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Program Faculty Courses Lectures LLJournal The AIH Alumni Links Photos |
The
Ph.D. Program in Hispanic Linguistics
Program Description
Faculty in Hispanic Linguistics Program Requirements Courses Students in Hispanic Linguistics More Hispanic Linguistics at CUNY Alumni Links Program Description In
the Hispanic linguistics track, courses such as Fundamentals of
Hispanic Linguistics, Spanish in Social Context, Phonology of Spanish,
Spanish Syntax, Spanish in History, and Spanish Applied Linguistics are
designed to provide students with a broad understanding of the
discipline. More advanced seminars offer students the possibility to
focus on political and sociological approaches to language –
e.g., Spanish in contact, linguistic history of Hispanic communities,
language and identity, language policy, and linguistic ideologies
– or pursue research in areas of phonology, grammar or lexis from
functionalist and variationist perspectives. Students are encouraged to
broaden their academic and intellectual preparation by choosing, in
consultation with their academic advisor, a number of courses outside
the program in areas such as anthropology, education, linguistics,
literature, sociology and political science.
En la rama de lingüística hispánica, cursos como Fundamentos de Lingüística Hispánica, El Español en Contextos Sociales, Sintaxis del Español, Fonología del Español, El Español en la Historia y Lingüística Aplicada del Español están diseñados para proporcionarles a los estudiantes una amplia visión de la disciplina. Los seminarios avanzados ofrecen la posibilidad de profundizar ya sea en el estudio de temas de política y sociología del lenguaje (p.e. el español en contacto, historia lingüística de las comunidades hispánicas, lenguaje e identidad, política lingüística e ideologías lingüísticas) o en el de temas relacionados con la fonología, la gramática o el léxico desde perspectivas variacionistas y funcionales. Se anima a los estudiantes a que amplíen su preparación intelectual y profesional matriculándose, tras consultar con el consejero académico, en materias ofrecidas por otras disciplinas y departamentos tales como Antropología, Educación, Lingüística, Literatura, Sociología y Ciencias Políticas. Faculty in Hispanic Linguistics
Program
Requirements
For students enrolled in the Hispanic linguistics track, a minimum of 60 credits beyond the bachelor's degree is required for the Ph.D. The first 36 credits (or 12 classes) must include the required core courses (see below). Upon completing the 60 credits required for the Ph.D., students must have taken 3 doctoral seminars at the 800 level (2 out of these 3 seminars must be in Hispanic linguistics), and at least one course in Hispanic literatures. By the time the 60 credits are completed all candidates must have taken a minimum of 11 classes and seminars in Hispanic linguistics. Students entering the program with background in linguistics may request core-course waivers. Any requirement waivers must be approved by the Executive Officer or her/his appointed program advisor. Required Core Courses:
First Examination: The First Examination will test the students' knowledge of the facts, concepts, principles, and theoretical frameworks that define each of the disciplines studied, and their ability to write coherent essays that are relevant to the main questions addressed by those same disciplines. The First Examination will cover the four areas of Spanish syntax, phonology, sociolinguistics and historical linguistics and will be based on coursework and a core list of required readings. On each area-examination the student will answer 10 out of 15 short questions and write 2 essays on 2 out of 3 given topics. Second Examination: After completing a minimum of 60 credits and fulfilling all requirements, students must pass a Second Examination. For each student, the Executive Officer will appoint a committee of three professors including the student's mentor, who will serve as chair. The examination will have a written and an oral component. In consultation with the committee, each student must designate and describe a primary and a secondary area of concentration. For the secondary area, students will prepare an annotated bibliography. For the primary area, in addition to preparing an annotated bibliography, they will select a topic, and write a paper. The paper must have approximately 8000 words and demonstrate the student's command of the field and ability to write publishable articles. Bibliographies and paper must be handed to all committee members before the designated Second Examination date. The oral exam will consist of a presentation by the student followed by questions from committee members. Language requirement: Any two of the following languages are required: French, German, Italian or Latin. Any other language with a significant literature in Hispanic linguistics or relevance to the student's doctoral work may be approved by the Executive Officer or her/his appointed program adviser. Proficiency may be demonstrated by passing a written test given by the program or by completing two semesters of a reading course offered by the City University and approved by the Executive Officer. Dissertation: Within one semester of passing the Second Examination, candidates must submit to the Executive Officer their dissertation topic and the names of the director and the two readers of the Dissertation Committee. Within one year of passing the Second Examination, candidates must submit a dissertation proposal to the Dissertation Committee for approval. The proposal must have at least ten double-spaced pages, must include a description of the topic, the methodology to be employed, the scholarly significance, the contribution to the field, and the feasibility of the project. A basic up-to-date bibliography of the topic following recent MLA guidelines will also be required. The proposal should be dated and signed by the thesis director. After writing the dissertation proposal, the candidate shall make an oral presentation of the written proposal before the Dissertation Committee for approval. Upon completion of the dissertation and after approval by the Dissertation Committee, the candidate shall defend the dissertation publicly. The candidate's oral defense will consist of a presentation on the nature of the research and the results it has yielded, followed by a question period normally of one-hour duration. SPAN 70400
- Introduction to Spanish Morphology
(3 credits) This course examines the
patterns and formal rules
involved in
the formation of words in Spanish, including processes of inflectional
alternation, derivational word formation, and the relation between
postulated underlying representations and surface forms.
The course also examines functional approaches to morphology that
attempt to explain such phenomena as the relative length
of words and the order of morphemes within words as responses to
communicative and other extra-systemic factors.
SPAN 70500
- Introduction to Spanish Syntax
(3 credits) This course examines the
grammatical structure of
Spanish from
formal and functional perspectives. It examines the major
syntactc categories of Spanish as described in sentence-based grammars,
as these are conceived in traditional and formal theories that seek
explanation in innate and universal factors. The course also
considers
grammatical structure from a functional
perspective that seeks explanation in communication and other
extra-systemic factors. Topics will include the order of subject and
verb, the choice of object clitic pronouns, variable use of subject
pronouns, heavy NP-shifting, and adverbial placement.
SPAN 70600
- Fundamentals of Hispanic Linguistics
(3 credits) This course is an introduction
to the principles,
concepts and
methods of linguistics, focusing on the way they apply to both the
formal and the socio-cultural dimensions of Spanish. The branches of
Hispanic linguistics surveyed in this course include phonetics
and phonology, morphology, syntax, historical linguistics,
sociolinguistics, and the history of linguistic ideas in Latin America
and Spain.
SPAN 70700
- Linguistics and Cultural Issues in
Teaching Spanish (3 credits) This course introduces
linguistic, cultural and
social topics
pertinent to the teaching of Spanish at the college level to speakers
of other languages and to heritage speakers. The course includes
discussion of major advances in (1) first and second language
acquisition
theory, (2) the debate over cultural content in the language classroom,
and (3) computer assisted language instruction.
SPAN 70700
- History of the Spanish Language
(3 credits) This course traces the external
and internal
history of Spanish
(standard and non-standard dialects as well as contact varieties). The
historical frame is wide, spanning from the spread of Latin in the
Iberian Peninsula to present-day issues associated with the unity and
prestige
of Spanish throughout the world. One component of the course outlines
the traditional description of the language's history as a linear
evolution of forms (phonetic, morphological, syntactic) from Latin to
Spanish. A second component presents sociolinguistic and cultural
phenomena (bilingualism, diglossia, standardization, language death)
relevant to the understanding of the emergence of Spanish as a
"language" and of its spread throughout the Iberian Peninsula and the
Americas.
SPAN 72800
- Introduction to Spanish Phonology
(3 credits) The course introduces students
to the fundamentals
of
phonological analysis and to the application of this analysis to the
facts of
Spanish. It covers the phonemic principle and the phonemic analysis of
Spanish, the features of major phonological theoretical
approaches, the difference between phonetic and phonological
representations and their application to Spanish, the notion of
phonological rules, formal and substantive phonological universals and
their manifestation in Spanish, and the interaction
between morphology and phonology in Spanish inflectional paradigms.
SPAN 72900
- Introduction to Spanish Sociolinguistics
(3 credits) The course introduces students
to the study of
language in its
social context, to the analysis of socially conditioned linguistic
variation, and to the application of these types of analyses to the
facts of Spanish in its social context. It covers the ways in which
language
relates to social categories such as ethnicity, age, class, gender,
politeness, and speech situation; it examines the notion of the
sociolinguistic variable and its application to Spanish; and it surveys
the major studies of social variation and embedding in
Spanish-speaking contexts.
SPAN 73100
- Spanish in the Americas (3
credits) This course studies the Spanish
spoken in the
American
continent. It includes an introduction to the history of these
varieties and
discusses topics such as the "origins" of American Spanish, the
Spanish-based Creole hypothesis, the influence of Native
American and African languages, the Spanish-American lexicon, and the
salient features of social and regional varieties. Discussion
of these topics will be informed by sociolinguistic approaches to
language history and dialectology, by dialect-contact and
language-contact
studies, and by issues in Spain and Latin America's cultural and
political history.
SPAN 73100 - Linguistic Minorities in the Hispanic World (3 credits) This course studies language contact situations in the Spanish-speaking world from the perspective of the Sociology of Language. The course analyzes different types of contact situations and simultaneously proposes discussion of topics such as linguistic minorities, language and identity, language maintenance and shift, language policy, and language rights.
What is the Spanish language? What does it represent? Who has the authority to settle linguistic disputes? From a language ideologies perspective (that explores the cultural, economic, political and social foundations of language and discourse on language) this course analyzes the nature of these questions and discusses potential answers as presented in various spheres of public life both in Latin America and Spain. SPAN 80000
- Seminar: Studies in Spanish Linguistics
(3 credits) Examples of topics: "Language,
nationalism and the
pan-Hispanic community," "Language policy in contemporary
Spain," "History of linguistic ideas in Spain and Latin America,"
"Linguistic minorities and national identity in
Latin America," "Language and nation-building in nineteenth-century
Latin America."
The course covers the major
linguistic features
that
differentiate varieties of Peninsular and Latin American Spanish.
Focusing on the
Spanish spoken outside the U.S., the course will be centered on
contemporary sociolinguistic approaches and will include as well other
philological and linguistic models.
The course covers the major
areas of research
relating to
varieties of U.S. Spanish, including lexical leveling, borrowing and
calquing,
grammatical simplification, convergence and leveling, and code
switching. The course will investigate contemporary debates about the
definition of the speech community and the nature of bilingual contact.
Students in Hispanic Linguistics Kevin Bookhamer se licenció en español en 2003 de la Universidad de Washington (Seattle, WA). En 2006 volvió a estudiar el M.A en literatura hispánica en dicha misma universidad, trasladándose a NY antes de terminar el M.A. para empezar sus estudios doctorados en el Graduate Center. Originalmente aceptado como estudiante en la rama de literatura, Kevin cambió de opinión en cuanto al deseo de estudiar literatura y optó por especializarse en lingüística hispánica. Ingresó en el Graduate Center en 2007. Dio clases de español en Brooklyn College el año académico de 2007-2008 y a partir del otoño de 2008 ha estado enseñando español en la universidad de Princeton en NJ. Carolina Barrera Tobón nació en Armenia, Colombia. Hizo su licenciatura en lingüística hispánica en la Universidad de la Florida y empezó la maestría en el mismo campo en la Universidad de Illinois en Chicago antes de ingresar en el Graduate Center de CUNY para continuar con los estudios de doctorado. Le interesan la sociolingüística, el bilingüismo, la adquisición de segundas lenguas, la metodología de Columbia School y las lenguas en contacto. Después de haber superado el segundo examen está preparando la propuesta. Trabaja también como "Writing Fellow" en Queens College y es directora administrativa del Center for Latin American, Caribbean and Latino Studies en el Graduate Center. Khalid Chahhou es de origen marroquí y reside en Nueva York. Obtuvo un "Diplome des Etudes Aprofondies" (D.E.A. = Master) en Dialectología Hispánica en la Universidad Mohamed V, Rabat, Marruecos. Ingresó en el Graduate Center en 2003 y se está especializando en sociolingüística hispánica. Para la preparación del segundo examen doctoral se concentrará en el estudio de políticas y actitudes lingüísticas. Piensa hacer su tesis doctoral sobre las actitudes lingüísticas de los miembros de la comunidad marroquí residentes en Andalucía, España. Teresa Berenice Darwich A. es egresada de la Licenciatura en Letras y de la Maestría en Lingüística Aplicada de la Universidad de Guadalajara (Guadalajara, México). Realizó una tesis de maestría titulada "Verbos de Cognición: aspecto léxico y valencia". Ingresó en el Graduate Center en 2005 y sus intereses apuntan hacia la sintaxis y el español en contacto en los Estados Unidos. Tiene una "Graduate Teaching Fellowship" y enseña español en Lehman College. Luana Ferreira nació en Nueva York de padres dominicanos. Se graduó en SUNY New Paltz especializándose en literatura latinoamericana. Tiene un M.A. en Educación Primaria del City College of The City University Of New York e ingresó en el Graduate Center en 2004. Ha publicado un artículo en Women images and realities titulado "What it means to be Latina". Actualmente es coordinadora de matemáticas para la Junta Central de Educación de Nueva York y enseña Introducción a la Literatura Dominicana en Lehman College. Luis Alejandro Guzmán obtuvo su B.A. en Lenguas Modernas (francés y alemán), un Certificado en Estudios Hispánicos y un M.A. en Traducción en la Universidad de Puerto Rico, Río Piedras. Trabajó como coordinador del programa de inglés Coversational Partners, como gerente de calidad de español y portugués y como traductor. Ha enseñado español en una escuela pública y en el City College of New York de CUNY. Lorena Hernández Ramírez es de Alfafar, un pueblo a 5 kilómetros de Valencia (España). Se licenció en Traducción e Interpretación en la Universitat Jaume I de Castellón, con español, catalán, inglés, alemán y francés como sus lenguas de trabajo. Además, estudia japonés por interés personal. En 2008 consiguió un Máster en Lingüística del español en Arizona State University. Sus intereses se centraron en la sociolingüística, y más concretamente en la variación pragmática. Éste es su primer año en el programa, y como gran entusiasta de Nueva York, espera poder aprovechar todo el tesoro lingüístico que la ciudad ofrece. Vítor Meirinho procede da Universidade de Santiago de Compostela, onde estudou Ciência Política (licenciatura e mestrado) e Filologia Portuguesa (licenciatura). é membro do conselho de redacção da revista de ciências sociais e humanidades «Agália». Chegou ao Graduate Center em 2006, e está a especializar-se em política linguística e ideologias linguísticas. Zena Ruskai está en su primer semestre en CUNY. Recibió su B.A. en español y estudios hispánicos de Rutgers University. Aprendió español como un segundo idioma y entonces empezó su fascinación con la adquisición de segundas lenguas y el bilingüismo. Zena también tiene un M.A. en educación bilingüe de Columbia University. Utilizó los conocimientos adquiridos durante su M.A. para trabajar con niños recientemente llegados a los Estados Unidos en Washington Heights, NY. Su motivación principal como doctoranda en el Graduate Center de CUNY es contribuir desde la lingüística a desarrollar y mejorar el sistema educativo para los niños bilingües e inmigrantes de Latinoamérica en Nueva York. Dorothy Staub realizó estudios en Rappahannock Community College, en la Universidad Vicente Rocafuerte de la Laica, Ecuador, y en la Universidad Antonio de Nebrija en Madrid. Es graduada de Hunter College, donde hizo una maestría en Antropología, con concentración en antropología lingüística. Llegó al Graduate Center en 2004 y sus intereses incluyen cuestiones de lengua e identidad (nacional, política, etc.), políticas lingüísticas, educación y lenguas minoritarias y la sociolingüística del bi- y multilingüismo. Aspira a mejorar su dominio del italiano, y a aprender un idioma asiático, preferiblemente el japonés. También espera aprender de una vez a batear. Sheila Szklanny empezó sus estudios doctorales en el Graduate Center en 2006 y sus intereses se centran en la sociolingüística, especialmente en temas relacionados con las minorías lingüísticas y el contacto lingüístico. Tiene dos M.A., uno en inspección y gestión escolar y otro en educación especial. En la actualidad es profesora de escuela pública. Laura
Villa estudió Filología Hispánica
(especialidad en lengua y lingüística) en su ciudad natal,
Oviedo (España), donde se licenció en 2003. Gracias a una
beca Erasmus, cursó el cuarto año de su carrera en la
Universidad de Coimbra (Portugal). El quinto curso lo estudió en
la Universidad de Valladolid con una beca Séneca. Para su
segundo examen escogió las especialidades de política
lingüística (área primaria) e ideologías
lingüísticas (área secundaria) y escribió una
monografía sobre el debate en torno a la oficialización
de la ortografía de la RAE en España a mediados del siglo
XIX. En estos momentos escribe su tesis doctoral sobre
“Estandarización lingüística y
construcción nacional en España (1844-1857)”. Sus
intereses abarcan la lingüística aplicada a la
enseñanza de lenguas, la historia lingüística de
España y diversas áreas de la sociología del
lenguaje, especialmente la política lingüística y la
difusión lingüística. More
Hispanic Linguistics at CUNY
In addition to the Hispanic
linguistics faculty affiliated with the Ph.D. Program in Hispanic and
Luso-Brazilian Literatures and Languages, there are a number of
scholars at CUNY whose research and teaching are related to the field
of linguistics and who collaborate with our program in different
capacities (conducting workshops, teaching courses, cross-listing
courses, or advising students).
Marco
Aponte Moreno is currently Lecturer
(equivalent to Assistant Professor) in Spanish at Aston University
(Birmingham, UK)
Dissertation: Metaphors in Hugo Chávez’s Political Discourse: Conceptualizing nation, Revolution, and Opposition This dissertation provides the first comprehensive analysis of metaphors used by Hugo Chávez in his efforts to construct and legitimize his Bolivarian revolution. It focuses on metaphors drawn from three of his most frequent target domains: the nation, his revolution, and the opposition. It is argued that behind an official discourse of inclusion, Chávez’s choice of metaphors contributes to the construction of a polarizing discourse of exclusion in which his political opponents are represented as enemies of the nation. Chávez constructs this polarizing discourse of exclusion by combining metaphors that conceptualize: (a) the nation as a person who has been resurrected by his government, as a person ready to fight for his revolution, or as Chávez himself; (b) the revolution as war; and (c) members of the opposition as war combatants or criminals. At the same time, by making explicit references in his discourse about the revolution as the continuation of Simón Bolívar’s wars of independence, Chávez contributes to represent opponents as enemies of the nation, given that in the Venezuelan collective imaginary Bolívar is the symbol of the nation’s emancipation. Juan R. Valdez is currently Assistant Professor of Spanish at the University of Wyoming Dissertation: Language, Race, and Identity in Pedro Henríquez Ureña’s Dominican Oeuvre: A Study on Language Ideologies In this dissertation, I have advanced an analysis of the complex interaction between the apparently ideologically neutral vision of Dominican Spanish produced by Pedro Henríquez Ureña and contemporary discourses of national identity in which race was a central theme. This type of contextualization (inspired by the school of critical linguistic historiography and language ideological research discussed in chapter two) is necessary if we are to fully understand the meaning and implications of the linguistic component of the great Dominican intellectual’s oeuvre. As he engaged in the study of Spanish in Dominican Republic, he unquestionably made a major contribution to Dominican historiography and Spanish America’s linguistic history. However, it is crucial to understand that, in the process, he also engaged in the erasure of certain aspects of that reality and in the production of an iconic representation of Dominican Spanish consistent with what the dominant intellectual tradition viewed as the most important component of its national culture: Hispanicness. Links Apply Executive Officer: Distinguished Professor Lía Schwartz Deputy Executive Officer: Professor José del Valle Assistant Program Officer: Ms. Anna Santiago College Assistant: Ms. Yezénit Barreto |
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The
Graduate Center, 365 Fifth Avenue, New York, New York 10016
Phone:
212-817-8410; Fax: 212-817-1522; Email: ASantiago@gc.cuny.edu
Webmaster: Shawn McDaniel: SMcdaniel@gc.cuny.edu
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