2. Title of course: Spanish 131/ML 131: Special Topics in Hispanic Linguistics 1

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1 Title of course: Spanish 131/ML 131: Special Topics in Hispanic Linguistics 1 Number and type of contact hours per week: 3.15 hours per week, 3 days a week or 2.7 on T/TH schedule Duration of course in weeks: 15 Amount of course credit: 1 Brief Course Catalog description: Courses taught under this designation seek to provide students with an understanding of particular linguistic topics of the Spanish language, including such areas as historical linguistics, sociolinguistics, morphology, second language acquisition, bilingualism, and methodologies of teaching language. It may be repeated for credit as content varies and it is available for variable credit. The prerequisite for SPAN 131 is SPAN 11 or equivalent. Brief Rationale for the 131 courses in Hispanic Linguistics (relationship to current department curriculum): During our program review process, we identified gaps in our curricular offerings, especially as related to linguistics and cultural studies. This new course is part of the changes to the Spanish major, which includes the creation of two additional concentrations, one of which is Hispanic Linguistics. We created this course designation to first complement courses we currently offer in the department and second, expand our course offerings for students interested in understanding more deeply the field of linguistics, and Hispanic Linguistics in particular. The college does not currently have a full major in Linguistics, although there has been a growing interest by students, and a few who have pursued individualized majors consisting of courses primarily from English and Modern Languages, with a smattering of offerings by Psychology (Psycholinguistics) and Classical Languages (Etymology). We hope that creating this topics course can serve some of this student interest. Courses taught under this designation seek to provide students with an understanding of particular linguistic topics of the Spanish language, including such areas as historical linguistics, sociolinguistics, morphology, second language acquisition, bilingualism, and methodologies of teaching language. This topics course builds upon the general knowledge students acquire in the course SPAN 103 Introduction to Linguistics and allows instructor and student to explore deeply one aspect of Hispanic linguistics. This course is intended for majors and minors. It is also open to any student who meets the prerequisites and is interested in studying linguistics. We also anticipate that some of the courses in this designation could be taught in English and thus, attract students who are interested in linguistics but perhaps do not have the language skills to take other upper division courses in the department. 1 We ask that the course also be given an ML designation to use if/when the course would be taught in English.

2 For the present proposal, we are submitting the following two course syllabi, since these courses have been taught prior as approved independent studies. 1) SPAN/ML 131: Second Language Acquisition 2) SPAN/ML 131: Historical Linguistics Course syllabus: 1) SPAN 131: Second Language Acquisition and Foreign Language Education Course description This course consists of an exploration into theories and practices of language acquisition and foreign language education. The student will study the relationship between language acquisition (first and second) and its underpinnings in psychology and linguistics, as well as issues of foreign language education in the United States. Learning outcomes Students who complete this course will be able to: 1) Identify the major movements in second language acquisition and foreign language education. 2) Identify primary terms critical to second language acquisition, such as the difference between learning and acquiring language, or the difference between foreign, target, first and second language. 3) Articulate the relationship between theories of learning in the field of psychology and theories of language learning and teaching in the field of language acquisition. 4) Identify concepts relevant to second language acquisition, including individual learner factors, teacher factors, language factors and classroom factors. 5) Articulate the role of instructor and instruction in second language acquisition, across language modalities. Required readings Brown. Principles of Language Learning and Teaching. Blair, Innovative Approaches to Language Teaching Omaggio, Teaching Language in Context Research into Second Language Acquisition, Fifth edition Students will read chapters from the following texts: Horowitz and Young, Language Anxiety Course Plan 1. Reading and Discussion: For each chapter read, the student will complete a) a written summary of main ideas and

3 3 b) two or more ideas that are personally interesting or relevant. (See reading schedule) 2. Quizzes and Exams. Throughout the semester there are both quizzes (approximately 6 across the semester) and exams (four). 3. Critical self-reflection. In concert with the material studied, students will complete weekly critical self-reflections on their own language learning process. 4. Classroom observation. Students will also be responsible for outside classroom observations of beginning and intermediate level language courses. This includes interview with instructors, and completion of homework assignments that relate the theory read with the practical observation of instructors. Observation will include a) brief outline of tasks completed and b) impressions of instructional process and comments on how the read material relates to your observation. (see sample observation) c) typed reaction about the observation and its relation to the material being read. 5. Final project. Take one element from the readings/observations and expand on it. Various possibilities include: a) compare and contrast two teachers b) try to teach something: having created your own methodology and pedagogy, create lesson plan, work with instructor, teach a section, write an analysis of it from a theoretical and pedagogical perspective. --create your own methodology and then the related pedagogy of instruction based on the theories of language learning you have studied --do a qualitative or quantitative study on some aspect of bilingual education 6. Final exam. There is a final exam essay of three questions. The student will be given 5 questions of which they will answer three in 2-3 pages for each question. Method of Evaluation: a. readings, reaction, discussion, homework 20% b. quizzes 10% c. exams (4) 15% b. observations 15% c. project 25% d. final exam 15% Course syllabus: 2) SPAN 131: The History of the Spanish Language Course description

4 This course offers students of Spanish a fascinating exploration through the rich evolution of the Spanish language, from its earliest Vulgar Latin roots in the Iberian Peninsula to its modern dialectal variations in today s Spanish-speaking world. Students will look back to explore cultural, historical, and geographical factors that have helped to shape the phonology, morphology, syntax, semantics, and lexicon of dialects of modern Spanish; look around to recognize the factors that determine the dramatically rapid evolution of the language playing out today; and look forward to understand how naturally-occurring linguistic phenomena, together with the ever-increasing cultural contact that defines our future, work together to guarantee its continued evolution. Learning outcomes Students who complete this course will be able to: 1) Identify the primary cultural and historical factors and the different populations responsible for the rich, multi-layered evolution of the Spanish language from its roots in Vulgar Latin. 2) Define key terms and describe phenomena specific to linguistic evolution in the areas of phonology, morphology, syntax, semantics, and lexicon. 3) Demonstrate an understanding of Spanish historical dialectology through an exploration of the variations of Medieval Romance that defined political regions of the Iberian Peninsula before Castilian became the official dialect of Spain. 4) Identify the linguistic characteristics of Modern Spanish, together with contributing cultural and historical influences that have continued to evolve in Spain and throughout Latin America since the end of the 15 th century. 5) Employ standards of linguistic inquiry and thorough, ethical research methodology to conduct an independent investigation on a topic relating to the history of the Spanish language. Required reading Burunat, Silvia and Éstevez, Ángel, El español y su evolución, 2 nd edition Peter Lang International Academic Publishers, 2014 Penny, Ralph, A History of the Spanish Language, 2 nd edition Cambridge University Press, 2002 Pharies, David A., Breve Historia de la lengua española, Spanish edition University of Chicago Press, 2007 Lapesa, Rafael, Historia de la lengua española, 9ª edición Gredos, Course Plan Reading and Discussion Students will read assigned chapters of the different texts and come to class ready to participate in daily discussions. In-class Linguistic Activities When appropriate, students will work together to familiarize themselves with new concepts of linguistics and language change in class. These activities include a variety of individual, small group, and class activities to support shared inquiry as we review key elements of the literature. Exams Students will take a total of four (4) in-class exams during the course of the semester. Each exam will assess the students mastery of the material through a variety of tasks, including identification and exemplification of key terms and concepts, and short essay questions where students will reflect on key elements and themes from readings and class discussions. Research Project

5 5 Students will undertake a research project in an area of Spanish historical linguistics of particular interest to them. The research plan and process will be guided by the professor, supported by our subject librarian, and molded through peer review activities in class. The investigation will result in a research paper (7-10 pages in length) consistent with current MLA writing standards. Additionally, students will present their findings to classmates through a brief (10-15 minute) oral presentation at the end of the course. Method of Evaluation a. preparation and discussions 10% b. other in-class activities 10% c. exams (4) 50% d. research paper 20% e. oral presentation 10%. Title of course: Spanish/ML 132: Special Topics in Hispanic Cultural Studies Number and type of contact hours per week: 3.15 hours per week, 3 days a week or 2.7 on T/TH schedule Duration of course in weeks: 15 Amount of course credit: 1 Brief Course Description: Courses taught under this designation seek to provide students with an understanding of the history, cultures, and contemporary issues of Latin America, including the presence of Latinos in the U.S. After taking one of these courses, students will be able to demonstrate knowledge of Hispanic cultures across time and geography, articulate an understanding of global perspectives, practices and products of those cultures and how these interface with larger social, economic, political, and historical processes. This course is intended for majors and minors. It is also open to any student who is interested in learning about Latin America and U.S. Latinos. We also anticipate that some of the courses in this designation will be taught in English and thus, attract students who are interested in Hispanic cultures but perhaps do not have the language skills to take literature courses in the department. Furthermore, we anticipate this course will count towards Core Curriculum requirements, such as Global Perspectives and/or the Common Good. For the present proposal, we are submitting the following course: SPAN/ML 132: Chicano Culture and Society In this course students will have a unique opportunity to study the formation of Chicano culture and society from the perspective of Mexico. We will focus on the intricate patterns of identity formation and maintenance on both sides of the border to better understand how Mexicanness has been constructed and reconstructed from the nineteenth century through the present. We will also pay particular attention to the transformation of gender relations, in both Mexico and the

6 United States, brought about by the Mexican migration waves of the late twentieth century. We will likewise discuss the role immigrant women have had in community building in the barrios of many American cities. The class readings will include works by Eduardo Telles and Ortiz, George Sánchez, Guillermo Bonfil Batalla, Francisco Balderrama and Raymond Rodríguez. Learning Goals: 1) Recognize Mexican-American culture as a dynamic, interrelated system and employ a variety of processes to identify, analyze and evaluate various cultural themes, values and ideas. 2) Demonstrate knowledge of Mexican-America cultures across time and geography, specifically from 1848 to the present day. 3) Articulate an understanding of the complexity of Mexican-American culture vis-a-vis cultures in the United States and Mexico. 4) Discern the variety and nature of cultural practices and artifacts of Mexican-American populations, for example paintings, literature, and music. 5) Grasp the political and sociological dimensions of cultural practices and artifacts classified under rubrics of race, class and gender in Mexican-American societies. Assessment methods: Students will complete quizzes: quizzes measure comprehension, and understanding of key concepts and terms from the assigned readings. Midterm exam: This assesses a student s progress half way through the course. The exam comprises identification of key terms and will ask students to synthesize concepts and themes from the readings and class discussions. Final exam: The exam comprises identification of key terms and will ask students to synthesize concepts and themes from the readings and class discussions. This exam is not comprehensive, rather it measures the students knowledge of the material from the midterm through the last day of class. Essays: Students are provided with themes from which they choose one topic to research and analyze in an essay of 5-8 pages in length. Participation and attendance: students are expected to be present at every class session and to fully participate in class discussions, demonstrating their understanding and capacity to debate the major themes of the assigned readings. Reading List: Vilma Balderrama and Rodríguez, Decade of Betrayal Tomás R. Jimenez, Replenished Ethnicity George Sánchez, Becoming Mexican American Arturo Islas, The Rain God Guillermo Bonfil Batalla, Mexico Profundo

7 7 Nestor García Canclini, Consumers and Citizens Michelle Serros, Chicana Falsa Alma García, Narratives of Mexican American Women Brief Rationale for the course (relationship to current department curriculum): During our program review process, we identified gaps in our curricular offerings, especially as related to linguistics and cultural studies. This new course is part of the changes to the Spanish major, which includes the creation of two additional concentrations, one of which is Hispanic Cultural Studies. We created this course designation to first complement courses we currently offer in the department and second, expand our course offerings for students interested in understanding of the history, cultures, and contemporary issues of Latin America, including the presence of Latinos in the U.S. Courses taught in this designation will provide multidisciplinary understanding of the culture, languages and other artistic artifacts of the Spanish-speaking world.