ECTS credits ECTS credits: 6
ECTS Hours Rules/Memories Student's work ECTS: 99 Hours of tutorials: 3 Expository Class: 24 Interactive Classroom: 24 Total: 150
Use languages Spanish, Galician
Type: Ordinary Degree Subject RD 1393/2007 - 822/2021
Departments: Spanish Language and Literature, Theory of Literature and General Linguistics
Areas: Spanish Language
Center Faculty of Philology
Call: First Semester
Teaching: With teaching
Enrolment: Enrollable
1. Identification of the varieties of American Spanish and their features.
2. Management of scientific methods of investigation in linguistic variation.
3. Ability to explain the origin of the varieties of Spanish spoken in America.
4. Knowledge and positive evaluation of the influence exerted to other languages in Spanish spoken in America.
5. Knowledge of new technologies for the study and description of Latin American Spanish.
1. Concept and limits of Spanish in America. Geography and external history.
2. Unity and diversity of Latin American Spanish. Current varieties of American Spanish and dialect areas. Panhispanic grammar and standard Spanish.
3. Language contact situations in the Americas.
4. Linguistic characterization of Latin American Spanish.
4.1. The pronuntiation of Spanish in America
4.2. Morphosyntactic features
4.3. The lexicon
Compulsory readings by subject
1. “Introducción” en Aleza Izquierdo & Enguita Utrilla (2010) / Instituto Cervantes (2019): El español: una lengua viva. Informe 2019. Electronic edition. <https://cvc.cervantes.es/lengua/espanol_lengua_viva/>
2. López Morales, H. (1998 and 2005 editions): La Aventura del español en América. Madrid: Espasa (Chapter 8: Las Zonas Dialectales de América, pp. 141-150).
3. “Geografía del mundo hispánico. El Caribe, México y Centroamérica, América del Sur”. En F. Moreno Fernández & Otero Roth (2008), Atlas de la lengua española en el mundo, Madrid, Fundación telefónica (pp. 31-49).
4.1. Lipski, J. M. (1996): El español de América. Madrid: Cátedra. Each student or group of students a chapter. All of them: "El español de Cuba", in El español de América. Madrid: Cátedra (Capítulo XII, pp. 251-260).
4.2. Real Academia Española (2009): Nueva gramática de la lengua española (Manual). Madrid: Espasa-Asociación de Academias de la Lengua Española. Sections dedicated to the “voseo” in the Manual edition.
Links of interest
Resources of the Real Academia Española
Banco de datos: http://www.rae.es/recursos/banco-de-datos
Diccionarios: http://www.rae.es/recursos/diccionarios
Atlas sintáctico del español: http://www.rae.es/recursos/enlaces-externos/atlas-sintactico-del-espanol
Centro Virtual Cervantes
https://www.observatoireplurilinguisme.eu/portalingua/cvc.cervantes.es/…
Instituto Cervantes, Portal de los Congresos Internacionales de la Lengua Española
http://congresosdelalengua.es/
Reference Manual
Aleza Izquierdo, M. y J. Mª Enguita Utrilla (coords.) (2010): La lengua española en América: normas y usos actuales. Universitat de València. Electronic edition: <http://www.uv.es/aleza/esp.am.pdf>
Grammars
Bosque, I. y V. Demonte (dirs.) (1999): Gramática descriptiva de la lengua española, Madrid, Espasa-Calpe.
Real Academia Española (2009): Nueva gramática de la lengua española, 2 vols. Madrid: Espasa-ASALE.
Dictionaries
Asociación de Academias de la Lengua Española (2010): Diccionario de americanismos, Madrid, Santillana.
Haensch, G. (2000): Diccionario del español de Cuba: español de Cuba-español de España. Coordinación, Gisela Cárdenas Molina, Antonia María Tristá Pérez, Reinhold Werner, Madrid, Gredos.
Haensch, G. (2000): Diccionario del español de Argentina: español de Argentina-español de España. Coordinación, Gisela Cárdenas Molina, Antonia María Tristá Pérez, Reinhold Werner, Madrid, Gredos.
Haensch, G. y R. Werner (1993) (coords.): Nuevo diccionario de americanismos, 3 vols. (colombianismos, argentinismos, uruguayismos), Santafé de Bogotá, Instituto Caro y Cuervo.
Morínigo, M. A. (1998): Nuevo diccionario de americanismos e indigenismos, version updated by M. A. Morínigo Vázquez-Prego, Buenos Aires, Galaxia.
Steel, B. (1999): Breve diccionario ejemplificado de americanismos, Madrid, Arco/Libros.
Complementary Bibliography
Alvar, M. (dir.) (1996): Dialectología hispánica II. El español de América. Barcelona: Ariel.
Buesa, T. & J. M. Enguita (1992): Léxico del español de América: su elemento patrimonial e indígena. Madrid: Ed. MAPFRE.
Canfield, D. L. (1988): El español de América. Fonética. Barcelona: Crítica.
Granda, G. de (1999): Español y lenguas indoamericanas en Hispanoamérica. Estructuras, situaciones y transferencias. Valladolid: U de Valladolid.
Lipski, J. M. (2004): “El español de América: Los contactos bilingües”, en R. Cano (coord.), Historia de la lengua española, Barcelona, Ariel, 2013, 1117-1138.
Moreno Fernández, F. (1995): La división dialectal del español de América. Alcalá de Henares: U. de Alcalá de Henares.
Moreno Fernández, F. (2009): La lengua española en su geografía. Madrid: Arco/Libros.
Noll, V., K. Zimmermann e I. Neumann-Holzschuh (eds.) (2005): El español en América : Aspectos teóricos, particularidades, contactos. Madrid: Iberoamericana.
Palacios, A. (coord.) (2008): El español en América. Contactos lingüísticos en Hispanoamérica. Barcelona: Ariel.
Torres Torres, A. (2000): El español de América. Barcelona: U. de Barcelona.
Vaquero, M. (1996): El español de América, 2 vols. Madrid: Arco/Libros.
1. BASIC AND GENERAL SKILLS OF THE GLLE
CB1. Ability to connect previous knowledge with more advanced knowledge in the field of Hispanic linguistics.
CB2. Ability to develop and defend arguments and to propose solutions to language problems.
CB3. Ability to collect and interpret relevant linguistic data in order to make reflective judgements.
CB4. Ability to convey information, ideas, problems and solutions to a specialized and non-specialized audience.
CB5. Ability to independently apply acquired learning skills to further studies.
CG1. Acquisition and understanding of specific knowledge, scientific methods and analysis resources for the advanced linguistic study of Spanish.
CG2. Ability to apply the knowledge and methods acquired in the identification and resolution of problems, both in the field of linguistic studies and in the professional field.
CG3. Ability to reflect and think critically to describe, interpret and value linguistic facts.
CG4. Ability to apply inductive and deductive reasoning by combining data analysis with theoretical argumentation.
CG5. Ability of abstraction, synthesis and analysis to extract generalizations from the observation and description of the data.
CG6. Ability to transmit information, ideas, problems and solutions on Spanish language issues to a specialized and non-specialized audience.
CG7. Fluency in Spanish oral and written expression in different contexts of use.
CG8. Ability to use computer tools and cooperative networks to establish national and international contacts.
CG9. Ability to work cooperatively in multicultural and multilingual contexts.
CG10. Autonomous learning of new knowledge and analysis techniques.
2. SPECIFIC COMPETENCIES OF THE GLLE
CE4. Identification and understanding of the elements that define and articulate linguistic studies as scientific disciplines in the Humanities.
CE5. Ability to recognize the interdisciplinary nature of linguistic and literary studies.
CE9. Development of a deeper knowledge of Spanish thanks to the reflexive study of the grammar and discursive uses of the speakers.
CE10. Understanding the complexity of linguistic facts.
CE11. Ability to apply the knowledge of Spanish grammar in both its synchronic and diachronic aspects.
CE14. Ability to recognize the internal varieties of Spanish (temporal, spatial, social and situational).
CE16. Ability to handle new technologies that facilitate the study of Spanish.
CE17. Ability to use tools to search for bibliographic resources in the study of the Spanish language.
CE18. Development of communicative competence in academic contexts.
CE19. Acquisition of strategies to facilitate the carrying out of subsequent philological studies.
3. SUBJECT-SPECIFIC COMPETENCES
CEM1. Ability to identify the varieties of Spanish in the Americas, through the commentary of oral and written texts.
CEM2. Identification of the main characteristic features of the Spanish varieties in America.
CEM3. Ability to write an introductory paper on linguistic variation and to present the conclusions of the paper orally.
CEM4. Management of bibliographic sources and relevant technological resources in the field of Spanish language study in America.
CEM5. Use of ICT applied to description and research in American Spanish.
Throughout the lectures, highlights of each topic and supporting materials will be introduced, which does not preclude the raising of issues for discussion, with reference readings or exercises proposed, for what it is expected awake and participatory attitude from students, while stressing the desirability of regular attendance to class. Interactive classes will consist in the analysis of written and oral texts, chosen to highlight the characteristic features of the different sub-varieties of Spanish spoken in America. Film excerpts will be used to establish certain differences within the framework of the dialectal areas, for example, Spanish from Mexico, Cuba, Colombia, Argentina and Chile. Collaborative work will be promoted.
Classes will be face-to-face, semi-presential or completely virtual, according to the three possible scenarios, depending on the health conditions. Tutorials will always be carried out by appointment, and will be either face-to-face or virtual, depending on the health conditions. When face-to-face teaching is not possible, teaching will continue to be carried out synchronously (at the same time as face-to-face teaching) and asynchronously (for the proposed activities). In these cases, both the Teams platform and the virtual classroom (forums and other activities) will be used. It is very important that all the students check as soon as possible that they have access to the virtual classroom of Spanish of America. It is very important that all the students join the Spanish of America team of Teams, once created at the beginning of the course. Communication by remote means will be carried out through the Virtual Campus and, for urgent information, through the Teams chat.
Regardless of the scenario, the virtual campus will be used as a virtual reference place for the subject. The materials, activities and, above all, the indications on how to follow the teaching will be gathered in the virtual classroom of Spanish of America, in case it is necessary to go from scenario 1 to 2 or 3. It is very important that all the students check as soon as possible that they have access to the virtual classroom of Spanish of America.
The teachers guarantee the accessibility to the materials that constitute the basic bibliography (readings by topics and multimedia materials) regardless of the scenario (face-to-face, semi-presential or remote teaching). All the materials will be gradually available in the virtual classroom, always complying with the regulations concerning intellectual property and data protection.
Details of the methodology according to each scenario
Scenario 1 - adapted normality
Classes will be face-to-face (3h week), combined with the monitoring of the subject through the virtual classroom for autonomous work (readings and activities). It is very important that all the students check as soon as possible that they have access to the virtual classroom of Spanish of America.
Scenario 2 - distance
Master classes will be carried out entirely in a virtual way with synchronous and asynchronous mechanisms, distributed in 50% (one synchronous session of 50 minutes per week). The interactive teaching will be face-to-face. It is very important that all the students check as soon as possible that they have access to the virtual classroom of Spanish of America and that they check regularly the electronic messages that are sent to their institutional address of the USC. It is very important that all the students join the Spanish of America team of Teams, once created at the beginning of the course. Communication by remote means will be carried out through the Virtual Campus and, for urgent information, through the Teams chat.
Scenario 3 - closure of the facilities
Both the master classes and the interactive teaching will be carried out entirely virtually, with synchronous and asynchronous mechanisms, divided into 50% for the exhibition part (one synchronous session of 50 minutes per week) and with asynchronous remote monitoring of the interactive part. It is very important that all the students do the weekly monitoring through the virtual classroom, participating actively in the forums and in the proposed activities.
Guiding calendar
Week 1: Presentation - Previous knowledge
Weeks 2-3: Theme 1 - Maps, History Readings and Perspectives on the Subject
Weeks 4-7: Theme 2 - Sound samples, various reading and discussion texts
Weeks 8-9: Theme 3 - Maps and texts for analysis and comment
Weeks 10-12: Theme 4 - Texts for analysis and comment. Follow-up of group work.
Weeks 13-14: Oral presentations and conclusions
Multimedia materials
Interactive Atlas of Spanish Intonation. Presentation of audio and video materials for the study of prosody and intonation in Spanish dialects. http://prosodia.upf.edu/atlasentonacion/index.html.
Catalogue of Hispanic Voices (Centro Virtual Cervantes): Audiovisual samples of the main manifestations and varieties of the Spanish language, from all over the Hispanic world, together with samples of the main native languages with which the Spanish language coexists. The catalogue also includes a small collection of samples of Spanish spoken by learners from different linguistic and geographical backgrounds. http://cvc.cervantes.es/lengua/voces_hispanicas/.
Columbia Conversation Corpus for E/LE. Video recordings of real conversations between Spanish speakers for language teaching. http://edblogs.columbia.edu/corpusdeconversaciones/.
Spanish Language Corpus in Texas. Authentic videos in Spanish for language learning. Collection of video interviews with bilingual speakers in Texas. http://www.coerll.utexas.edu/spintx/.
Didactèque de Bayonne (2004): Voices of America. DVD Cultura y civilización and Cuaderno de actividades, Madrid, SGEL.
Real Academia Española (2011): Las voces del español: tiempo y espacio, DVD, Madrid, Espasa-Asociación de Academias de la Lengua Española. This is a DVD that accompanies the volume of Phonetics and Phonology - New Grammar of the Spanish Language. It contains a course on Phonetics and Phonology of Spanish and is exemplified with sound samples of speech from all Spanish-speaking countries. More information at http://www.rae.es/obras-academicas/gramatica/nueva-gramatica/dvd-las-vo….
Spanish Proficiency Exercises. University of Texas at Austin. A compilation of short video clips with monologues on different topics by native Spanish speakers from various parts of Latin America (grouped by difficulty level). http://www.laits.utexas.edu/spe/index.html.
It will consist of continuous formative evaluation combined with final testing and will be the same in all three scenarios (face-to-face in scenario 1, face-to-face or virtual in scenario 2 and virtual in scenario 3, through the USC Virtual Campus).
1st Chance (January)
Final individual work on some specific aspect of the linguistic or cultural characterization of Spanish in America or on situations of linguistic contact in Spanish in America, which will be presented in class orally (30% of the final grade). Final exam (60% of the final grade). Class attendance and active participation in the interactive sessions will also be taken into account (10% of the final grade).
Elements and criteria for the evaluation at the 1st opportunity
- Attendance and participation in the classes (both expository and interactive) 10%
- Individual or group work 30%.
- Final exam 60%
2nd Chance (June-July)
The final grade will be obtained from a final exam (100% of the grade).
Students with no attendance requirement
The final grade will be obtained from a final exam (100% of the grade).
IMPORTANT
In the event of fraudulent exercises or tests, the provisions of the “Regulations on the Evaluation of Students' Academic Performance and the Review of Grades” shall apply.
Presential activities
Explanatory classes, interactive classes and tutorship sessions (50h).
Non presential activities
Autonomous work of students will be distributed among the following activities (maximum of hours indicated):
Study, readings and activities programmed in the explanatory classes. Preparation of exam (35h)
Accomplishment of evaluables exercises and works (35h)
Readings (30h)
Total presential hours: 50
Total non presential hours: 100
Advanced instrumental use of the Spanish language (in non-native students Spanish level B2 is recommended).
Scenario 1 - adapted normality
We recommend regular attendance at classes and monitoring of the subject both in person and through the virtual classroom for autonomous work (readings and activities). It is very important that all the students check as soon as possible that they have access to the virtual classroom of Spanish of America.
Scenario 2 - distance
Master classes will be carried out entirely virtually with synchronous and asynchronous mechanisms distributed in 50% (one synchronous session of 50 minutes per week). Interactive teaching will be face-to-face, so regular attendance at the sessions is recommended. It is very important that all the students check as soon as possible that they have access to the virtual classroom of Spanish of America and that they check regularly the e-mails sent to their institutional address of the USC. It is very important that all the students join the Spanish of America team of Teams, once it is created at the beginning of the course. Communication by remote means will be carried out through the Virtual Campus and, for urgent information, through the Teams chat.
Scenario 3 - closure of the facilities
Both the master classes and the interactive teaching will be carried out entirely virtually, with synchronous and asynchronous mechanisms divided into 50% for the exhibition part (one synchronous session of 50 minutes per week) and with asynchronous remote monitoring of the interactive part. It is very important that all the students do the weekly monitoring through the virtual classroom, participating actively in the forums and in the proposed activities. It is very important that all the students join the Spanish of America team of Teams, once created at the beginning of the course. Communication by remote means will be carried out through the Virtual Campus and, for urgent information, through the Teams chat.
CONTINGENCY PLAN
Adaptations corresponding to the sections on teaching methodology and evaluation system foreseen for scenarios 2 and 3.
Scenario 2 - distance
Master classes will be carried out entirely in a virtual way with synchronous and asynchronous mechanisms, distributed in 50% (one synchronous session of 50 minutes per week). The interactive teaching will be face-to-face. It is very important that all the students check as soon as possible that they have access to the virtual classroom of Spanish of America and that they check regularly the electronic messages that are sent to their institutional address of the USC. It is very important that all the students join the Spanish of America team of Teams, once created at the beginning of the course. Communication by remote means will be carried out through the Virtual Campus and, for urgent information, through the Teams chat.
Scenario 3 - closure of the facilities
Both the master classes and the interactive teaching will be carried out entirely virtually, with synchronous and asynchronous mechanisms, divided into 50% for the exhibition part (one synchronous session of 50 minutes per week) and with asynchronous remote monitoring of the interactive part. It is very important that all the students do the weekly monitoring through the virtual classroom, participating actively in the forums and in the proposed activities.
The evaluation system will be the same in all three scenarios (face-to-face in scenario 1, face-to-face or virtual in scenario 2 and virtual in scenario 3, through the USC Virtual Campus).
Vicky Crego Garcia
Coordinador/a- Department
- Spanish Language and Literature, Theory of Literature and General Linguistics
- Area
- Spanish Language
- Phone
- 881811885
- vicky.crego [at] usc.gal
- Category
- Professor: University Lecturer
| Monday | |||
|---|---|---|---|
| 13:00-14:00 | Grupo /CLE_01 | Spanish | C06 |
| 14:00-15:00 | Grupo /CLIS_01 | Spanish | C06 |
| Tuesday | |||
| 13:00-14:00 | Grupo /CLE_01 | Spanish | C08 |
| 01.23.2025 09:30-13:30 | Grupo /CLE_01 | B10 |
| 01.23.2025 09:30-13:30 | Grupo /CLIS_01 | B10 |
| 06.23.2025 09:30-13:30 | Grupo /CLIS_01 | B10 |
| 06.23.2025 09:30-13:30 | Grupo /CLE_01 | B10 |