3/3/12

1
!"# %&# '( )*+,-*&./& 0'
1234'5# 0"# !#6/"*+,
'( 7#4*06,# )6+,-6,# 836+*&"
8*#+6 )#&9*#
:64*6 ;'9*+&<=
(Parvard unlverslLy)
PerlLage Spanlsh Symposlum
Parvard unlverslLy, May 4, 2012
WhaL makes a herlLage speaker?
- PerlLage speakers are early blllnguals,
slmulLaneous or sequenual
- PerlLage speakers learn one language (Lhe
herlLage language") from blrLh, buL Lhelr
evenLual domlnanL language ls dlerenL
(valdes 2000: 1, ollnsky & kagan 2007:
369-370)
- As a resulL, herlLage speakers Lend Lo have
speclc declLs ln Lhelr llngulsuc knowledge
PerlLage speakers' declLs
- near-nauve pronunclauon (vago 1991,
Codson 2003, 2004, Au eL al. 2008, Chang eL
al. 2009)
- Muluple declLs ln morphosynLax (ollnsky &
kagan 2007, 8enmamoun eL al. 2010)
- roblems conLrolllng muluple reglsLers
(oLowskl 2003)
Slmllarlues across herlLage languages
- PerlLage speakers show slgnlcanL varlance ln
proclency and Lhe represenLauon of declLs
- neverLheless we nd recurrenL phonologlcal,
morphosynLacuc, and sLyllsuc pauerns of
change across dlerenL herlLage languages
(8enmamoun eL al. 2010)
Slmllarlues across herlLage languages
- ulerenL herlLage languages share recurrenL
phonologlcal, morphosynLacuc, and sLyllsuc
pauerns
- 1herefore, an ln-depLh lnvesugauon of a slngle
herlLage language has bearlng on Lhe general
sLudy of herlLage languages
8easons Lo focus on PerlLage Spanlsh
- Plghly prevalenL: 34.3 mllllon speakers ln uS
- uesplLe lnux of lmmlgranLs, Spanlsh ls belng
losL beLween generauons, wlLh Lhe Lhlrd
generauon wholly Lngllsh-speaklng
(oLowskl & Carrelra 2010)
- More and more herlLage speakers choose Lo
re-learn Lhelr home language as young adulLs,
becomlng "#4*06,# 96+,-6,# 9#64+#4& (PLLs)
3/3/12
2
8e-learnlng of Spanlsh: Mouvauon
- CulLural, soclal, and psychologlcal slgnlcance: lL
ls lmporLanL for PLLs Lo be reconnecLed Lo Lhelr
famllles
- Clobal ouLreach: Amerlcan-educaLed Spanlsh
PLLs can make an lmpacL ln developlng Spanlsh-
speaklng counLrles
- nauonal resource: blllngual Lngllsh-Spanlsh
speakers are an lmporLanL resource ln Lhe uS,
and PLLs are mosL ready Lo ll LhaL role
(ollnsky & kagan 2007, 8enmamoun eL al. 2010)
Comparlng PLLs and L2 learners
7)) )>
ronunclauon and
lnLonauon
near-nauve ConsLanL need of feedback and
correcuon
vocabulary Colloqulal LlLerary/academlc/formal
Crammar Ceneral undersLandlng buL
wlLh over-regularlzauon
Case by case (bouom up)
knowledge
Wrlung Can bulld coheslve LexL, need
correcuon for spelllng, eLc.
Pave Lo sLarL aL senLence level,
rarely approach nauve ablllLy
even aL hlgh proclency
Speaklng Can conducL a conversauon,
dlscusslon, produce
monologues
lnlually resLrlcLed Lo dlalogue,
gradually progresslng Lo
dlscusslon
LlsLenlng Can grasp Lhe general
meanlng of a wlde range of
naLural LexLs (movles,
conversauons)
Pave Lo sLarL wlLh shorL slmple
LexLs, need a greaL deal of lnpuL
Lo follow naLural rapld speech
8e-learnlng of Spanlsh: Pow?
- PLLs and L2 learners exhlblL lmporLanL
dlerences ln Lhelr background and learnlng
sLraLegles
PLLs requlre Lop-down lnsLrucuon (macro-
approach)
L2 learners requlre bouom-up lnsLrucuon (mlcro-
approach)
(cf. kagan 2003)
8e-learnlng of Spanlsh: Approach
- PLLs and L2 have dlerenL learnlng needs
- lnsLrucLors may noL be equlpped Lo deal wlLh
PLLs (especlally ln amLudes abouL dlalecLal
varlauon)
- Soluuons:
SeparaLe Lracks for PLLs and L2's
Speclal Lralnlng for PLL lnsLrucLors
1op-down approach Lo PerlLage
Spanlsh Leachlng
- 1aklng lnLo accounL global llngulsuc
compeLencles
- uslng aural/oral proclency as a polnL of
deparLure
- uslng large volumes of wrluen/aural LexLs
- Clarlfylng and sysLemauzlng whaL PLLs know
- noL Leachlng Lhem whaL Lhey already know
(kagan & ulllon 2001)
PLLs are blllnguals
- 8ecall LhaL PLLs are early blllnguals:
- SlmulLaneous lf Spanlsh and Lngllsh were
lnLroduced aL Lhe same ume
- Sequenual lf Lngllsh was lnLroduced laLer ln
chlldhood
- As blllnguals, Lhey have dlsuncL cognluve,
llngulsuc, and culLural beneLs
3/3/12
3
PLLs: Cognluve advanLage
PLLs are blllnguals
- As blllnguals, PLLs have dlsuncL llngulsuc and
culLural beneLs
- 8euer llngulsuc and meLallngulsuc awareness
- Access Lo muluple culLures
Llngulsuc beneLs of PLLs
- nouce language dlerences and Lhlnk more
abouL how language works
- ay auenuon Lo sysLemauc dlerences
- Pave good word-concepL dlerenuauon
- Pave advanLage ln learnlng sull anoLher
language
- Pave an easler ume learnlng Lo read
MeLallngulsuc awareness
- unconsclously, we are aware of Lhe sLrucLure of
our language
- MeLallngulsuc awareness allows us Lo make Lhls
knowledge more expllclL
- 8lllnguals are known Lo be more aware of
language dlerences and sLrucLures Lhan
monollnguals
advanLage ln language-relaLed Lasks
advanLages ln learnlng Lo read and ln exposlLory
wrlung
Lxample: Sun and Moon
- 5oppose we oll qet toqetbet ooJ JeclJe to coll
tbe soo tbe mooo, ooJ tbe mooo tbe soo. wbot
wlll be lo tbe sky wbeo we qo to beJ ot olqbt?
- 1be soo.
- 8lllngual chlldren (age 3,6) are beuer aL exlble
reasonlng because Lhey undersLand LhaL only
Lhe names changed (8lalysLok 1999, kuhl 2007,
a.o.)
8ulldlng on PLLs' advanLages
- Clven cognluve, llngulsuc and culLural
advanLage en[oyed by PLLs, lL ls naLural Lo
caplLallze on Lhese beneLs ln Lhe classroom
- CaplLallzlng on llngulsuc/meLallngulsuc
beneLs: lnLroduce llngulsuc reasonlng ln Lhe
PLL classroom
- CaplLallzlng on culLural advanLages: lnLroduce
soclollngulsucs and pragmaucs ln PLL
classroom
3/3/12
4
Ways Lo use llngulsucs ln PLL
classrooms
- CaplLallzlng on llngulsuc/meLallngulsuc
beneLs: use of problem seLs feaLurlng
llngulsucs-based meLhodology as
supplemenLal maLerlal and class exerclses
- CaplLallzlng on culLural advanLages: locus
LhroughouL course on soclollngulsucs and
pragmaucs
- used ln addluon Lo, noL ln lleu of oLher
Leachlng approaches
Llngulsuc problem seLs ln PLL
classrooms
- recedenL: Llngulsuc problem seLs have been
used ln Lhe pasL Lo Leach oLher sub[ecLs
Ponda & C'nell (1993) use llngulsuc exerclses Lo
Leach Lhe sclenuc meLhod Lo mlddle- and hlgh-
school sLudenLs.
C'Connor (1980) uses llngulsuc-based phonology
exerclses Lo lmprove Lhe Lngllsh pronunclauon of
non-nauve Lngllsh speakers by glvlng Lhem a fuller
sense of Lhe underlylng rules governlng Lhe
pauerns and dlsLrlbuuons of sounds.
Llngulsuc problem seLs ln PLL
classrooms: Coals
- 1o develop and enhance analyucal Lhlnklng
abouL Lhelr language, ln and ouLslde Lhe
classroom
- 1o serve as a lead-ln Lo Lhe naLurallsuc
llLeraLure, whlch ls cruclal ln PL classrooms
- 1o play Lo Lhe PLLs' sLrengLhs ln meLallngulsuc
awareness
- 1o help PLLs overcome declLs by lncludlng
Lhem ln Lhe exerclse maLerlal
Llngulsuc problem seLs ln PLL
classrooms: CuLcome
- Cnce PLLs are provlded wlLh Lhe Lools Lo Lhlnk
crlucally abouL Lhelr own language, by
examlnlng pauerns and generaung rules, Lhey
wlll be able Lo become acuve explorers of
Lhelr own language, raLher Lhan passlvely
absorblng grammar rules seL forLh ln a
classroom
Lxamples of problem seLs
- Lxamples ln Lhls Lalk:
Code-swlLchlng
8orrowlng, Semanuc LxLenslons, and Calques
Code-swlLchlng: lnLro
Coals:
-- Lo make sLudenLs Lhlnk abouL Lhe way Lhey
use language and hence creaLe a greaLer
meLallngulsuc awareness
-- Lo develop beuer analyucal and
argumenLauon skllls ln Lhlnklng llngulsucally
-- Lo develop awareness of code-swlLchlng as a
leglumaLe mechanlsm of Lhelr language
3/3/12
3
Code-swlLchlng: lnLro
lottoJocuoo. A common llngulsuc feaLure of Lhe
dlalecL of Spanlsh spoken ln Lhe unlLed SLaLes
ls Lhe prevalence of code-swlLchlng and
borrowlng from Lngllsh. ?'@#A&B*0/"*+,
occurs when a speaker swlLches from one
language Lo anoLher mld-senLence or even
mld-phrase, such as ln Lhe followlng senLence:
(1) No poleto Lhe red Loy, l wanL Lhe green one.
Code-swlLchlng: lnLro
- Speakers of Spanlsh who employ code-
swlLchlng are usually Lold LhaL lL ls an lncorrecL
way of speaklng. uesplLe Lhls, llngulsLs have
found LhaL Lhere are hldden rules LhaL can
help predlcL when or lf a Spanlsh-speaker wlll
sLarL Lo speak Lngllsh mld-senLence. 8y
looklng closely, we can gure ouL whaL some
of Lhese hldden rules are!
Code-swlLchlng: SeL-up
CuLS1lCn 1. Lxamlne Lhe followlng
senLences, whlch have been shown Lo be
naLural" senLences wlLh code swlLchlng.
(Agaln, remember LhaL whlle Lhese senLences
mlghL noL be consldered correcL ln a formal or
scholasuc slLuauon, Lhey are occurrlng ln
casual conversauon among speakers who
know boLh Spanlsh and Lngllsh, where lL ls
normal Lo swlLch back and forLh!)
Code-swlLchlng: Lxamples
(2) l wanL Lo go Lo lo ueoJo.
(3) Ooleto lt o Lhe sLore.
(4) No cteo poe soo y-dollar suede shoes.
(3) l wanL hlm Lo come poto poe oo voy o seoutme
solo.
(Some daLa from oplack 1980)
Code-swlLchlng: SeL-up
- now examlne Lhe nexL seL of senLences. 1hese
senLences have been [udged unnaLural" - you
would never hear Lhem, even ln a casual
conversauon. (1he asLerlsk represenLs Lhls
facL.)
Code-swlLchlng: CounLer-examples
(6) *Ooleto lt Lo Lhe ueoJo.
(7) *l wanL hlm Lo come poto LhaL oo voy o
seoutme solo.
(8) *l wanL hlm Lo come poto poe oo golng Lo
seoutme solo.
3/3/12
6
Code-swlLchlng: CounLer-examples
(9) *l wanL Lo lt o lo ueoJo.
(10) *stoy comleoJo-lng rlghL now.
(11) *l'm eaLleoJo oboto.
(12) *Ooleto poe l veoqo poto poe oo l am
golng Lo feel lonely.
Code-swlLchlng: Cuesuons
1A. WhaL do all of Lhe naLural" senLences have
ln common?
Code-swlLchlng: Cuesuons
18. Pow are Lhe unnaLural" senLences (6)-(8)
dlerenL from Lhe naLural senLences? Make
up a rule LhaL explalns when a code-swlLch can
naLurally occur and when lL cannoL.
Code-swlLchlng: CounLer-examples
(6) *Ooleto lt Lo Lhe ueoJo.
(7) *l wanL hlm Lo come poto LhaL oo voy o
seoutme solo.
(8) *l wanL hlm Lo come poto poe oo golng Lo
seoutme solo.
Code-swlLchlng: Cuesuons
1C. now look aL Lhe unnaLural senLences
(9)-(12). uoes your rule sull apply? Modlfy
Lhe rule Lo explaln why Lhese senLences are
unnaLural.
Code-swlLchlng: CounLer-examples
(9) *l wanL Lo lt o lo ueoJo.
(10) *stoy comleoJo-lng rlghL now.
(11) *l'm eaLleoJo oboto.
(12) *Ooleto poe l veoqo poto poe oo l am
golng Lo feel lonely.
3/3/12
7
Code-swlLchlng: Cuesuons
1u. As seen above, even Lhe pracuce of code-
swlLchlng, whlch ls generally sugmauzed and
[udged Lo be an lncorrecL, llleglumaLe form of
language, has rules LhaL govern lLs use.
WhaL does Lhls Lell us abouL Lhe way our bralns
handle language? WhaL mlghL be some of Lhe
reasons for code-swlLchlng?
Soclollngulsucs ln a PLL classroom
- Lxplanauon of reglsLer dlerences
- Lxplanauon of dlalecLal varlauon (lncludlng
Lhe sugmauzed varlanL of u.S. Spanlsh)
- Lxplanauon of language change
8orrowlngs, semanuc exLenslons, and
calques: lnLro
CuLS1lCn 1. revlously, we dlscussed how Lhe
lnuence of Lngllsh on Lhe Spanlsh spoken ln
Lhe unlLed SLaLes ls someumes manlfesLed as
/'@#A&B*0/"*+,.
AnoLher Lype of llngulsuc lnLerference from
Lngllsh LhaL ls presenL ln Lhe varleLy of Spanlsh
spoken ln Lhe unlLed SLaLes ls C'44'B*+,.
8orrowlngs, semanuc exLenslons, and
calques: Lxamples
(1) 1leoes oo !"#$%?
'uo you have a nlckel?'
(2) voy o &'(#)(* lo televlslo loeqo.
'l'm golng Lo waLch Lelevlslon laLer.'
(3) l ueoe poe cooJoclt lo +*,#( ol sopetmetcoJo.
'Pe has Lo drlve Lhe Lruck Lo Lhe supermarkeL.'
(4) Me llom pot +%$%-.!.
'Pe/she called me on Lhe Lelephone.'
(3) voy o boscotlo eo el "!+%*!%+.
'l'm golng Lo look lL up on Lhe lnLerneL.'
8orrowlngs, semanuc exLenslons, and
calques: Lxamples
(6) 1eoqo poe poqot mls +(0(#",!%1.
'l have Lo pay my Laxes.'
(7) vos o tomot to 2%3%#4!?
'Are you golng Lo Lake your medlclne?'
(8) Me qtoJo Je 05"1#'$.
'l graduaLed from hlgh school.'
(9) vlvlmos eo ooo 1,62(*"!( omotlllo.
'We llve ln a yellow submarlne.'
(10) loeJes poqot el #)%7'%?
'Can you pay Lhe check?'
(uaLa from oLowskl & Carrelra 2010, oLowskl 2003, Clegg
2010)
8orrowlngs, semanuc exLenslons, and
calques: Cuesuons
1A. uo you know Lhe words ln sLandard Spanlsh
for Lhe borrowlngs llsLed above? WhaL are Lhe
Lngllsh words belng borrowed?
18. Why mlghL a word be borrowed? Pow ls Lhls
slmllar Lo or dlerenL from code-swlLchlng?
3/3/12
8
8orrowlngs, semanuc exLenslons, and
calques: Cuesuons
1C. SenLence (2) acLually has Lwo borrowlngs
from Lngllsh - qoocbot and televlslo. WhaL
are Lhe dlerences beLween Lhese Lwo
borrowed words?
(2) voy o &'(#)(* lo televlslo loeqo.
'l'm golng Lo waLch Lelevlslon laLer.'
8orrowlngs, semanuc exLenslons, and
calques: Cuesuons
1C. SenLence (2) acLually has Lwo borrowlngs
from Lngllsh - qoocbot and televlslo. WhaL
are Lhe dlerences beLween Lhese Lwo
borrowed words?
LlsL oLher Spanlsh words borrowed from
Lngllsh LhaL are more llke televlslo Lhan llke
qoocbot, boLh ln Lhe senLences above and
from your dally llfe.
8orrowlngs, semanuc exLenslons, and
calques: lnLro 2
CuLS1lCn 2. A second way ln whlch Lngllsh
lnuences Lhe Spanlsh spoken ln Lhe unlLed
SLaLes ls Lhrough &#26+./ #D0#+&*'+.
8elow are some examples of semanuc
exLenslon, ln lLallcs, palred wlLh senLences
LhaL do noL exhlblL semanuc exLenslon.
8orrowlngs, semanuc exLenslons, and
calques: Lxamples
(1) a. l ocoetJo se opllco solo o los estoJlootes.
'1he agreemenL only applles Lo Lhe sLudenLs.'
b. voy o (8$"#(* poto oo ttobojo.
'l'm golng Lo apply for a [ob.'
(2) a. lo esctlblt eo to cotpeto.
'l wlll wrlLe lL ln your noLebook.'
b. AloJloo ueoe ooo #(*8%+( moqlco.
'Aladdln has a maglc carpeL.'
8orrowlngs, semanuc exLenslons, and
calques: Lxamples
(3) a. llo compt sos llbtos eo lo llbtetlo.
'She boughL her books ln Lhe booksLore.'
b. 5e ueoe poe estot moy colloJo eo lo
$"6*%*4(.
'?ou have Lo be very quleL ln Lhe llbrary.'
(uaLa from Clegg 2010)
8orrowlngs, semanuc exLenslons, and
calques: Cuesuons
2A. WhaL ls a semanuc exLenslon? Pow ls lL
dlerenL from Lhe examples of borrowlngs
glven above?
3/3/12
9
8orrowlngs, semanuc exLenslons, and
calques: Cuesuons
28. Lxplaln why you Lhlnk semanuc exLenslon
occurred ln each of Lhe above cases and
rewrlLe Lhe respecuve Spanlsh senLences
changlng Lhe wordlng.
8orrowlngs, semanuc exLenslons, and
calques: lnLro 3
CuLS1lCn 3. A Lhlrd way ln whlch Spanlsh ln Lhe
unlLed SLaLes ls lnuenced by Lngllsh ls
Lhrough /69E-#@ 3"46&#&.
Pere are some examples of /69E-#& ln bold.
8orrowlngs, semanuc exLenslons, and
calques: Lxamples
(1) Alqoo Jlo voy o #,**%* 8(*( 8*%1"3%!+%.
'Someday l am golng Lo run for presldenL.'
(2) A lo festo vomos o +%!%* '! 6'%! 9%28,.
'AL Lhe parLy we're golng Lo have a good
ume.'
(lrom ounLaln 2003)
8orrowlngs, semanuc exLenslons, and
calques: Lxamples
(3) a. uool est comleoJo ooo moozooo.
'uanl ls eaung an apple.'
b. :,2"%!3, ftotos es boeoo poto lo soloJ.
'Laung frulL ls good for Lhe healLh.'
8orrowlngs, semanuc exLenslons, and
calques: Lxamples
(4) a. No poeJo lt o lo festo potpoe estoy
estoJlooJo oboto.
'l can'L go Lo Lhe parLy because l'm sLudylng
rlghL now.'
b. No me qosto %1+'3"(!3, poto ooJo.
'l don'L llke sLudylng aL all.'
8orrowlngs, semanuc exLenslons, and
calques: Cuesuons
3A.WhaL ls a calque? Pow ls lL dlerenL from a
borrowlng? Pow ls lL dlerenL from a semanuc
exLenslon?
38. Lxplaln how Lhe calques above draw from
Lngllsh, and, lf you can, rewrlLe Lhe Spanlsh
senLences so LhaL Lhey do noL show Lngllsh
lnuences.
3/3/12
10
8orrowlngs, semanuc exLenslons, and
calques: Cuesuons
3C. Pow mlghL Lhe mouvauons for calques and
semanuc exLenslons be slmllar Lo Lhe
mouvauons for borrowlngs and code-
swlLchlng?
Pow mlghL Lhey be dlerenL?
8orrowlngs, semanuc exLenslons, and
calques: Cuesuons
3u. SenLences (3a), (3b), (4a), and (4b) use
gerunds (words wlLh Lhe -loq endlng ln Lngllsh
and Lhe -ooJo/leoJo endlng ln Spanlsh).
Pow are Lhese words usually used ln Lngllsh?
Pow are Lhey usually used ln Spanlsh? WhaL
does Lhe exlsLence of Lhe calques ln (19b) and
(20b) Lell you abouL Lhe overlap - or lack of an
overlap?
8orrowlngs, semanuc exLenslons, and
calques: Lxamples
(3) a. uool est comleoJo ooo moozooo.
'uanl ls eaung an apple.'
b. :,2"%!3, ftotos es boeoo poto lo soloJ.
'Laung frulL ls good for Lhe healLh.'
(4) a. No poeJo lt o lo festo potpoe estoy
estoJlooJo oboto.
'l can'L go Lo Lhe parLy because l'm sLudylng
rlghL now.'
b. No me qosto %1+'3"(!3, poto ooJo.
'l don'L llke sLudylng aL all.'
8orrowlngs, semanuc exLenslons, and
calques: Cuesuons
3u.
Pow are Lhese words usually used ln Lngllsh?
Pow are Lhey usually used ln Spanlsh? WhaL
does Lhe exlsLence of Lhe calques ln (3b) and
(4b) Lell you abouL Lhe overlap - or lack of an
overlap?
8orrowlngs, semanuc exLenslons, and
calques: Cuesuons
3L. Can you Lhlnk of any oLher examples of
borrowlngs, semanuc exLenslons, and calques
ln Spanlsh?
Concluslons
lrom examples of exerclses Lo general prlnclple:
Llngulsucs can be used ln Lhe PLL classroom as a
supplemenL Lo Lradluonal meLhods of
schoollng lnvolvlng naLural language
3/3/12
11
Concluslons
- roblem seLs uslng llngulsuc meLhodology
wlLhln Lhe classroom
- can be used Lo Leach grammar polnLs by maklng
PLLs Lhlnk abouL and analyze lnformauon ln Lhe
language LhaL Lhey already know
- can enhance meLallngulsuc Lhlnklng lnslde and
ouLslde Lhe classroom
Concluslons
- CverL soclollngulsuc lnsLrucuon, especlally as
perLalnlng Lo dlalecLal varlauon and reglsLer,
can be a valuable Lool ln Lhe classroom:
- lL enables sLudenLs Lo fully undersLand and
command Lhelr language
- lL helps prevenL undue sugmauzauon of Lhe
sLudenLs' home language and lmproves Lhe
sLudenLs' self-esLeem
1hank ?ou
Carla lerrelra
Clga kagan
Sllvlna MonLrul
Andreea nlcolae
Marla Lulsa arra
klm oLowskl
!eremy 8au
!ullo 1orres