SPAN/LING 3312 Pedagogical Issues in Spanish Bilingual Education Majors Section LING 3312 - CRN 16609 & SPAN 3312 - CRN 16610 Professor: María Eugenia Conde-Pérez,
[email protected] Office: LART 129, (915) 208-7825 (cell) Office Hrs.: M, W from 12:-1:00 pm & from 3:30-4:20 pm, or by appointment. Classes: Mondays and Wednesdays 4:30-5:50, LART 308
Course description Overview of differences between academic and colloquial Spanish; and discussion of the different varieties of Spanish (including Standard Spanish). Spanish spelling and punctuation. Attention to aspects of Spanish and English that help explain problems in acquisition, language-specific discourse styles and challenges of translation. Discussion of how oral reading, spoken language and written texts contrast and influence classroom discourse. Analysis of quality translations and their impact on teaching. This course is taught entirely in Spanish, although some readings may be in English.
Objectives: •
Issues of dialect: Students will come to understand the difference between standard Spanish on the one hand and the varieties of Spanish that are popularly spoken on the other hand. Students will also understand the “register” difference between academic Spanish and colloquial Spanish.
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Issues of contrastive Spanish/English linguistics: Students will learn about substantive issues in Spanish linguistics with comparisons to English linguistics when these are helpful. Among the topics in Spanish linguistics are: Spanish phonetics and phonology, Spanish spelling and punctuation including the written accent, Spanish vocabulary and how Spanish words are formed, the structure of the Spanish sentence, and so forth.
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Issues in discourse analysis: Students will learn to note and understand the differences between the following three types of discourse: reading aloud, natural spoken language, and written text. To be examined are the linguistic aspects of reading and writing.
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Students will be taught to examine and appreciate the differences between the English and the Spanish version of the same text (in translation). Students will also be taught to appreciate the extent to which Spanish sentences contain more embedding and are consequently longer than their English equivalents.
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Students will become aware of the difference between a good translation and a bad one.
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Why this course is difficult for most people: (1) This is not a course in composition, conversation, or general language development; thus a superior knowledge of spoken or even written Spanish is no guarantee of anything. (2) There is quite a lot of terminology to be mastered. (3) Linguistics is a science and therefore it demands precision, exactitude and an ability to classify and analyze. (4) Grammar as such (let alone Linguistics, which is just grammar taken a bit higher into more abstract analysis) is not usually well taught.
How to study for this course: Prepare for each and every class. Linguistics is not history or political science, where a lot of crash reading the night before an exam can get you through. To pass (let alone do well in) a Linguistics course, you must know a lot of terminology and understand how the terms relate to each other and to do that you must keep up with the work on a daily basis. Read the lesson in advance; write out the exercises; attend each class; ask questions during class; form a study group and spend time studying with its members, explaining to them the material and listening to their explanations; take a hands-on approach to the material; come talk to me in person (or by email) if you have any problems or doubts. Don’t wait till you’re totally lost and confused. Tentative Mes Agosto
No. Clase 1 2
Día lunes miércoles
Fecha 24 26
Tema Introducción al curso Introducción a la lingüística • Hualde, Olarrea y
Escobar. 2006. Introducción a la lingüística hispánica, cap. 1, pp. 1-31.
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lunes
31
4
miércoles
2
miércoles
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Pinker, Steven. 1994. The language instinct. An instinct to acquire an art, (pp.15-24) and Baby born talking -- describes Heaven (pp. 262-296)
Adquisición del lenguaje 2: Habla bilingüe, cambio de código. •
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Tarea 1: Escribe algo sobre ti.
Adquisición del lenguaje 1: Adquisición simultánea y sucesiva. •
Sept.
Tarea
Peccei, Jean Stilwell. 2006. Child Language. Section A, pp. 36-41.
Tarea 2: Escribe algo sobre tu familia.
Lengua y dialecto. Los distintos españoles. El español estandard. Los registros formales e informales. • Hualde, Olarrea y Escobar. 2006. Introducción a la lingüística hispánica, cap. 6, pp. 329-360. Leer todo el capítulo
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lunes
14
pero no se preocupen por aprender lo que está en las siguientes secciones: 2, 2.1, 2.2, 3.1,3.1.1., 3.1.2, 3.1.3, 3.2.2, 3.2.3 y 3.4 Habla y escritura. Habla, lectura en voz alta y textos escritos.
Tarea 3: Escribe una carta a un
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familiar o amigo
Octubre
Nov.
Dic.
7 8 9 10 11
miércoles lunes miércoles lunes miércoles
16 21 23 28 30
Repaso para el examen 1 Examen 1 Los sonidos del español 1 (fonología) Los sonidos del español: La sílaba. La ortografía del español y los acentos 1. La ortografía del español y los acentos 2. Las categorías sintácticas 1.
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lunes
5
13
miércoles
7
14 15
lunes miércoles
12 14
16
lunes
19
17 18
miércoles lunes
21 26
Repaso para el examen 2 Examen 2
19
miércoles
28
20
lunes
2
La sintaxis del español: la frase nominal 1 La sintaxis del español: la frase nominal 2
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miércoles
4
22
lunes
9
23 24
miércoles lunes
11 16
Repaso para el examen 3 Examen 3
25
miércoles
18
26
lunes
23
27
miércoles
25
La sintaxis del español: la oración simple La sintaxis del español: la oración compleja 1 La sintaxis del español: la oración compleja 2
28
lunes
30
29
miércoles
2
Las categorías sintácticas 2 Morfología: La formación de palabras en español 1 Morfología: La formación de palabras en español 2
La sintaxis del español: la frase verbal 1 La sintaxis del español: la frase verbal 2
La sintaxis del español: la oración compleja 3 Buenas y malas traducciones. Determinando la competencia
Tarea Fonología
4:
Tarea Ortografía
5:
Tarea 6: Escoge 10 palabras y sepáralas en morfemas. Tarea 7: Escribe un texto en el tiempo pasado
Tarea 8: Escribe un texto en el futuro.
Tarea 9: Escribe un texto en el que uses el condicional “Si yo fuera millonario…” Tarea 10: Los tiempos verbales
Tarea 11: Escríbele una carta a tu jefe explicándole por qué mereces un aumento de sueldo.
Tarea Escribe
12: 4
3
lingüística.
oraciones con cláusula nominal, 4 con cláusula adjetival y 4 con cláusula adverbial. En cada caso 2 deben llevar el verbo de la cláusula en indicativo y 2 en subjuntivo.
Repaso para el Examen Final Examen Final
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Course Policies: (No exceptions under any circumstance) Admission to the course: Prerequisites. Either (1) direct placement by scoring at least an 84 on the Spanish Placement Test thus placing into "33xx = any third-year Spanish course" or (2) having passed Spanish 2302 or 2304 or equivalents elsewhere. UTEP's Banner/Goldmine system enforces all this.
Evaluation There are four exams. In addition there will be a homework assignment each week. There are no papers, oral reports or quizzes for undergraduate students. Exams Homework
80% 20%
Graduate students are required to write a 10 page paper on a topic related to the best way of teaching any of the Spanish grammar points we will study. Graduate students should meet with the professor to discuss their topic. For graduate students the grade will be determined as follows Exams Homework Final paper
60% 20% 20%
Homework: Most homework will be short texts that you will write (except when there is an exercise assigned). These texts should have the following characteristics: • One page long • Typed in computer in Arial point 12 • Paragraphs should be spaced at 1.5 Texts will be graded according to spelling, correct accentuation and correct use of Spanish grammar. Exams: The exams are mostly multiple-choice. You must bring to each exam (i) a scantron form, (ii) a soft-lead pencil, (iii) a bottle of Liquid Paper/correction fluid, and (iii) a ballpoint pen. Each machine-gradable exam may also contain some questions to be answered in writing. Do NOT bring scratch paper to the exam; its use is not allowed. You can use the exam itsef. If you think I graded your exam incorrectly, you must tell me right after I have returned the exam, so you should let me know by person or e-mail (not phone) by the end of the next day. Since final exams are not returned to students unless they come to my office and ask for them, the only way for you to check the way I graded your final is to come to my office and go over the final there. No one may start taking an exam more than halfway into the exam period.
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Policy on Missing Exams: If you do not take an exam at the assigned time, you have until before the next class meeting to make up the missed exam. It is your responsibility to talk to me about scheduling the make-up. If you know in advance you won’t be able to take an exam, come talk to me before the exam date. If you do not make up the missed exam by the agreed-upon time, you will receive a zero on that exam. This zero is averaged into your course grade. You can reschedule one exam only. If you do not show up on time for the other exam, there are no circumstances under which I will allow a make-up. There are no make-ups for finals. If you or a proxy inform me--in person, by phone or by e-mail-BEFORE the designated time of the start of the final exam that you will not be on hand to take it as scheduled, I will give you an Incomplete in the course if that is what you want. But if you do NOT so inform me, you receive a zero on the final. Attendance: I automatically drop you immediately upon your fifth absence, on the day when that absence occurs. You are permitted four absences in total. Four absences per semester is very liberal, so there are no exceptions whatsoever to this policy for any reason at all, including hospitalization or jail. However, it is dangerous to miss even one class during the semester, for much of what I say in class will complement the textbook, and it is also the case that several exercises are reviewed in class, not collected as homework, so the answers can only be gotten by attending. The only extra credit is for perfect attendance. Here is how the extra credit works: I take roll at the beginning of each class. All students present every class from will receive three extra points on their course grade. (For example, if your end-of-semester grade-point average is 87.25, thus giving you a 'B', those three extra points will raise that to a 90.25, an 'A'.) If you arrive late or leave early, you have half and absence and therefore no perfect attendance Students absent at only one roll-taking receive two extra points. Students absent at two roll-takings receive one extra point. Students absent at three or more receive no extra points. There is no such thing as an "excused" non-receipt of extra points. You are either in class or you’re not. Grading System: A = 100-90 B = 89-80 C = 79-70 D = 69-60 F = 59-O.
Auditing: In keeping with university policy, anyone wishing to audit must have signed up in the Academic Services Building to do so before the end of the Census Day (September 10). The university's policy on auditing is written out in the Schedule of Classes. Students with disabilities: If you have or suspect a disability and need accommodations, you should contact Disabled Students Services Office (DSSO) at 747-5184 or at
[email protected] or come by Room 106 Union East Building.
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Academic Dishonesty: Academic dishonesty is prohibited and is considered a violation of the UTEP Handbook of Operating Procedures. It includes, but is not limited to, cheating, plagiarism, and collusion. Cheating may involve copying from or providing information to another student, possessing unauthorized materials during a test, or falsifying research data on reports or papers. Plagiarism occurs when someone intentionally or knowingly represents the words or ideas of another person’s as ones’ own. And, collusion involves collaborating with another person to commit any academically dishonest act. Academic dishonesty is an assault upon the basic integrity and meaning of a University. Cheating, plagiarism, and collusion in dishonest activities are serious acts which erode the University’s educational and research roles and cheapen the learning experience not only for the perpetrators, but also for the entire community. It is expected that UTEP students will understand and subscribe to the ideal of academic integrity and that they will be willing to bear individual responsibility for their work. Materials (written or otherwise) submitted to fulfill academic requirements must represent a student’s own efforts. Any act of academic dishonesty attempted by a UTEP student is unacceptable and will not be tolerated. Violations will be taken seriously and will be referred to the Dean of Students Office for possible disciplinary action. Students may be suspended or expelled from UTEP for such actions.
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