. non-native speakers, their ability to accurately detect the variety of Spanish being spoken, and their ability to accurately guess the background of the speaker –native, heritage, or L2. Participants listened to audio clips of elicited speech by speakers of different varieties of Spanish at varying proficiency levels. Participants were asked to speculate on the aforementioned descriptions of the speakers. The study found varied results with regard to the perceptive abilities of native, heritage and L2 speakers. V Víctor Valdivia, University of New Mexico (Sat 7B) Patrones de subjetividad en el español de Nuevo México Investigaciones recientes en el área de la subjetividad han demostrado que, en la interacción cotidiana, las expresiones subjetivas son más frecuentes que las objetivas; es decir, los hablantes usamos la lengua no tanto para transmitir información como para expresar sentimientos y opiniones (Verhagen 2005, Scheibman 2001, Thompson and Hopper 2001). Con base en estas investigaciones, en este trabajo se analizaron datos del corpus New Mexico and Colorado Spanish Survey (Bills & Vigil 2008. Primero, se identificaron las combinaciones sujeto-verbo más

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frecuentes con el fin de descubrir los patrones lingüísticos generales; posteriormente, se observó qué tipo de predicados predominan para cada persona gramatical con el fin de identificar los patrones locales de subjetividad. Los resultados comprueban que para cada uno de dichos patrones, la interacción sintaxis-semántica tiene efectos diferentes. Es decir, mientras "digo" desempeña funciones de cortesía, "dicen" expresa incredulidad de parte del hablante. Isabel Velázquez, University of Nebraska, Lincoln (Sat 4C) Getting it: Community-Based Research and the Teaching on U.S. Varieties of Spanish This paper reports the results of a pilot project that incorporates community-based research into a university-level course on U.S. varieties of Spanish. The syllabus, organized around sociolinguistic, demographic and historical aspects of Spanish speaking communities, was designed to help students understand language practice as embedded in society, and to reflect on their experience as researchers, bilinguals and teachers. This approach tests the principles of community-based research (Israel et al, 1998), and is influenced by critical theory and constructivism. Nineteen students enrolled in a Midwestern public university conducted sociolinguistic interviews with bilingual community members in a city where only 4.2% of individuals older than five speak Spanish at home. The dimensions of student attitudes toward U.S. Spanish before and after completion, evidence of connection between theory and local language experience, and perceived agency in community were analyzed. Strengths and drawbacks of this approach are discussed. Omar Velázquez-Mendoza, University of Virginia (Sat 5C) El latín y el romance en la iberia del medievo tardío y el complemento directo preposicional La presente comunicación se une al debate en torno al estatus del latín como lengua hablada en contacto con el romance dentro de la sociedad ibérica altomedieval (siglos IX-XIII). Basándose en evidencia lingüística interna, mi comunicación apoya la teoría del monolingüismo elástico tardomedieval por sobre la de la facción tradicionalista que aboga por la existencia de dos lenguas habladas en la época. En esta exposición se cotejan los ejemplos más antiguos del complemento directo preposicional juntando la evidencia extraída de los tempranos escritos iberorrománicos con la de los textos plenamente romanceados del siglo XIII. La distribución de la 'a' personal en la documentación de dicha época me permite argumentar que, al plasmar un mismo fenómeno lingüístico los documentos más latinizantes tanto como los de lenguaje más romanceado, dicho fenómeno morfosintáctico nos hace partícipes de una misma y única lengua hablada en la Iberia del Medievo tardío. Carlos Martin Vélez, Brescia University (Fri 2B) “Like many Texans, I am proud to be bilingual and bicultural”: Hispanic Identities and Language Ideologies on Using Spanish in Texas Drawing from a critical discourse analysis larger project on the meanings of Hispanic and Latino labels in newspaper articles in English and Spanish, this paper provides a lens to examine the discursive constructions of Hispanic identities as well as those associated with the language ideology of authenticity associated with using Spanish in private and public discourses in Texas. Using analytical tools of media content analysis, and critical discourse analysis, I provide an interpretation on these constructions displayed on the opinions about the coverage of the historic political debates in Spanish and English for governorship by two Hispanic Democrat political candidates published in 21 articles in the NYT, San Antonio Express News and La Prensa (bilingual newspaper in San Antonio) in 2002, personal interviews I conducted with San Antonio journalists, and intersected with relevant sources to the sociolinguistics and politics of Spanish language in the US. Gloria Vélez-Rendón, Purdue University Calumet (Sat 5B) Posicionamientos identitarios de mujeres inmigrantes colombianas en Chicago Esta presentación se basa en una investigación sobre las trayectorias migratorias de un grupo de mujeres inmigrantes colombianas residentes en Chicago. La migración genera una serie de pérdidas tanto de referentes fundacionales y culturales como de objetos preciados. Esto sacude y resquebraja toda la estructura identitaria de los/las migrantes. Entre las pérdidas mas significativas se encuentra la lengua. En el caso concreto de la migración colombiana a Chicago nuestras observaciones indican que el proceso de configuración y reconfiguración de la identidad en una segunda lengua y en una nueva cultura se alzan como uno de los retos mas complejos del proceso migratorio para las mujeres. A través del prisma de la migración se puede observar la enorme complejidad de los nexos existents entre lengua e identidad.

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A. Michael Vermy, State University of New York (SUNY), College at Buffalo (Sun 8A) Perception, Language and Power Though language is used, at the most fundamental level, to communicate with others, linguistic relations are always relations of symbolic power. As such, we consciously choose a specific variety when conversing, and it is this process of language or register choice over that of another that affiliates us with a particular social group and disassociates us from others. Yet, the amount of control an individual has in any interaction is often determined by factors beyond his or her control. This paper discusses such factors and explores language and power dynamics. It cites examples of encounters between native and non-native Spanish speakers in Southern California. An awareness of the power of symbolic and cultural capital on linguistic interactions informs the discussion and provides a theoretical frame for understanding that native speakers of Spanish, while possessing the linguistic “upper-hand” in interactions with non-native speakers, often abandon positions of power when confronted by speakers who possess perceived superior varieties of Spanish. Daniel Villa, New Mexico State University; & Israel Sans, West Chester University of Pennsylvania (Sat 5B) The Development of Traditional New Mexican Spanish as a Unique Variety in the Americas The origin of New World Spanish (NWS) is often identified as an original leveled dialect that arose during the earliest moments of Spanish arrival and then spread throughout the Americas. One common denominator in the available accounts of dialect contact and koinéization in NWS is the fact that such studies attempt to encompass its evolution as a single process. Perhaps as a consequence of such analytical approaches, little or no reference is commonly made to the possibility that some areas may have followed highly idiosyncratic sociohistorical paths, causing explanatory difficulties for the single leveled dialect approach. In this presentation the authors offer an analysis of the genesis of Traditional New Mexican Spanish that suggests the possibility of a variety of NWS that arose independently of others. Belén Villarreal,University of California, Los Angeles (Fri 1B) Methodological Issues in LA Spanish Research: Considerations in Assessing Children’s Oral Proficiency Perspectives regarding Spanish in the United States have changed considerably and, although this variety has long been considered an instance of language loss, an alternative perspective of this Spanish as a koiné is now being investigated. Recent attempts to study children’s acquisition of this dialect have revealed a major gap in methodology that must be addressed: a lack of assessment tools for determining children’s oral proficiency in Spanish. Although developing such a tool is a monumental undertaking that is best left to specialists in assessment, such work must be founded upon an in-depth understanding of this dialect and its maturational development. My goal is to discuss the various methodological issues associated with creating such a resource for child subjects. I will also aim to provide a checklist of (mainly) phonological and syntactic elements that proficient speakers of this variety should comprehend, if not produce, by the time they begin school. Damián Vergara Wilson, University of New Mexico (Sat 6B) “To be more in tune with my culture…”: The Intersection of Identity and Attitudes Toward Maintenance among Beginning Spanish as a Heritage Language Students This study examines the correlation between attitudinal dimensions of Spanish maintenance and identity labels among beginning Heritage Language Learners (HLLs). Utilizing a questionnaire based on the one used by Mejías, Anderson-Mejías, & Carlson (2003) and Mejías & Anderson (1988), the participants rate the importance of items on a Likert scale. These items were designed to reveal attitudes toward the value of Spanish along extrinsic (instrumentalism and communication) and intrinsic (sentimental and language loyalty) dimensions. It was found that there are significant correlations between the identity labels and attitudes toward maintenance. For example, participants who used the label Mexican showed a significant preference for the communicative dimension (p = 0.004) whereas students using the label Spanish preferred the language loyalty dimension (p = 0.006). Beyond simply revealing attitudes toward maintenance, this investigation provides insight into the different ways that beginning HLLs conceptualize Spanish and how this correlates to notions of identity. Z Eve Zyzik, University of California, Santa Cruz (Fri 1D) Causative Structures among Spanish Heritage Speakers In line with recent research on the role of dominant language transfer among Spanish-English bilinguals (Montrul, 2010), the current study examines the overgeneralization of intransitive verbs to causative sentence frames (e.g., *El

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científico fracasó el experimento). Heritage speakers of Spanish (n=60) from diverse backgrounds participated in the study. Data were gathered by means of a contextualized judgment task in which participants rated sentences on a scale of acceptability. This instrument was designed to include verbs that have the same properties in English and Spanish as well as those that exhibit cross-linguistic differences. Because heritage speakers form a heterogeneous group, participants also completed a proficiency test and a separate vocabulary test that measured their familiarity with the verbs used in the judgment task. The results indicate that transfer effects are mediated by verb type and participants’ self-assessed exposure to the target verbs.

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PRESENTACIONES DE POSTERS / POSTER PRESENTATIONS (Friday) (Alphabetical)

A Adjoa Michelle Addae, University of California, Los Angeles Puerto Rican Spanish in Los Angeles This pilot study analyzes the dialectological features of two Puerto Ricans living in Los Angeles. The proposed research question resulted from the idea that the Spanish dialect maintenance of Puerto Ricans will greatly depend on the individual’s connection with the island of Puerto Rico and willingness to maintain their culture, since the Puerto Rican population is relatively small in comparison to other Hispanic groups in Los Angeles, mainly Mexicans. Some Puerto Rican phonological features were analyzed such as aspiration or deletion of word final /s/, shift of /r/ to /l/, and the weakening or disappearance of intervocalic /d/. The interviews were done to check the use of Puerto Rican Spanish or the Los Angeles Spanish vernacular among this minority group. B Lucas Barbosa Melo, Universidade de Brasilia Projeto glossa Este artículo presenta el Projeto Glossa, un glosario de referencia para la Lingüística Aplicada en el área de la Lexicografía Aplicada a la formación de profesores, desarrollado por un equipo de investigación y trabajo (Projeto Glossa) vinculado al Programa de Postgrado en Lingüística Aplicada (PGLA) de la Universidad de Brasilia – UnB, tiene como objetivo la formulación de un glosario de términos del área del Aprendizaje/Adquisición y Enseñanza de Lenguas de manera sistemática y participativa con conceptos de lenguaje sencillo, de fácil uso y de fácil entendimiento que atiendan la necesidad de un material para ser usado en la formación científica de los profesionales, profesores de lengua en formación y estudiantes que tengan interés en el ámbito del Aprendizaje/Adquisición y Enseñanza de Lenguas. Nuestro objetivo es tornar el Projeto Glossa útil a la formación práctica y teórica de los futuros profesores de español como lengua extranjera. F Vanessa Fonseca, Arizona State University Rosaura Sánchez y su crítica sociolingüística del español sudoesteño En este proyecto, se intenta ver la contribución que Rosaura Sánchez, actual profesora de literatura en la Universidad de California, San Diego, aporta a los problemas del bilingüismo chicano y el español del sudoeste. En su obra Chicano Discourse: Socio-historical Perspectives, Sánchez discute las teorías de la segmentación de la labor y el mercado labor dual para demostrar cómo ambos fenómenos afectan las actitudes lingüísticas, el mantenimiento del español y el cambio de la lengua. Sánchez utiliza la teoría crítica, especificamente la teoría de Marx, para ver cómo la gente sudoesteña responde a la posible eradicación lingüística del español chicano con la llegada de los anglosajones al suroeste a mediados del siglo XIX y cómo la relación colonizador-colonizado crea una necesidad de mantener dicha lengua. G Magnolia González, Instituto Caro y Cuervo El español de Colombia como español de contactos en medio de un contexto de violencia y desplazamiento: i parte "contacto cultural y dialectal" En los últimos cincuenta años el país se ha transformado aceleradamente a nivel social, territorial y político, reconfigurando así el panorama lingüístico de Colombia. El desplazamiento forzado se ha constituido en uno de los fenómenos sociales más dramáticos y preocupantes, generando la trashumancia de millones de personas en todo el territorio nacional, incluso hacia el extranjero; produciendo un mapa cambiante de la demografía colombiana, que nos lleva a preguntarnos ¿qué está pasando con el español de Colombia en medio de este contexto de guerra y qué lingüística hacer? Teniendo en cuenta que la ocupación de nuevos territorios y el reasentamiento urbano están

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generando una hibridación cultural, que nos exige revisar los escenarios de concurrencia de personas de diferentes lugares de origen, tradiciones culturales y prácticas lingüísticas diversas. Así el reto del Instituto Caro y Cuervo es pensar el problema del desplazamiento desde la perspectiva de los estudios del lenguaje. Melvin Gonzalez-Rivera, The College of Wooster It Doesn’t Make Sense to Have Sense: Putting Order in Spanish “Hacer Sentido” Whereas in the majority of the Spanish dialects it is not possible to use the expression hacer sentido ‘to make sense’ instead of the corresponding tener sentido ‘to have sense’, in Puerto Rican Spanish (PRS) both forms are possible. In principle, it would seem that both forms are completely equivalent and in free distribution. Nevertheless, I will argue that this is not the case and that there are several syntactic and semantic constraints regulating the use of the forms in PRS. The data analyzed so far seem to support the hypothesis that in PRS hacer sentido is more speaker-oriented, than tener sentido: with hacer sentido the speaker commits himself with the truth of some proposition. This analysis contradicts the general belief that hacer sentido is a direct syntactic transfer from to make sense in English. As I will show, these forms are not necessarily in free variation in PRS. H Elaine Hewitt, University of Granada A Non-Parametric Empirical Study into Spanish Siblings’ Influence on their Brothers and Sisters Learning English as a Second Language This original empirical study looked into the effects of siblings on their brothers and sisters learning English as a second language - a notable but astonishingly ignored research field. A set of variables new to the area was examined - the perceived influence of the siblings’ knowledge of English as a second language and the help given by the siblings. The results of this study may be amongst the first in indicating that siblings’ are also our main second language teachers. The survey reported in Zurer Pearson (2006) looked into minority or heritage language choice with siblings in Hispanic-background children. The participants in her survey were junior high school students in Miami. The author found that two thirds of those surveyed said they spoke mostly English to their siblings. In the present study the participants were also 35 Spanish-speaking elementary school children. Kendall’s Tau revealed the results. L Laissa Christina Lopes Campos, Fabrícia Carvalho, & Adriana Machado de Oliveira, Universidad de Brasilia Variabilidad metafórica: dimensiones universales versus particulares de la metáfora conceptual El objetivo general de esta investigación reside en identificar y describir niveles y parámetros de variación intercultural de la metáfora conceptual. Como objetivos específicos, presentaremos los resultados de tres investigaciones que pretenden constatar estos parámetros en dominios conceptuales específicos: (1) Variabilidad metafórica: dimensiones universales versus particulares en el dominio de la religión. (2) El mundo de los toros y las corridas de toros como dominio conceptual fuente en redes de conceptualización metafórica. (3) Variabilidad metafórica: dimensiones universales versus particulares en los dominios conceptuales VIDA y MUERTE. M Gibràn Méndez, California State University, Chico Bilingüismo en el chicano: alzamiento de vocales medias y descenso de vocales medias varían con el aprendizaje del español en chicanos Una investigación de tres chicanos bilingües viviendo en California y estudiantes de escuelas del sistema de Universidad Estatal de California (CSU). Fue encontrado que el uso del fenómeno fonológico del español Chicano, el alzamiento de vocales medias y el descenso de vocales altas, el aprendizaje del español tiene influencia en el uso de estos aspectos lingüísticos. Lo mejor que el español fue aprendido durante niñez lo menos que se encuentra el fenómeno. También fue encontrado que el aprendizaje de los dos idiomas a los mismos niveles desde niñez hasta hoy el presente se encuentra el fenómeno lingüístico pero también hubo corrección cuando hubo alzamiento y descenso de vocales. La influencia del ingles en el español del Chicano tiene mas grande impacto cuando el español no ha sido fortalecido causando el encuentro del fenómeno lingüístico del alzamiento y descenso de vocales.

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LISTA ALFABÉTICA DE LOS PONETES / ALPHABETICAL LIST OF PRESENTERS Name of Presenter Page Number Name of Presenter Page Number

A E

Acevedo, Rebeca 20 Escobar, Anna María 12 Addae, Adoja Michelle 13 Ahlén, Sondra 16 F Alarcón, Francisco X. 21,21 Faingold, Eduardo 12 Aranda, Lucía 17 Farfel, Rikki 15 Avilés, Elena 16 Fernández-Gilbert, Arturo 13 Fonseca, Vanessa 16,13

B Fuentes, Víctor 20 Balestra, Alejandra 15 Barbosa Melo, Lucas 13 G Barrera-Tobon, Carolina 14 Garcia, Arline 18 Beaudrie, Sara 12 Garcia, Maryellen 19 Belpoliti, Flavia 11 Garcia-Fraizer, Elena 19 Bermejo, Encarna 11 Giammatteo, Mabel 15 Bonamy, Joelle 20 Gómez, Lorena 15 Brown, Earl 15 González, Magnolia 13 Brown, Esther L. 12 Gonzales-Rivera, Melvin 12,13 Burgos, Félix Manuel 20 Gorman, Lillian 16 Buzatu, Anamaria 13 Green, Alison 18 Gubitosi, Patricia 15,19

C Gutiérrez, Manuel 13 Carranza Brito, Ma del Rocío 14 Gutierrez-Rexach, Javier 12 Carter, Philip 18 Carvalho, Fabrícia 14 H Casielles, Eugenia 16 Harrington, Joseph 17 Cayward, Margaret 14 Hernandez-Rodríguez, Miriam 17 Cerqueiras, Vera 19 Herring, Elizabeth 12 Chaston, John 15 Hewitt, Elaine 13 Chavarría, Loren 19 Hill, Jane 22 Chávez, Leo 14 Holguin, Claudia 12 Chávez Silverman, Susana 18 Colombi, Cecilia 11 K Kirschen, Bryan 17

D Klar, Kathryn 14 Davidson, Justin 17 Krsul, Leticia 18 Dávila, Arturo 20 Dayton, Elizabeth 15 L Delany-Barmann, Gloria 19 Lamar-Prieto, Covadonga 21 Divita, David 16 Leeman, Jennifer 13 Dubcovsky, Laura 19 Llombart-Huesca, Amalia 15 DuBord, Elise 13 Lopes Campos, Laissa C. 14 Ducar, Cynthia 18 Lynch, Andrew 11 Dumont, Jenny 19

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Name of Presenter Page Number Name of Presenter Page Number

M S

MacGregor-Mendoza, Patricia 19 Said-Mohand, Aixa 19 Machado de Oliveira, Adriana 14 Sánchez-Muñoz, Ana 18 Macri, Martha 14 Sanfelici, Laura 18 Magaña, Dalia 16 Sans, Israel 17 Marques-Pascual, Laura 15 Sarmento, James 14 Martin-Rodriguez, Manuel M. 21 Satterfield, Teresa 15 Martínez, Glenn 20,13 Saxena, Rajiv 18 Medina-Rivera, Antonio 15 Schwartz, Adam 18,20 Mejias, Hugo A. 21 Schwegler, Armin 12 Méndez, Gibràn 14 Shenk, Elaine 18 Minor, Denise 21 Smead, Rob 20 Montes-Alcalá, Cecilia 12 Spicer-Escalante, Maria Luisa 17 Mrak, Ariana 15 Stephens, Thomas 18 Sweetnich, Lindsey 12

O Szoboszlai, Lajos 14 Olate Vinet, Aldo Guillermo 12 T

P Torres, Lourdes 14 Padilla, Edwin 18 Trujilio, Valerie 16 Parada, MaryAnn 20 Trujillo, Juan Antonio 19 Paredes, Sofia 17 Parodi, Claudia 17 V Pascual y Cabo, Diego 12 Valdivia, Víctor 19 Pérez Castillejo, Susana 12 Velázquez, Isabel 16 Pineda-Vargas, Yolanda 19 Velázquez-Mendoza, Omar 17 Pinilla-Herrera, Angela 19 Vélez, Carlos Martin 12 Potowski, Kim 14,19 Vélez-Rendón, Gloria 17 Vermy, A. Michael 20

R Villa, Daniel 17 Raymond, Chase W. 16 Villarreal, Belén 11 Reardon, Dillon 15 Ríos, Luis 20 W Rivas, Javier 12 Wilson, Damián Vergara 18 Roca, Ana 11 Woods, Michael 19 Rodriguez, Jose Franco 17 Romain, Ian 16 Z Rosales-Yeomans, Natalia 13 Zentella, Ana Celia 20,21 Ruiz-Paz, Sandra 16 Zyzik, Eve 12

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NOTES

NOTES

NOTES

CECILIA COLOMBI ucd spanish and portuguese [email protected]

KAREN CALLAHAN uc language consortium [email protected]

GEORGE DRAKE uc language consortium [email protected]

KIRSTEN FINKAS artist / designer [email protected]

DANIEL WOODALL uc language consortium [email protected]

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3.3.11 Cover SPA in US Schedule 2.22 - uccllt.ucdavis.eduuccllt.ucdavis.edu/events/usspanish/program.pdf · rosas del mu r acerca de y disciplina antropolog les entre otr ... wens