{"id":11,"date":"2012-09-05T11:20:44","date_gmt":"2012-09-05T15:20:44","guid":{"rendered":"https:\/\/people.clas.ufl.edu\/template\/?page_id=11"},"modified":"2026-03-19T08:26:08","modified_gmt":"2026-03-19T12:26:08","slug":"socio-underg","status":"publish","type":"page","link":"https:\/\/people.clas.ufl.edu\/jeaaron\/courses\/socio-underg\/","title":{"rendered":"SPN 4822 Sociolinguistics of the Spanish-speaking World (Spring 2025)"},"content":{"rendered":"\r\n<section class=\"fullwidth-text-block\">\r\n\t<div class=\"container px-0 pt-5\">\r\n\t\t<div class=\"row align-items-start\">\r\n\t\t\t<div class=\"col-12\">\r\n\t\t\t\t\n<h1 class=\"wp-block-heading\">SPN 4822 Sociolinguistics of the Spanish-speaking World (Spring 2025)<\/h1>\n\n\n\n<p><strong>SPN 4822<\/strong> (class # 24315)<strong><br>\n<\/strong><strong>SOCIOLINGUISTICS OF THE SPANISH-SPEAKING WORLD<\/strong><\/p>\n\n\n\n\n\n<p><em>T 7, R 7-8,\u00a0<\/em><em>MAT 002<\/em><\/p>\n\n\n\n\n\n<p><em>3 credit hours<\/em><\/p>\n\n\n\n\n\n<p><strong>INSTRUCTOR INFORMATION<\/strong><\/p>\n\n\n\n<table>\n<tbody>\n<tr>\n<td width=\"638\"><strong>Instructor<\/strong>: \u00a0Dr. Jessi Aaron<\/td>\n<\/tr>\n<tr>\n<td width=\"638\"><strong>Office<\/strong>: Dauer 153<\/td>\n<\/tr>\n<tr>\n<td width=\"638\"><strong>Email<\/strong>: <a href=\"mailto:jeaaron@ufl.edu\">jeaaron@ufl.edu<\/a><\/td>\n<\/tr>\n<tr>\n<td width=\"638\"><strong>Phone<\/strong>: (352) 273-3746<\/td>\n<\/tr>\n<tr>\n<td width=\"638\"><strong>Office hours<\/strong>: M 7-8, T 8, o por cita<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n<p><strong>STATEMENT ON LANGUAGE USE IN THE CLASSROOM<\/strong><\/p>\n\n\n\n\n\n<p>Following departmental policy, this course will be taught <em>in Spanish<\/em>. Research in language teaching and learning has shown that language instruction must provide significant levels of meaningful communication and interactive feedback in the target language in order for students to develop language and cultural proficiency. The <a href=\"https:\/\/www.actfl.org\/news\/position-statements\/use-the-target-language-the-classroom\"><u>American Council on the Teaching of Foreign Languages<\/u><\/a> recommends that language educators and their students use the target language as exclusively as possible (at least 90%) at all levels of instruction. The Department of Spanish and Portuguese Studies follows this recommendation in all coursework.<\/p>\n\n\n\n\n\n<p><strong>COURSE DESCRIPTION <\/strong><\/p>\n\n\n\n\n\n<p>El prop\u00f3sito de este curso es aprender sobre la variaci\u00f3n en la lengua espa\u00f1ola hablada. Con enfoque en la diversidad ling\u00fc\u00edstica en el mundo hispanohablante, los temas principales incluir\u00e1n: 1) la variaci\u00f3n fonol\u00f3gica; 2) la variaci\u00f3n morfosint\u00e1ctica; 3) el discurso; 4) las actitudes hacia la variaci\u00f3n ling\u00fc\u00edstica; y 5) el cambio ling\u00fc\u00edstico. Habr\u00e1 un inter\u00e9s especial en la socioling\u00fc\u00edstica del espa\u00f1ol en Florida y el Caribe. Este curso se dar\u00e1 exclusivamente en espa\u00f1ol.<\/p>\n\n\n\n\n\n<p><strong>COURSE MATERIALS<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>Articles for readings are on the web or available in pdf format for download on e-Learning: <a href=\"https:\/\/elearning.ufl.edu\/\">https:\/\/elearning.ufl.edu\/<\/a><\/li>\n<li>All course assignments appear in e-Learning and can be found by clicking on the link in Canvas.<\/li><\/ul>\n\n\n\n<p>Students are encouraged to employ critical thinking and to rely on data and verifiable sources to interrogate all assigned readings and subject matter in this course as a way of determining whether they agree with their classmates and\/or their instructor. No lesson is intended to espouse, promote, advance, inculcate, or compel a particular feeling, perception, viewpoint or belief.<\/p>\n\n\n\n\n\n<p><strong>Materials Fee:<\/strong> N\/A<\/p>\n\n\n\n\n\n<p><strong>STUDENT LEARNING OUTCOMES <\/strong><\/p>\n\n\n\n\n\n<p><strong>\u00a0<\/strong><strong>A student who successfully completes this course will be able to:<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>Nombrar y explicar los rasgos fonol\u00f3gicos que var\u00edan en el espa\u00f1ol y saber describir el significado sociocultural de esta variaci\u00f3n<\/li>\n<li>Nombrar varios fen\u00f3menos gramaticales que conllevan informaci\u00f3n social<\/li>\n<li>Predecir el cambio ling\u00fc\u00edstico basado en patrones de variaci\u00f3n contempor\u00e1nea<\/li>\n<li>Reconocer y poder explicar m\u00e9todos para medir las actitudes ling\u00fc\u00edsticas en una comunidad<\/li><\/ul>\n\n\n\n<p><strong>ASSESSMENT<\/strong><\/p>\n\n\n\n\n\n<p><strong>Grade Scale and Policies <\/strong><\/p>\n\n\n\n<table width=\"553\">\n<tbody>\n<tr>\n<td width=\"114\"><strong>Grading Scale<\/strong>\n<table width=\"105\">\n<thead>\n<tr>\n<td><strong>Letter Grade<\/strong><\/td>\n<td width=\"62\"><strong>Number Grade<\/strong><\/td>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>A<\/td>\n<td width=\"62\">100-93<\/td>\n<\/tr>\n<tr>\n<td>A-<\/td>\n<td width=\"62\">92-90<\/td>\n<\/tr>\n<tr>\n<td>B+<\/td>\n<td width=\"62\">89-87<\/td>\n<\/tr>\n<tr>\n<td>B<\/td>\n<td width=\"62\">86-83<\/td>\n<\/tr>\n<tr>\n<td>B-<\/td>\n<td width=\"62\">82-80<\/td>\n<\/tr>\n<tr>\n<td>C+<\/td>\n<td width=\"62\">79-77<\/td>\n<\/tr>\n<tr>\n<td>C<\/td>\n<td width=\"62\">76-73<\/td>\n<\/tr>\n<tr>\n<td>C-<\/td>\n<td width=\"62\">72-70<\/td>\n<\/tr>\n<tr>\n<td>D+<\/td>\n<td width=\"62\">69-67<\/td>\n<\/tr>\n<tr>\n<td>D<\/td>\n<td width=\"62\">66-63<\/td>\n<\/tr>\n<tr>\n<td>D-<\/td>\n<td width=\"62\">62-60<\/td>\n<\/tr>\n<tr>\n<td>E<\/td>\n<td width=\"62\">59-0<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n<td width=\"126\"><\/td>\n<td width=\"313\"><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n<p>See the UF Catalog\u2019s &#8220;<a href=\"https:\/\/catalog.ufl.edu\/UGRD\/academic-regulations\/grades-grading-policies\/\">Grades and Grading Policies<\/a>&#8221; for information on how UF assigns grade points.<\/p>\n\n\n\n\n\n<p><strong>\u00a0<\/strong><\/p>\n\n\n\n\n\n<p><strong>Graded Course Components<\/strong><\/p>\n\n\n\n\n\n<p><strong>\u00a0<\/strong>Requirements for class attendance and make-up exams, assignments, and other work in this course are consistent with university policies that can be found in the <a href=\"https:\/\/catalog.ufl.edu\/UGRD\/academic-regulations\/\">Catalog<\/a>.<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li><strong>Participation = 10% <\/strong><\/li>\n<li><strong>Individual community report = 15%<\/strong><\/li>\n<li><strong>Homework (6) = 40% (8% each, drop lowest grade)<\/strong><\/li>\n<li><strong>Final group project = 35%<\/strong><\/li><\/ul>\n\n\n\n<p><strong>Total = 100%<\/strong><\/p>\n\n\n\n\n\n<p><strong>Participation = 10%<\/strong><\/p>\n\n\n\n\n\n<p>Esta clase tendr\u00e1 muchas actividades interactivas en clase. Por lo tanto, el \u00e9xito del curso depende de la participaci\u00f3n <strong>activa e inteligente<\/strong> de los alumnos. Estar en clase es necesario, pero no suficiente, para ganar una nota superior en la participaci\u00f3n. Todos los alumnos deben traer una copia, sea en papel o en laptop, de la(s) lectura(s) del d\u00eda <strong>todos los d\u00edas<\/strong>. Adem\u00e1s, se espera que los alumnos est\u00e9n dispuestos a compartir sus ideas, experiencias y pensamiento cr\u00edtico en clase, y que respeten la naturaleza del trabajo colectivo.<\/p>\n\n\n\n\n\n\n\n\n\n\n\n<p>Como parte de la nota de participaci\u00f3n, los alumnos dejar\u00e1n <strong>comentarios para las presentaciones finales<\/strong> en Discusiones en eLearning. Cada comentario debe incluir al menos dos puntos positivos y una sugerencia para mejorar. Adem\u00e1s, habr\u00e1 <strong>otras discusiones<\/strong> en eLearning que se completar\u00e1n durante la clase y que contar\u00e1n como parte de la nota de participaci\u00f3n.<\/p>\n\n\n\n\n\n<p>Dada la importancia de la participaci\u00f3n, adem\u00e1s de recibir una nota de participaci\u00f3n, habr\u00e1 una pol\u00edtica de <strong>asistencia<\/strong>:<\/p>\n\n\n\n\n\n<p>**Los alumnos pueden perder hasta tres (3) clases sin consecuencias y sin excusa. Despu\u00e9s de tres (3) ausencias, cada ausencia sin excusa <u>bajar\u00e1 la nota final por 1%<\/u>.**<\/p>\n\n\n\n\n\n<p>Si hay que faltar, es la responsabilidad del alumno de ponerse en contacto con otro miembro de clase para saber lo que perdi\u00f3. La profesora no podr\u00e1 repetir la lecci\u00f3n dada en clase.<\/p>\n\n\n\n\n\n\n\n\n\n\n\n<p><strong>Community Report = 15%<\/strong><\/p>\n\n\n\n\n\n<p>Cada alumno debe escoger un d\u00eda en que le gustar\u00eda presentar sobre una comunidad o regi\u00f3n donde hablan espa\u00f1ol. Pueden escoger de la lista de temas adjunta a este programa o escoger otro tema (en consulta con la profesora). Solo un alumno puede escoger cada tema.<\/p>\n\n\n\n\n\n<p>Las presentaciones individuales deben durar entre alrededor de 15 minutos, y deben incluir al menos la siguiente informaci\u00f3n:<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>Un mapa del lugar y las zonas m\u00e1s relevantes al uso del espa\u00f1ol<\/li>\n<li>Fotos y videos de los habitantes<\/li>\n<li>Ejemplos de las hablas regionales (las lenguas o variedades) \u2013 para escuchar si es posible<\/li>\n<li>Una breve historia de la regi\u00f3n y de los grupos sociales presentes<\/li>\n<li>Descripci\u00f3n de la realidad socioling\u00fc\u00edstica de la comunidad, incluso actitudes sobre diferentes grupos o maneras de hablar<\/li>\n<li>Historia de la pol\u00edtica ling\u00fc\u00edstica de la regi\u00f3n y su efecto en los grupos sociales presentes<\/li><\/ul>\n\n\n\n\n\n\n\n\n\n<p><strong>Homework = 40%<\/strong><\/p>\n\n\n\n\n\n<p>Habr\u00e1 seis (6) tareas en e-Learning. Las tareas son para chequear la comprensi\u00f3n de las lecturas y tambi\u00e9n para ense\u00f1arles a leer los art\u00edculos acad\u00e9micos. Es recomendado mirar la tarea<em> antes<\/em> de leer para saber cu\u00e1les son las preguntas y tambi\u00e9n <em>durante<\/em> la lectura.<\/p>\n\n\n\n\n\n<p>La tarea con la peor nota no contar\u00e1 para la nota final, as\u00ed que cada alumno tendr\u00e1 cinco (5) tareas que cuentan para la nota final.<\/p>\n\n\n\n\n\n\n\n\n\n\n\n<p><strong>Final Group Project = 35%<\/strong><\/p>\n\n\n\n\n\n<p>This group assignment includes several components, some of which are individual and some of which will be created jointly. Within each group, each group member will be assigned a specific role to help with the division of labor and to allow for individualized grading.<\/p>\n\n\n\n\n\n<p><strong><em>Components of group project:<\/em><\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>Preliminary proposal (group)<\/li>\n<li>Project bibliography (group)<\/li>\n<li>Description of or creative reaction to a creative work from sociolinguistic community or community of practice (individual; must be different works from each team member)<\/li>\n<li>Visual and oral presentation for class, 25-35 minutes (group)<\/li>\n<li>Self-evaluation and evaluation of group (individual)<\/li><\/ul>\n\n\n\n<p><em>Preliminary proposal (10%)<\/em><\/p>\n\n\n\n\n\n<p>This should describe the following: 1) region or community of interest; 2) sociolinguistic groups present in the region; 3) why this community is interesting; 4) which group members will fill the roles listed below. The text should be between 250 and 500 words in APA format.<\/p>\n\n\n\n\n\n<p><em>Project bibliography (15%)<\/em><\/p>\n\n\n\n\n\n<p>Each group member should contribute three or four <em>unique<\/em> scholarly references on language attitudes, language use, or culture in the community or region of interest. Group members should compile their lists into one bibliography in APA format.<\/p>\n\n\n\n\n\n<p><em>Creative product analysis\/production (25%)<\/em><\/p>\n\n\n\n\n\n<p>Each group member should find a <em>unique<\/em> work (i.e. not the same as other group members) produced by or about the community or topic of interest. The creative works can include: visual artwork, poetry, literature, music, theatrical works, or other creative enterprises (please check with the professor if you are unsure). Group members should confer with each other to ensure that they have chosen different pieces.<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li><u>Analyze or engage artistically<\/u>\u00a0with a cultural product that is relevant to the topic your group has chosen. This flexible assignment allows you to choose the mode of engagement you most prefer, including traditional analysis, poetry, and visual art.<\/li><\/ul>\n\n\n\n<p>Each student should consider the following questions during the creation of the project element:<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>Who created it?<\/li>\n<li>Why was it created?<\/li>\n<li>Who is the intended audience?<\/li>\n<li>For you, what does it convey about this community?<\/li><\/ul>\n\n\n\n<p>These works and their analyses or creative reactions should be incorporated into the final group presentations.<\/p>\n\n\n\n\n\n<p><em>Visual class presentation (45%)<\/em><\/p>\n\n\n\n\n\n<p>This presentation is the culmination of your work over the semester. It should do three things:<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>Draw upon ideas presented in class readings and lectures<\/li>\n<li>Present linguistic, cultural, and historical ideas, concepts, and information about your community or region drawn from scholarly sources not otherwise seen in class<\/li>\n<li>Present creative works relevant to your community and explain their relevance to the community\u2019s sociolinguistic reality.<\/li><\/ul>\n\n\n\n<p>Each presentation should last 25-30 minutes, and it should include both text and visual (video and photographic) elements. Audio elements (e.g., voice recordings, music) are also encouraged. ALL students must contribute to the oral presentation of the materials in class.<\/p>\n\n\n\n\n\n<p><em>Self- and group evaluation (5%)<\/em><\/p>\n\n\n\n\n\n<p>Each student should produce a 500- to 1,000-word reflection on their experience in this group project. The reflection should include the following:<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>What went well in this group project? What part did you most enjoy?<\/li>\n<li>What were some of the challenges?<\/li>\n<li>If you had to do this project over again, what should you or your group do differently?<\/li>\n<li>What was the most important thing you learned from this project?<\/li><\/ul>\n\n\n\n<p><strong><em>Group roles <\/em><\/strong><\/p>\n\n\n\n\n\n<p>Group roles may include:<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>editor\/proofreader\n<ul>\n<li>responsible for correct language usage in all written work<\/li>\n<\/ul>\n<\/li><li>internet researcher\n<ul>\n<li>seeks out relevant websites or cultural information<\/li>\n<\/ul>\n<\/li><li>meeting\/group work facilitator\n<ul>\n<li>sets up meetings, sets meeting agenda, guides group through the goals for each meeting, addresses interpersonal conflicts<\/li>\n<\/ul>\n<\/li><li>graphic designer\n<ul>\n<li>responsible for the visual aspects of the group presentation, including videos used and any artwork created<\/li>\n<\/ul>\n<\/li><\/ul>\n\n\n\n<p>ALL students are responsible for searching for scholarly articles, reading the relevant readings, and contributing written text to the group assignments.<\/p>\n\n\n\n\n\n<p><strong>CALENDAR<\/strong><\/p>\n\n\n\n\n\n<p>This calendar is subject to change for pedagogical or logistical motivations. To the extent possible, students will be notified in advance of any such changes.<\/p>\n\n\n\n<table width=\"630\">\n<tbody>\n<tr>\n<td width=\"110\"><strong>Fecha<\/strong><\/td>\n<td width=\"400\"><strong>Lectura (para completar antes de clase)<\/strong><\/td>\n<td width=\"120\"><strong>Para entregar<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"110\"><strong>Week 1<\/strong><\/td>\n<td width=\"400\"><\/td>\n<td width=\"120\"><\/td>\n<\/tr>\n<tr>\n<td width=\"110\"><strong>1\/14<\/strong><\/td>\n<td width=\"400\"><\/td>\n<td width=\"120\"><\/td>\n<\/tr>\n<tr>\n<td width=\"110\"><strong>1\/16<\/strong><\/td>\n<td width=\"400\"><strong>Holmes.<\/strong> 2013. What do sociolinguists study? pp. 1-12.<!--PARAGRAPH_SEPARATOR--><p><strong>Walker<\/strong>, Cap. 2 \u201cVariation and variables\u201d, 5-15.<\/p><\/td>\n<td width=\"120\"><\/td>\n<\/tr>\n<tr>\n<td colspan=\"3\" width=\"630\"><strong>Variaci\u00f3n Fon\u00e9tica y Fonol\u00f3gica<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"110\"><strong>Week 2<\/strong><\/td>\n<td width=\"400\"><\/td>\n<td width=\"120\"><\/td>\n<\/tr>\n<tr>\n<td width=\"110\"><strong>1\/21<\/strong><\/td>\n<td width=\"400\"><strong>Alfaraz<\/strong>. 2011. Cuban Spanish in the US context.<!--PARAGRAPH_SEPARATOR--><\/td>\n<td width=\"120\">Tarea 1<\/td>\n<\/tr>\n<tr>\n<td width=\"110\"><strong>1\/23<\/strong><\/td>\n<td width=\"400\"><strong>D\u00edaz-Campos, Fafulas, and Gradoville<\/strong>. 2011. Going retro.<!--PARAGRAPH_SEPARATOR--><p><strong>Schmidt<\/strong>. 2013. Regional Variation in the perception of sociophonetic variants of Spanish \/s\/.<\/p><\/td>\n<td width=\"120\"><\/td>\n<\/tr>\n<tr>\n<td width=\"110\"><strong>Week 3<\/strong><\/td>\n<td width=\"400\"><\/td>\n<td width=\"120\"><\/td>\n<\/tr>\n<tr>\n<td width=\"110\"><strong>1\/28<\/strong><\/td>\n<td width=\"400\"><strong>Lynch<\/strong>. 2009. A sociolinguistic analysis of final \/s\/ in Miami Cuban Spanish.<!--PARAGRAPH_SEPARATOR--><\/td>\n<td width=\"120\"><\/td>\n<\/tr>\n<tr>\n<td width=\"110\"><strong>1\/30<\/strong><\/td>\n<td width=\"400\"><strong>Jansen<\/strong>. 2017. Los sonidos del merengue.<!--PARAGRAPH_SEPARATOR--><p><strong>Carvalho<\/strong>. 2006. Spanish (s) aspiration as a prestige marker on the Uruguayan-Brazilian border.<\/p><\/td>\n<td width=\"120\"><\/td>\n<\/tr>\n<tr>\n<td colspan=\"3\" width=\"630\"><strong>Variaci\u00f3n Morfosint\u00e1ctica<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"110\"><strong>Week 4<\/strong><\/td>\n<td width=\"400\"><\/td>\n<td width=\"120\"><\/td>\n<\/tr>\n<tr>\n<td width=\"110\"><strong>2\/4<\/strong><\/td>\n<td width=\"400\">Presentaciones individuales<\/td>\n<td width=\"120\">Tarea 2<\/td>\n<\/tr>\n<tr>\n<td width=\"110\"><strong>2\/6<\/strong><\/td>\n<td width=\"400\"><strong>Walker<\/strong>, Ch. 6, \u201cVariation in grammatical systems,\u201d 65-92.<\/td>\n<td width=\"120\">ENTREGAR PROPUESTA<\/td>\n<\/tr>\n<tr>\n<td width=\"110\"><strong>Week 5<\/strong><\/td>\n<td width=\"400\"><\/td>\n<td width=\"120\"><\/td>\n<\/tr>\n<tr>\n<td width=\"110\"><strong>2\/11<\/strong><\/td>\n<td width=\"400\">Presentaciones individuales<\/td>\n<td width=\"120\"><\/td>\n<\/tr>\n<tr>\n<td width=\"110\"><strong>2\/13<\/strong><\/td>\n<td width=\"400\"><strong>DeMello<\/strong>. 1995. Tense and mood after <em>No s\u00e9 si<\/em>.<!--PARAGRAPH_SEPARATOR--><p><strong>Aaron<\/strong>. 2004. The gendered use of <em>salirse<\/em> in Mexican Spanish.<\/p><\/td>\n<td width=\"120\"><\/td>\n<\/tr>\n<tr>\n<td width=\"110\"><strong>Week 6<\/strong><\/td>\n<td width=\"400\"><\/td>\n<td width=\"120\"><\/td>\n<\/tr>\n<tr>\n<td width=\"110\"><strong>2\/18<\/strong><\/td>\n<td width=\"400\">Presentaciones individuales<\/td>\n<td width=\"120\"><\/td>\n<\/tr>\n<tr>\n<td width=\"110\"><strong>2\/20<\/strong><\/td>\n<td width=\"400\"><strong>Schwenter<\/strong>. 1999. Evidentiality in Spanish morphosyntax.<\/td>\n<td width=\"120\"><\/td>\n<\/tr>\n<tr>\n<td colspan=\"3\" width=\"630\"><strong>Entonaci\u00f3n <\/strong><strong>y Discurso<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"110\"><strong>Week 7<\/strong><\/td>\n<td width=\"400\"><\/td>\n<td width=\"120\"><\/td>\n<\/tr>\n<tr>\n<td width=\"110\"><strong>2\/25<\/strong><\/td>\n<td width=\"400\">Presentaciones individuales<\/td>\n<td width=\"120\">Tarea 3<\/td>\n<\/tr>\n<tr>\n<td width=\"110\"><strong>2\/27<\/strong><\/td>\n<td width=\"400\"><strong>Alvord<\/strong>. 2010. Disambiguating declarative and interrogative meaning with intonation in Miami Cuban Spanish.<!--PARAGRAPH_SEPARATOR--><p><strong>Brown &amp; Cort\u00e9s-Torres<\/strong>. 2013. Puerto Rican intensifiers<\/p><\/td>\n<td width=\"120\"><\/td>\n<\/tr>\n<tr>\n<td colspan=\"3\" width=\"630\"><strong>Las Actitudes Ling\u00fc\u00edsticas: La Sociolog\u00eda de la Lengua<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"110\"><strong>Week 8<\/strong><\/td>\n<td width=\"400\"><\/td>\n<td width=\"120\"><\/td>\n<\/tr>\n<tr>\n<td width=\"110\"><strong>3\/4<\/strong><\/td>\n<td width=\"400\">Presentaciones individuales<\/td>\n<td width=\"120\">Tarea 4<\/td>\n<\/tr>\n<tr>\n<td width=\"110\"><strong>3\/6<\/strong><\/td>\n<td width=\"400\"><strong>Lindemann<\/strong>. 2011. Who\u2019s \u201cunintelligible\u201d? The perceiver\u2019s role.<!--PARAGRAPH_SEPARATOR--><p><strong>Delforge<\/strong>. 2013. Not correct but not bad either.<\/p><\/td>\n<td width=\"120\"><\/td>\n<\/tr>\n<tr>\n<td width=\"110\"><strong>Week 9<\/strong><\/td>\n<td width=\"400\"><\/td>\n<td width=\"120\"><\/td>\n<\/tr>\n<tr>\n<td width=\"110\"><strong>3\/11<\/strong><\/td>\n<td width=\"400\">Presentaciones individuales<\/td>\n<td width=\"120\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"110\"><strong>3\/13<\/strong><\/td>\n<td width=\"400\"><strong>Callahan<\/strong>. 2004. Native speakers\u2019 attitudes toward the use of Spanish by non-native speakers.<!--PARAGRAPH_SEPARATOR--><p><strong>Strom<\/strong>. 2015. Social hierarchy in local Spanish-language print media.<\/p><\/td>\n<td width=\"120\">ENTREGAR BIBLIOGRAF\u00cdA<\/td>\n<\/tr>\n<tr>\n<td width=\"110\"><strong>Week 10<\/strong><\/td>\n<td width=\"400\"><\/td>\n<td width=\"120\"><\/td>\n<\/tr>\n<tr>\n<td width=\"110\"><strong>3\/18<\/strong><\/td>\n<td width=\"400\">Spring Break<\/td>\n<td width=\"120\"><\/td>\n<\/tr>\n<tr>\n<td width=\"110\"><strong>3\/20<\/strong><\/td>\n<td width=\"400\">Spring Break<\/td>\n<td width=\"120\"><\/td>\n<\/tr>\n<tr>\n<td width=\"110\"><strong>Week 11<\/strong><\/td>\n<td width=\"400\"><\/td>\n<td width=\"120\"><\/td>\n<\/tr>\n<tr>\n<td width=\"110\"><strong>3\/25<\/strong><\/td>\n<td width=\"400\">Presentaciones individuales<\/td>\n<td width=\"120\"><\/td>\n<\/tr>\n<tr>\n<td width=\"110\"><strong>3\/27<\/strong><\/td>\n<td width=\"400\"><strong>Delerme<\/strong>. 2013.The Latinization of Orlando.<!--PARAGRAPH_SEPARATOR--><p><strong>Garc\u00eda, Espinet &amp; Hern\u00e1ndez<\/strong>. 2013. Las paredes hablan en El Barrio.<\/p><\/td>\n<td width=\"120\">ENTREGAR OBRA CREATIVA<\/td>\n<\/tr>\n<tr>\n<td colspan=\"3\" width=\"630\"><strong>El Cambio Ling\u00fc\u00edstico<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"110\"><strong>Week 12<\/strong><\/td>\n<td width=\"400\"><\/td>\n<td width=\"120\"><\/td>\n<\/tr>\n<tr>\n<td width=\"110\"><strong>4\/1<\/strong><\/td>\n<td width=\"400\">Presentaciones individuales<\/td>\n<td width=\"120\">Tarea 5<\/td>\n<\/tr>\n<tr>\n<td width=\"110\"><strong>4\/3<\/strong><\/td>\n<td width=\"400\"><strong>Labov<\/strong>. 2001. The Darwinian paradox.<!--PARAGRAPH_SEPARATOR--><p><strong>Torres Cacoullos<\/strong>. 2011. Variation and grammaticalization.<\/p><\/td>\n<td width=\"120\"><\/td>\n<\/tr>\n<tr>\n<td width=\"110\"><strong>Week 13<\/strong><\/td>\n<td width=\"400\"><\/td>\n<td width=\"120\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"110\"><strong>4\/8<\/strong><\/td>\n<td width=\"400\"><strong>Rasico<\/strong>. 1986. The Spanish lexical base of Old St. Augustine Mahonese.<!--PARAGRAPH_SEPARATOR--><p><strong>Brown &amp; Raymond<\/strong>. 2012. How discourse context shapes the lexicon.<\/p><\/td>\n<td width=\"120\"><\/td>\n<\/tr>\n<tr>\n<td colspan=\"3\" width=\"630\"><strong>Conclusi\u00f3n<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"110\"><strong>4\/10<\/strong><\/td>\n<td width=\"400\">Presentaciones finales<\/td>\n<td width=\"120\">Tarea 6<\/td>\n<\/tr>\n<tr>\n<td width=\"110\"><strong>Week 14<\/strong><\/td>\n<td width=\"400\"><\/td>\n<td width=\"120\"><\/td>\n<\/tr>\n<tr>\n<td width=\"110\"><strong>4\/15<\/strong><\/td>\n<td width=\"400\">Presentaciones finales<\/td>\n<td width=\"120\"><\/td>\n<\/tr>\n<tr>\n<td width=\"110\"><strong>4\/17<\/strong><\/td>\n<td width=\"400\">Presentaciones finales<\/td>\n<td width=\"120\"><\/td>\n<\/tr>\n<tr>\n<td width=\"110\"><strong>Week 15<\/strong><\/td>\n<td width=\"400\"><\/td>\n<td width=\"120\"><\/td>\n<\/tr>\n<tr>\n<td width=\"110\"><strong>4\/22<\/strong><\/td>\n<td width=\"400\">Presentaciones finales<\/td>\n<td width=\"120\">ENTREGAR EVALUACI\u00d3N FINAL<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n<p><strong>BIBLIOGRAPHY of COURSE READINGS<\/strong><\/p>\n\n\n\n\n\n<p>Aaron, Jessi E. 2004. The gendered use of <em>salirse<\/em> in Mexican Spanish: <em>Si me sal\u00eda yo con las amigas, se enojaba<\/em>. <em>Language in Society<\/em>, <em>33<\/em>(04), 585-607.<\/p>\n\n\n\n\n\n<p>Alfaraz, Gabriela. 2011. Cuban Spanish in the US context: Linguistic and social constraints on the variation of syllable final (r) among Cuban newcomers. <em>Sociolinguistic Studies<\/em>, <em>5<\/em>(2), 291-320.<\/p>\n\n\n\n\n\n<p>Alvord, Scott M. 2010. Disambiguating declarative and interrogative meaning with intonation in Miami Cuban Spanish. <em>Southwest Journal of Linguistics<\/em>, <em>28<\/em>(2), 21-66.<\/p>\n\n\n\n\n\n<p>Brown, Esther, &amp; Cort\u00e9s-Torres, Mayra. 2013. Puerto Rican intensifiers: <em>Bien<\/em>\/<em>muy <\/em>variables. In <em>Selected Proceedings of the 6th Workshop on Spanish Sociolinguistics<\/em>, ed. Ana M. Carvalho and Sara Beaudrie, 11-19. Somerville, MA: Cascadilla Proceedings Project.<\/p>\n\n\n\n\n\n<p>Brown, Esther L., &amp; Raymond, William D. 2012. How discourse context shapes the lexicon: Explaining the distribution of Spanish f-\/h\u2011 words. <em>Diachronica<\/em>, <em>29<\/em>(2), 139\u2013161. doi 10.1075\/dia.29.2.02bro<\/p>\n\n\n\n\n\n<p>Callahan, Laura. 2004. Native speakers\u2019 attitudes toward the use of Spanish by non-native speakers: From George W. to J. Lo. <em>Southwest Journal of Linguistics<\/em>, <em>23<\/em>(1), 7-34.<\/p>\n\n\n\n\n\n<p>Carvalho, Ana M. 2006. Spanish (s) aspiration as a prestige marker on the Uruguayan-Brazilian border. <em>Spanish in Context<\/em>, <em>3<\/em>(1), 85-114.<\/p>\n\n\n\n\n\n<p>Delerme, Simone. 2013. The Latinization of Orlando: Language, whiteness, and the politics of place. <em>Centro Journal<\/em>, <em>25<\/em>(11), 60-95.<\/p>\n\n\n\n\n\n<p>Delforge, Ann Marie. 2013. Not correct but not bad either: Another look at the social meaning of \u201cvelar r\u201d in Puerto Rican Spanish. <em>Selected Proceedings of the 6th Workshop on Spanish Sociolinguistics<\/em>, ed. Ana M. Carvalho and Sara Beaudrie, 158-168. Somerville, MA: Cascadilla Proceedings Project.<\/p>\n\n\n\n\n\n<p>DeMello, G. 1995. Tense and Mood after <em>No s\u00e9 si<\/em>. <em>Hispanic Review<\/em>, <em>63<\/em>(4), 555-573.<\/p>\n\n\n\n\n\n<p>D\u00edaz-Campos, Manuel, Fafulas, Stephen, and Gradoville, Michael. 2011. Going retro: An analysis of the interplay between socioeconomic class and age in Caracas Spanish. In <em>Selected Proceedings of the 5th Workshop on Spanish Sociolinguistics<\/em>, ed. Jim Michnowicz and Robin Dodsworth, 65-78. Somerville, MA: Cascadilla Proceedings Project.<\/p>\n\n\n\n\n\n<p>Garc\u00eda, Ofelia, Espinet, Ivana, &amp; Hern\u00e1ndez, Lorena. 2013. <em>Las paredes hablan en El Barrio<\/em>: Mestizo signs and semiosis. <em>Revista Internacional de Ling\u00fc\u00edstica Iberoamericana<\/em>, <em>1<\/em>(21), 135-152.<\/p>\n\n\n\n\n\n<p>Holmes, Janet. 2013. What do sociolinguists study? <em>An introduction to sociolinguistics <\/em>(4th ed.) (pp. 1-12). London: Routledge.<\/p>\n\n\n\n\n\n<p>Jansen, Silke. 2017. Los sonidos del merengue: Variaci\u00f3n ling\u00fc\u00edstica e identidad en la m\u00fasica nacional dominicana. <em>Revista Internacional de Ling\u00fc\u00edstica Iberoamericana<\/em>, <em>15<\/em>(2), 145-160.<\/p>\n\n\n\n\n\n<p>Labov, William. 2001. The Darwinian paradox. In <em>Principles of linguistic change<\/em>, vol. 2. Blackwell.<\/p>\n\n\n\n\n\n<p>Lindemann. 2011. Who\u2019s \u201cunintelligible\u201d? The perceiver\u2019s role. <em>Issues in Applied Linguistics<\/em>, <em>18<\/em>(2), 223-232.<\/p>\n\n\n\n\n\n<p>Lynch, Andrew. 2009. A sociolinguistic analysis of final \/s\/ in Miami Cuban Spanish. <em>Language Sciences<\/em>, <em>31<\/em>, 766-790.<\/p>\n\n\n\n\n\n<p>Rasico, Philip D. 1986. The Spanish lexical base of Old St. Augustine Mahonese: A Missing Link in Florida Spanish. <em>Hispania<\/em>, <em>69<\/em>(2), 267-277.<\/p>\n\n\n\n\n\n<p>Schmidt, Lauren B. 2013. Regional Variation in the Perception of Sociophonetic Variants of Spanish \/s\/. <em>Selected Proceedings of the 6th Workshop on Spanish Sociolinguistics<\/em>, ed. Ana M. Carvalho and Sara Beaudrie, 189-202. Somerville, MA: Cascadilla Proceedings Project.<\/p>\n\n\n\n\n\n<p>Schwenter, SA. 1999. Evidentiality in Spanish morphosyntax: A reanalysis of (<em>de<\/em>)<em>que\u00edsmo<\/em>. <em>Estudios de variaci\u00f3n sint\u00e1ctica<\/em>, 65-87. Madrid: Vervuet-Iberoamericana.<\/p>\n\n\n\n\n\n<p>Strom, Megan. 2015. Social hierarchy in local Spanish-language print media: The discursive representation of Latino social actors in the United States. <em>Discourse &amp; Society<\/em>, <em>26<\/em>(2), 230-252.<\/p>\n\n\n\n\n\n<p>Torres Cacoullos, Rena. 2011. Variation and grammaticalization.\u00a0<em>The Handbook of Hispanic Sociolinguistics<\/em>, Manuel D\u00edaz-Campos (ed.), 148-167. Malden, MA-Oxford: Wiley-Blackwell.<\/p>\n\n\n\n\n\n<p>Walker, James A. 2010. <em>Variation in linguistic systems<\/em>. New York: Routledge.<\/p>\n\n\n\n\n\n\n\n\n\n\n\n<p><strong>BASIC COURSE COMMUNICATION INFORMATION<\/strong><\/p>\n\n\n\n\n\n<p><u>Communications<\/u><\/p>\n\n\n\n\n\n<p>I will communicate with the class via Canvas email. To protect your privacy, please do not use regular ufl email to communicate with me or your fellow students regarding the class.<\/p>\n\n\n\n\n\n<p>I am happy to answer your questions. Please feel free to message me should you have any concerns about the class, would like guidance on the readings or assignments, or would like to offer feedback about the organization or content of the course. If you send me a message, you can expect a reply by the end of the next business day. On weekends, I may not reply to messages.<\/p>\n\n\n\n\n\n<p>For collaborative assignments, you can protect your privacy by creating Collaborations within Canvas. Please always remain within Canvas when communicating about coursework with your peers.<\/p>\n\n\n\n\n\n\n\n\n\n\n\n<p><strong>UNIVERSITY POLICIES <\/strong><\/p>\n\n\n\n\n\n<p><strong>Attendance and make-ups <\/strong><\/p>\n\n\n\n\n\n<p>Requirements for class attendance and make-up exams, assignments, and other work in this course are consistent with university policies that can be found at: <a href=\"https:\/\/catalog.ufl.edu\/ugrad\/current\/regulations\/info\/attendance.aspx\">https:\/\/catalog.ufl.edu\/ugrad\/current\/regulations\/info\/attendance.aspx<\/a>.<\/p>\n\n\n\n\n\n<p><strong>Students requiring accommodation <\/strong><br>\nStudents who experience learning barriers and would like to request academic accommodations should connect with the disability Resource Center by visiting <a href=\"https:\/\/disability.ufl.edu\/students\/get-started\/\">https:\/\/disability.ufl.edu\/students\/get-started\/<\/a>. It is important for students to share their accommodation letter with their instructor and discuss their access needs, as early as possible in the semester.<\/p>\n\n\n\n\n\n<p><strong>UF course evaluation process <\/strong><br>\nStudents are expected to provide professional and respectful feedback on the quality of instruction in this course by completing course evaluations online via GatorEvals. Guidance on how to give feedback in a professional and respectful manner is available at <a href=\"http:\/\/gatorevals.aa.ufl.edu\/students\">http:\/\/gatorevals.aa.ufl.edu\/students<\/a>. Students will be notified when the evaluation period opens and can complete evaluations through the email they receive from GatorEvals, in their Canvas course menu under GatorEvals, or via <a href=\"http:\/\/ufl.bluera.com\/ufl\/\">http:\/\/ufl.bluera.com\/ufl\/<\/a>. Summaries of course evaluation results are available to students at <a href=\"http:\/\/gatorevals.aa.ufl.edu\/public-results\/\">http:\/\/gatorevals.aa.ufl.edu\/public-results\/<\/a>.<\/p>\n\n\n\n\n\n<p><strong>University Honesty Policy <\/strong><br>\nUniversity of Florida students are bound by the Honor Pledge. On all work submitted for credit by a student, the following pledge is required or implied: &#8220;On my honor, I have neither given nor received unauthorized aid in doing this assignment.&#8221; The Student Honor Code and Conduct Code (Regulation 4.040) specifies a number of behaviors that are in violation of this code, as well as the process for reported allegations and sanctions that may be implemented. All potential violations of the code will be reported to Student Conduct and Conflict Resolution. If a student is found responsible for an Honor Code violation in this course, the instructor will enter a Grade Adjustment sanction which may be up to or including failure of the course. For additional information, see <a href=\"https:\/\/sccr.dso.ufl.edu\/policies\/student-honor-code-student-conduct-code\/\">https:\/\/sccr.dso.ufl.edu\/policies\/student-honor-code-student-conduct-code\/<\/a>.<\/p>\n\n\n\n\n\n<p><strong>In-class recording<\/strong><br>\nStudents are allowed to record video or audio of class lectures. However, the purposes for which these recordings may be used are strictly controlled. The only allowable purposes are (1) for personal educational use, (2) in connection with a complaint to the university, or (3) as evidence in, or in preparation for, a criminal or civil proceeding. All other purposes are prohibited. Specifically, students may not publish recorded lectures without the written consent of the instructor.<\/p>\n\n\n\n\n\n<p>A &#8220;class lecture&#8221; is an educational presentation intended to inform or teach enrolled students about a particular subject, including any instructor-led discussions that form part of the presentation, and delivered by any instructor hired or appointed by the University, or by a guest instructor, as part of a University of Florida course. A class lecture does not include lab sessions, student presentations, clinical presentations such as patient history, academic exercises involving solely student participation, assessments (quizzes, tests, exams), field trips, private conversations between students in the class or between a student and the faculty or guest lecturer during a class session.<\/p>\n\n\n\n\n\n<p>Publication without permission of the instructor is prohibited. To &#8220;publish&#8221; means to share, transmit, circulate, distribute, or provide access to a recording, regardless of format or medium, to another person (or persons), including but not limited to another student within the same class section. Additionally, a recording, or transcript of a recording, is considered published if it is posted on or uploaded to, in whole or in part, any media platform, including but not limited to social media, book, magazine, newspaper, leaflet, or third-party-note\/tutoring services. A student who publishes a recording without written consent may be subject to a civil cause of action instituted by a person injured by the publication and\/or discipline under UF Regulation 4.040 Student Honor Code and Student Conduct Code.<\/p>\n\n\n\n\n\n<p><strong>Procedure for conflict resolution<\/strong><br>\nAny classroom issues, disagreements or grade disputes should be discussed first between the instructor and the student. If the problem cannot be resolved, please contact the Undergraduate Coordinator or the Department Chair. Be prepared to provide documentation of the problem, as well as all graded materials for the semester. Issues that cannot be resolved departmentally will be referred to the University Ombuds Office (<a href=\"http:\/\/www.ombuds.ufl.edu\">http:\/\/www.ombuds.ufl.edu<\/a>; <a href=\"tel:3523921308\">352-392-1308<\/a>) or the Dean of Students Office (<a href=\"http:\/\/www.dso.ufl.edu\">http:\/\/www.dso.ufl.edu<\/a>; <a href=\"tel:3523921261\">352-392-1261<\/a>).<\/p>\n\n\n\n\n\n<p><strong>Resources available to students<\/strong><br>\n<strong><em>Health and Wellness<\/em><\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>U Matter, We Care: <a href=\"https:\/\/d.docs.live.net\/186fa938924ec716\/Documents\/Spring%202025\/Heaven%20and%20Earth%20Grocery%20Store\/umatter@ufl.edu\">umatter@ufl.edu<\/a>; <a href=\"tel:3523921575\">352-392-1575<\/a>.<\/li>\n<li>Counseling and Wellness Center: <a href=\"http:\/\/www.counseling.ufl.edu\">http:\/\/www.counseling.ufl.edu<\/a>; <a href=\"tel:3523921575\">352-392-1575<\/a>.<\/li>\n<li>Sexual Assault Recovery Services (SARS): Student Health Care Center; <a href=\"tel:352392-1161\">352-392-1161<\/a>.<\/li>\n<li>University Police Department: <a href=\"http:\/\/www.police.ufl.edu\/\">http:\/\/www.police.ufl.edu\/<\/a>; <a href=\"tel:3523921111\">352-392-1111<\/a> (911 for emergencies).<\/li><\/ul>\n\n\n\n<p><strong><em>Academic Resources<\/em><\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>E-learning technical support: <a href=\"mailto:learning-support@ufl.edu\">learning-support@ufl.edu<\/a>; <a href=\"https:\/\/elearning.ufl.edu\">https:\/\/elearning.ufl.edu<\/a>; <a href=\"tel:3523924357\">352-392-4357<\/a>.<\/li>\n<li>Career Connections Center: Reitz Union; <a href=\"http:\/\/www.career.ufl.edu\/\">http:\/\/www.career.ufl.edu\/<\/a>; <a href=\"tel:3523921601\">352-392-1601<\/a>.<\/li>\n<li>Library Support: <a href=\"http:\/\/cms.uflib.ufl.edu\/ask\">http:\/\/cms.uflib.ufl.edu\/ask<\/a>.<\/li>\n<li>Academic Resources: 1317 Turlington Hall; <a href=\"tel:3523922010\">352-392-2010<\/a>; <a href=\"https:\/\/academicresources.clas.ufl.edu\">https:\/\/academicresources.clas.ufl.edu<\/a>.<\/li>\n<li>Writing Studio: 2215 Turlington Hall; <a href=\"http:\/\/writing.ufl.edu\/writing-studio\/\">http:\/\/writing.ufl.edu\/writing-studio\/<\/a>.<\/li><\/ul>\n\n\n\r\n\t\t\t<\/div>\r\n\t\t<\/div>\r\n\t<\/div>\r\n<\/section>\r\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":492,"featured_media":0,"parent":8,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"featured_post":"","footnotes":"","_links_to":"","_links_to_target":""},"class_list":["post-11","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/people.clas.ufl.edu\/jeaaron\/wp-json\/wp\/v2\/pages\/11","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/people.clas.ufl.edu\/jeaaron\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/people.clas.ufl.edu\/jeaaron\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/people.clas.ufl.edu\/jeaaron\/wp-json\/wp\/v2\/users\/492"}],"replies":[{"embeddable":true,"href":"https:\/\/people.clas.ufl.edu\/jeaaron\/wp-json\/wp\/v2\/comments?post=11"}],"version-history":[{"count":11,"href":"https:\/\/people.clas.ufl.edu\/jeaaron\/wp-json\/wp\/v2\/pages\/11\/revisions"}],"predecessor-version":[{"id":387,"href":"https:\/\/people.clas.ufl.edu\/jeaaron\/wp-json\/wp\/v2\/pages\/11\/revisions\/387"}],"up":[{"embeddable":true,"href":"https:\/\/people.clas.ufl.edu\/jeaaron\/wp-json\/wp\/v2\/pages\/8"}],"wp:attachment":[{"href":"https:\/\/people.clas.ufl.edu\/jeaaron\/wp-json\/wp\/v2\/media?parent=11"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}