Christina Isabelli-García, PhD
Illinois Wesleyan University Spanish in the US: A Sociolinguistic Perspective
ARTICLE LIST
IL.Wesleyan University
PO Box 2900
Bloomington, IL 61702
USA
309-556-3174
309-556-3284 (fax)
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1/19
Language Attitudes
and Behavior
•Fishman, Joshua. (1971). Bilingual attitudes and behaviors. In Joshua Fishman, Robert Cooper & Roxana Newman (Eds.), Bilingualism in the barrio (pp. 105-117). Bloomington, IN: Indiana University. Isabelli hoja (pdf)
•Attinasi, John. (1985). Hispanic attitudes in Northwest Indiana and New York. In Lucía Elías-Olivares (Ed.), Spanish language use and public life in the United States (pp. 27-57). NY: Mouton de Gruyter. Isabelli
•Mar-Molinero, Clare. (2000). Spanish as minority language. In Clare Mar-Molinero (Ed.), The politics of language in the Spanish-speaking world: From colonisation to globalisation (pp. 177-191). New York: Routledge. Isabelli hoja (pdf)
•Fishman, Joshua. (1971). Bilingual attitudes and behaviors. In Joshua Fishman, Robert Cooper & Roxana Newman (Eds.), Bilingualism in the barrio (pp. 105-117). Bloomington, IN: Indiana University. Isabelli hoja (pdf)
•Attinasi, John. (1985). Hispanic attitudes in Northwest Indiana and New York. In Lucía Elías-Olivares (Ed.), Spanish language use and public life in the United States (pp. 27-57). NY: Mouton de Gruyter. Isabelli
•Mar-Molinero, Clare. (2000). Spanish as minority language. In Clare Mar-Molinero (Ed.), The politics of language in the Spanish-speaking world: From colonisation to globalisation (pp. 177-191). New York: Routledge. Isabelli hoja (pdf)
1/21
•García, O., Evangelista,
I., Martínez, M., Disla, C.,
& Paulino, B. (1988). Spanish language use and attitudes: A
study
of
two New York City communities. Language
in Society, 17, 475-511. Kocher
hoja
(pdf)
•Solé, Yolanda. (1990). Bilingualism: stable or transitional? The case of Spanish in the United States. International Journal of the Sociology of Language, 84, 35-80. Heaney hoja (pdf)
•Veltman, C. (1988). Modeling the language shift process of Hispanic immigrants. International Migration Review, 22, 545-562. Bradley hoja (pdf)
•Solé, Yolanda. (1990). Bilingualism: stable or transitional? The case of Spanish in the United States. International Journal of the Sociology of Language, 84, 35-80. Heaney hoja (pdf)
•Veltman, C. (1988). Modeling the language shift process of Hispanic immigrants. International Migration Review, 22, 545-562. Bradley hoja (pdf)
1/28
Language maintenance
•García, MaryEllen. (2003).
Recent research on language
maintenance. Annual Review of
Applied
Linguistics, 23, 22-43 Miller
hoja
(pdf)
•Hart-Gonzalez, Lucinda &
Feingold, Marcia. (1990). Retention of
Spanish in the home. International
Journal of the Sociology of
Language,
85, 5-34. Kirn
hoja
(pdf)
2/4
•Pedraza,
Pedro. (1985).
Language maintenance among New York Puerto
Ricans. In Lucía Elías-Olivares (Ed.), Spanish
language
use and public life in the United States (pp. 59-71). New
York:
Mouton
de Gruyter. Isabelli
hoja
(pdf)
•González, Nora & Wherritt, Irene. (1990). Spanish language use in West Liberty, Iowa. In John Bergen (Ed.), Spanish in the United States: Sociolinguistic issues (pp. 67-78). Washington, DC: Georgetown University Press. Isabelli
•Stone, Gregory. (1987). Language choice among Mexican-American high-school students in Saint Paul, Minnesota: Some preliminary findings. In J. Matluck, T. Morgan, J. Lee, & B. VanPatten (Eds.), Language and language use: Studies in Spanish (pp. 147-159). Lanham, MD: University Press of America. Isabelli
•Zurer Pearson, Barbara & McGee, Arlene. (1995). Language choice in Hispanic-background junior high school students in Miami: A 1988 update. In A. Roca & J. Lipski (Eds.), Spanish in the United States: Linguistic contact and diversity (pp. 91-102). New York: Mouton de Gruyter. Booth hoja (pdf)
•Bills, G., Hernández Chávez, E., & Hudson, A. (1995). The geography of language shift: Distance from the Mexican border and Spanish language claiming in the Southwestern U.S. International Journal of the Sociology of Language, 114, 9-27. Young hoja (pdf)
•González, Nora & Wherritt, Irene. (1990). Spanish language use in West Liberty, Iowa. In John Bergen (Ed.), Spanish in the United States: Sociolinguistic issues (pp. 67-78). Washington, DC: Georgetown University Press. Isabelli
•Stone, Gregory. (1987). Language choice among Mexican-American high-school students in Saint Paul, Minnesota: Some preliminary findings. In J. Matluck, T. Morgan, J. Lee, & B. VanPatten (Eds.), Language and language use: Studies in Spanish (pp. 147-159). Lanham, MD: University Press of America. Isabelli
•Zurer Pearson, Barbara & McGee, Arlene. (1995). Language choice in Hispanic-background junior high school students in Miami: A 1988 update. In A. Roca & J. Lipski (Eds.), Spanish in the United States: Linguistic contact and diversity (pp. 91-102). New York: Mouton de Gruyter. Booth hoja (pdf)
•Bills, G., Hernández Chávez, E., & Hudson, A. (1995). The geography of language shift: Distance from the Mexican border and Spanish language claiming in the Southwestern U.S. International Journal of the Sociology of Language, 114, 9-27. Young hoja (pdf)
2/11
•Poplack,
Shana. (1982).
“Sometimes
I’ll start a sentence in Spanish y termino en español”: toward a
typology of code-switching. In Jon Amastae & Lucía
Elías-Olivares
(Eds.), Spanish in
the United
States: Sociolinguistic aspects (pp.
230-263).
Cambridge: Cambridge University Press. Isabelli hoja
(pdf)
•Zentella, Ana Celia. (1982). Code-switching and interactions among Puerto Rican children. In Jon Amastae & Lucía Elías-Olivares (Eds.), Spanish in the United States: Sociolinguistic aspects (pp. 354-385). Cambridge: Cambridge University Press. Isabelli
•Valdés, Guadalupe. (1982). Social interaction and code-switching patterns: a case study of Spanish/English alternation. In Jon Amastae & Lucía Elías-Olivares (Eds.), Spanish in the United States: Sociolinguistic aspects (pp. 209-229). Cambridge: Cambridge University Press. Ross hoja (pdf)
•Silva-Corvalán, Carmen. (1983). Code-shifting patterns in Chicano Spanish. In Lucía Elías-Olivares (Ed.), Spanish in the US setting: Beyond the Southwest (pp. 69-86). Rosslyn, VA: National Clearinghouse for Bilingual Education. Sellers hoja (pdf)
•Zentella, Ana Celia. (1982). Code-switching and interactions among Puerto Rican children. In Jon Amastae & Lucía Elías-Olivares (Eds.), Spanish in the United States: Sociolinguistic aspects (pp. 354-385). Cambridge: Cambridge University Press. Isabelli
•Valdés, Guadalupe. (1982). Social interaction and code-switching patterns: a case study of Spanish/English alternation. In Jon Amastae & Lucía Elías-Olivares (Eds.), Spanish in the United States: Sociolinguistic aspects (pp. 209-229). Cambridge: Cambridge University Press. Ross hoja (pdf)
•Silva-Corvalán, Carmen. (1983). Code-shifting patterns in Chicano Spanish. In Lucía Elías-Olivares (Ed.), Spanish in the US setting: Beyond the Southwest (pp. 69-86). Rosslyn, VA: National Clearinghouse for Bilingual Education. Sellers hoja (pdf)
2/18
Code-switching/code-shifting
•Klee, Carol. (1987). Differential language usage patterns by males and females in a rural community in the Rio Grande Valley. In J. Matluck, T. Morgan, J. Lee, & B. VanPatten (Eds.), Language and language use: Studies in Spanish (pp. 125-145). Lanham, MD: University Press of America. Isabelli
• Gutiérrez, M. J. (2002). Innovación en el español de los Estados Unidos: ¿progreso o decadencia? Revista de Lingüística Teórica y Aplicada, 40, 113-127. Burke hoja (pdf)
•Beltramo, A. & de Porcel, A. (1975). Some lexical characteristics of San Jose Spanish. In E. Hernandez-Chavez, A. Cohen, & A. Beltramo (Eds.), El lenguaje de los chicanos (pp. 122-137). Arlington, VA: Center for Applied Linguistics. Miller hoja (pdf)
•Klee, Carol. (1987). Differential language usage patterns by males and females in a rural community in the Rio Grande Valley. In J. Matluck, T. Morgan, J. Lee, & B. VanPatten (Eds.), Language and language use: Studies in Spanish (pp. 125-145). Lanham, MD: University Press of America. Isabelli
• Gutiérrez, M. J. (2002). Innovación en el español de los Estados Unidos: ¿progreso o decadencia? Revista de Lingüística Teórica y Aplicada, 40, 113-127. Burke hoja (pdf)
•Beltramo, A. & de Porcel, A. (1975). Some lexical characteristics of San Jose Spanish. In E. Hernandez-Chavez, A. Cohen, & A. Beltramo (Eds.), El lenguaje de los chicanos (pp. 122-137). Arlington, VA: Center for Applied Linguistics. Miller hoja (pdf)
2/25 Interviewing
Assignment due
Bilingual education
• Perissinotto, G. (2005). Hacia una norma colectiva para el español en los Estados Unidos de Norteamérica. In V. Noll, K. Zimmermann, I. Nuemann-Holzschuh (Eds.), El español en América: Aspectos teóricos, particularidades, contactos (pp. 113-131). Madrid: Iberoamericana. Young
•Macedo, Donaldo. (2000). The illiteracy of English-Only literacy. Educational Leadership, 57(4), 62-67. Burke hoja (pdf)
•MacGregor-Mendoza, P. (1998). The criminalization of Spanish in the United States. In Douglas Kibbee (Ed.), Language legislation and linguistic rights: Selected proceedings of the Language Legislation and Linguistic Rights Conference, the University of Illinois at Urbana-Champaign, 1996 (pp. 55-67). Philadelphia: John Benjamin. Heaney hoja (pdf)
•Mar-Molinero, Clare. (2000). Bilingual education, literacy and the role of language in education systems. In Clare Mar-Molinero (Ed.), The politics of language in the Spanish-speaking world: From colonisation to globalisation (pp. 113-130). New York: Routledge. Booth hoja (pdf)
•Aparicio, Frances. (1993). Diversification and pan-latinity: Projections for the teaching of Spanish to bilinguals. In A. Roca & J. Lipski (Eds.), Spanish in the United States: Linguistic contact and diversity (pp. 183-198). New York: Mouton de Gruyter. Sellers hoja (pdf)
• Perissinotto, G. (2005). Hacia una norma colectiva para el español en los Estados Unidos de Norteamérica. In V. Noll, K. Zimmermann, I. Nuemann-Holzschuh (Eds.), El español en América: Aspectos teóricos, particularidades, contactos (pp. 113-131). Madrid: Iberoamericana. Young
•Macedo, Donaldo. (2000). The illiteracy of English-Only literacy. Educational Leadership, 57(4), 62-67. Burke hoja (pdf)
•MacGregor-Mendoza, P. (1998). The criminalization of Spanish in the United States. In Douglas Kibbee (Ed.), Language legislation and linguistic rights: Selected proceedings of the Language Legislation and Linguistic Rights Conference, the University of Illinois at Urbana-Champaign, 1996 (pp. 55-67). Philadelphia: John Benjamin. Heaney hoja (pdf)
•Mar-Molinero, Clare. (2000). Bilingual education, literacy and the role of language in education systems. In Clare Mar-Molinero (Ed.), The politics of language in the Spanish-speaking world: From colonisation to globalisation (pp. 113-130). New York: Routledge. Booth hoja (pdf)
•Aparicio, Frances. (1993). Diversification and pan-latinity: Projections for the teaching of Spanish to bilinguals. In A. Roca & J. Lipski (Eds.), Spanish in the United States: Linguistic contact and diversity (pp. 183-198). New York: Mouton de Gruyter. Sellers hoja (pdf)
3/4
Theoretical/General
•Hernández-Chavez, E., Cohen, A., & Beltramo, A. (1975). The Chicanos. In E. Hernandez-Chavez, A. Cohen, & A. Beltramo (Eds.), El lenguaje de los chicanos (pp. v-xviii). Arlington, VA: Center for Applied Linguistics. Ross hoja (pdf)
•Sánchez, Rosaura. (1982). Our linguistic and social context. In Jon Amastae & Lucía Elías-Olivares (Eds.), Spanish in the United States: Sociolinguistic aspects (pp. 9-46). Cambridge: Cambridge University Press. Kirn hoja (pdf)
•Rubin, Joan. (1985). Spanish language planning in the United States. In Lucía Elías-Olivares (Ed.), Spanish language use and public life in the United States (pp. 135-151). New York: Mouton. Kocher hoja (pdf)
• Knauer, G. (2005). Lengua y medios de comunicación étnicos: el caso del español de EE. UU. In V. Noll, K. Zimmermann, I. Nuemann-Holzschuh (Eds.), El español en América: Aspectos teóricos, particularidades, contactos (pp. 133-150). Madrid: Iberoamericana. Bradley hoja (pdf)
•Hernández-Chavez, E., Cohen, A., & Beltramo, A. (1975). The Chicanos. In E. Hernandez-Chavez, A. Cohen, & A. Beltramo (Eds.), El lenguaje de los chicanos (pp. v-xviii). Arlington, VA: Center for Applied Linguistics. Ross hoja (pdf)
•Sánchez, Rosaura. (1982). Our linguistic and social context. In Jon Amastae & Lucía Elías-Olivares (Eds.), Spanish in the United States: Sociolinguistic aspects (pp. 9-46). Cambridge: Cambridge University Press. Kirn hoja (pdf)
•Rubin, Joan. (1985). Spanish language planning in the United States. In Lucía Elías-Olivares (Ed.), Spanish language use and public life in the United States (pp. 135-151). New York: Mouton. Kocher hoja (pdf)
• Knauer, G. (2005). Lengua y medios de comunicación étnicos: el caso del español de EE. UU. In V. Noll, K. Zimmermann, I. Nuemann-Holzschuh (Eds.), El español en América: Aspectos teóricos, particularidades, contactos (pp. 133-150). Madrid: Iberoamericana. Bradley hoja (pdf)
EVALUATION
OF LEADING
OF CLASS DISCUSSION (50pts
x 2 = 100pts total)
Each student will (in Spanish) lead a group class discussion twice in
the semester on course readings (on reserve in Ames). You will
facilitate discussion of the chapter/article by handing out a sheet
describing an activity or offering questions to your classmates the
class-time before the reading assignment is due to stimulate discussion
on the next class meeting. (We will electronically distribute the
handouts on Sundays.) You should think about important themes for
discussion and application of the article/chapter to the general issue
of the course. You should give a brief introduction (5-10
minutes) on the readings bringing in outside materials where
appropriate and important ideas to be discussed.
Evaluation of class discussion:
1. Quality of introduction 20%
2. Quality of handout or activity used to stimulate discussion 20%
3. Critical interpretation of material 25%
4. Active engagement of classmates in discussion of ideas,
strengths, weaknesses, conclusions, application of material
to Hispanics in the US 25%
5. Effectiveness of manner of presentation and facilitation 10%
PARTICIPATION:
QUALITY AND QUANTITY OF CLASS DISCUSSION: (70 pts)
Active participation in class discussions is an essential learning
component of this class. Careful reading and synthesis of the
assigned
materials is reflected in your contributions. I will be looking for
quality
and quantity of participation.