Spanish Language Acquisition
SHS 588 – Fall 2014
Mondays 4:30-7:15 (150 minutes)
COURSE SYLLABUS
Instructor:
Email:
M. Adelaida Restrepo
laida.restrepo@asu.edu
Office: Coor 3392
Office Hours: Mondays 3-4:00 or by appointment
Course Description
This course focuses on the acquisition of the different components of Spanish, mostly in the context of
bilingualism in the United States, although other language influences and monolingual studies will be discussed.
We discuss the role of socialization practices, syntax, morphology, semantics, and cognitive processes from early
childhood to adulthood and aging.
Method of Instruction
This course will include short lecture, group and individual work, and discussions. My role is to provide a
framework for your learning, to be a resource for you, and to provide feedback. Case studies, problems and your
real life questions are integral to the success of the class, and thus, discussions are an integral part of the class.
Preparing your readings before the class will allow you to learn the most as you can gain depth during class and
ask questions. The reading reflections are part of this preparation and therefore, are due before class. We will be
doing a lot of activities in class. Please bring your computers to class, but please refrain from using them for nonclass purposes.
Course Objectives
Understand language development across the life Spanish in monolingual and bilingual Spanish speakers.
 Describe semantic development and issues in Spanish speakers
 Describe syntactic length and complexity in Spanish across different ages
 Describe phonological development across different ages in monolingual and bilingual Spanish
speakers
 Compare and contrast the role of language of instruction and the impact on academic
achievement and language development.
 Understand how culture and socialization practices impact language
 Describe role literacy within language and across languages throughout the age span.
ASHA Certification Standards
Successful completion of this class will assist students in meeting the following knowledge and skills requirements
for the ASHA Certificate of Clinical Competence in Speech-Language Pathology.
Standard III-B: The applicant must demonstrate knowledge of basic communication and
swallowing processes, including biological, neurological, acoustic, psychological, developmental
and linguistic and cultural bases.
 This class will provide the linguistic and cultural characteristics related to language development
of children who are learning English as a second language in the following areas: phonology,
morphology, syntax, semantics, literacy, and pragmatics
Standard III-C: The applicant must demonstrate knowledge of the nature of speech, language,
hearing and communication disorders including their etiologies, characteristics,
anatomical/physiological, acoustic, developmental and linguistic and cultural correlates. Specific
knowledge must be demonstrated in the following areas:
III-C Characteristics of receptive and expressive language (phonology, morphology, syntax, semantics and
pragmatics) in speaking, listening, reading, writing and manual modalities
 This class will satisfy some of the requirements in the area of expressive language morphology,
syntax, semantics, and pragmatics. It is expected that the student will also demonstrate these
competencies in SHS 572, SHS 573, SHS 591 Preschool Language Disorders, and SHS 575.
Standard III-D: The applicant must possess knowledge of the principles and methods of
prevention, assessment, and intervention for people with communication and swallowing
disorders, including consideration of anatomical/physiological, psychological, developmental,
and linguistic and cultural correlates of the disorders.
III-D. Assessment of receptive and expressive Language
 This class will satisfy some of the requirements in the area of expressive language morphology
 , syntax, semantics, and pragmatics. It is expected that the student will also demonstrate these
competencies in SHS 572, SHS 573, SHS 591 Preschool Language Disorders, and SHS 575.
Blackboard - Emails
Blackboard is software designed to organize course information and to store course content so that it may be
accessed via the Internet. To use blackboard you must have an ASU User ID. By enrolling in the course you are
automatically entered into the Blackboard database. To access Blackboard go to http://my.asu.edu/. Information
for this course and the points you earn will be posted to Blackboard. Please check Blackboard several times
during the week for new information. I’ll be also emailing you frequently with updates and comments.
Textbooks & Resources
Goldstein, B. (Editor) (2012) Bilingual language development and disorders in Spanish-English speakers.
Brooks Publishing.
Altarriba, A. & Heredia, R. R. (2011). An introduction to bilingualism: Principles and Processes. Pyschology Press.
New York.
Centeno, J. & Anderson, R. (2010*).
Additional readings will be available in blackboard. We may find additional readings that become available
throughout the semester that are of interest to us. So this list is not final, we may add, delete or replace readings.
Course Responsibilities & Requirements
The Arizona Board of Regents requires a minimum of 45 hours of work by each student for each unit of credit. At
least 45 contact hours of lecture, discussion, or evaluation as well as a minimum of 30 hours of student homework
is required for each unit of credit. This means that for this 3-unit class you should expect an average of 6 hours of
homework per week. The amount will vary according to topic and assignments. Please plan to:
 Attend classes
 Complete assigned readings as indicated in the syllabus.
 Complete case studies
Class Notes
Notes will be posted on Blackboard right before class expecting them in the morning or the day before is
unrealistic. These are intended to help you follow instruction, but they do not provide all important class content,
depth or integration of information. Additional information based on discussions and comments is part of the class
material.
Special Needs
I am happy to make the necessary accommodations for you to have full access to the class due to a temporary or
permanent disability. Students with disabilities must make an appointment with me to discuss their particular
needs during the first week of class and must be registered with the ASU office of Disability Resources for
Students. Requests for accommodations for disability need to be processed by the Disability Resources for
Students department (DRS). And accommodation for long-term medical problems should be processed by the
College of Health Solutions.
Course Evaluation
Please feel free to give me your constructive comments about class via email, office visits, or anonymously via
a note in my mailbox in the copy room at any time during the semester. You will also have the opportunity to
formally evaluate the class at the end of the semester through online methods.
Code of Conduct
By enrolling in or auditing this course you agree to be familiar with and abide by the ASU Student Code of
Conduct. Excerpts from this code are part of the syllabus. You should be familiar with the entire code found at the
web address provided. The code of conduct applies to ALL aspects of this course throughout the semester. You
should review the code and this syllabus on a regular basis. http://students.asu.edu/srr/code
For purposes of this class, even when you have worked on a project with others, the written work you
turn in must be written independently. Do not copy the work of others or allow your work to be copied.
Guard against plagiarism in all of your work. When in doubt, please ask me how to reference materials
correctly. Do not copy and paste from other sources even if you change a few words; that is still
considered plagiarism. Please submit your papers through safe assignment. Please note that this catches
cut
and paste from different articles and your own previous work. For the exam collaboration is absolutely
not allowed.
All forms of student academic dishonesty, including but not limited to, cheating, fabrication, facilitating
academic dishonesty and plagiarism are not allowed. For a full description please go to the following
web site: http://www.asu.edu/aad/manuals/sta/sta104-01.html.
If you are found to have violated the student conduct, I will give you a grade 0 for your assignment. If you
do it twice, it will be an automatic F for the class. If you plagiarize /collaborate or cheat in the final exam,
you will fail it.
In case of emergency
Please remain clam. Leave the building as soon as possible, unless instructed otherwise. In any case, please
listen carefully for instruction on how to proceed from your instructor or authorized personnel.
Coursework and Points Awarded
Readings Reflections and Questions
Each week you respond to a question about the readings. The purpose is to prepare you for class and integrate
the readings.
Grading: 15 points each x 8 = 120
Please keep them at 1 single-spaced page. Please submit through safe assignment. Due at 4 pm the day of
class. Late reflections will not be accepted.
Labs (electronic copies)
You will be given 4 labs to practice different analyses: syntactic length and complexity, phonological analyses,
grammatical development, and narrative development. Labs will be home assignments, which then will be
discussed in class. You may work in pairs or individually, in terms of problem solving, but please write your labs
individually.
Grading: 20 points each lab x 4 = 80

Each case will have different grading criteria. Refer to each specific case. However, organization, grammar,
and clarity are always part of the grade. In addition, integration of readings is critical to the grader. Please
show all your work clearly so that I can assess your work accurately and give you appropriate feedback
(worth of up to 5 points).
Due dates: see class schedule.
Final exam
You will have a final exam at the end of the semester that will involve short and long essay questions.
They may also involve some analyses. The specific format and medium will be determined closer to the exam
date. The exam is worth 200 points.
SUMMARY OF COURSEWORK AND POINTS
AWARDED
Semester Grades
Your final grade will be based upon accumulated
points earned as follows:
Task
Points
4 @ 20 points
Labs
each
Reading reflections
8 @ 15 points
Final Exam
100 points
TOTAL
*There is not an option for extra credit
Total
80
120
200
400
A+
AB+
BC+
CD+
D-
100-96%
95-90
89-85
84-80
79-75
74-70
69-65
64-60
Week/
Date
Topic
Main Points
Assignments and Preparation for Class
Anderson & Centeno – Chapter 1;
1
8/ 25
Course introduction
Spanish-English
contrastive analysis
9/1
2
9/8
Labor Day
Phonological
development
3
9/15
Context of Spanish
speakers in the US
and Socializations
practices
4
9/22
Lexical and semantic
development
5
9/29
6
10/6
Morphological
development – Lulu
Martinez
Syntactic
NO CLASS
Goldstein – Ch. 15
Fabiano & Goldstein (2010) AJSLP
Reading reflection 1: Describe what the
similarities and differences are in
phonological development between
Spanish and English, and between
Spanish monolinguals and bilinguals.
Goldstein (2012) - Chapters 1, 2
A & H chapter 9*, 10
Reading reflection 2: identify the external
factors that impact language development in
Latino, bilingual children in the US: familial,
cultural, social, and linguistic
Goldstein – Ch. 6 & 7;
Reading reflection 3 a. Describe what
factors influence lexical acquisition in infants
and school age children in Spanish and
English in a bilingual context; b. are there
differences in lexical acquisition between
Spanish and English between 1 and 3 years
of age?
Goldstein – Ch. 8, 9 & 10;
Reading Reflection 4
a.What are the differences in morphological
acquisition of verbs between Spanish and
English; b. what are some bilingual effects on
morphological development.
Restrepo et al (2010) LSHSS
In class activity
1. Develop the vowel and consonant chart for
Spanish and contrast it with English
2. Translation from Spanish to English and from
English to Spanish
a. identify syntactic characteristics the
differentiate Spanish and English
b. Identify phonotactic and prosodic
characteristics that differentiate each
language
Grading
Lab 1 - Finalize the
consonant and vowel
chart for Spanish
Describe what sounds
differ from English in
in what aspects
Develop a developmental chart for sounds and
phonological processes for Spanish-speaking children
who are monolingual and bilingual using the articles
on blackboard
Lab 1 due
Reading reflection 1
due
Discussion and exercise: what aspects characterize
your own culture?
Research one Latino culture and identify some of the
socialization practices that may impact language
development
Reflection 2
Developmental chart for vocabulary
Calculate conceptual vocabulary
Reflection 3 due
Developmental chart for morphological acquisition
Discussion on pronouns – identify, differentiate, and
determine the importance on language development
and loss
What is the difference between language loss and
incomplete acquisition?
Practice T-unit analysis
Practice subordination index
Lab 2 assigned
Reflection 4 due
Lab 2 due
Complete a
development
10/13
7
10/20
8
10/27
Fall Break -
No CLASS
Narrative and
cohesion
development
Goldstein – Ch. 12;
Reflection 5 Describe differences in narrative
structure and discourse between some Latino
cultures and English-speaking cultures in the
US
Literacy
development –
Carol Mesa
9
11/3
Bilingual Education
10
11/10
Language processing
11
11/17
The bilingual brain –
Beatriz Barragan
12
11/24
Bilingual aging
13
12/1
12/8
developmental chart
of morphological and
syntactic forms for
preschool and early
school age in Spanish
Second language
acquisition and
language proficiency
Practice Cohesion analyses
Reflection 5 due
TBD
Lab 3 assigned
Compare two samples
in terms of narrative
development, syntax
and cohesion
Reflection 6 due
Goldstein Ch. 13, Gorman & Gillam, 2003;
Lesaux and Kieffer (2010)
Goldstein Ch. 14, 18 Paradis et al Ch. 8
Reflection 6. What are some of the
arguments for Teaching in only English?
Describe any counter evidence for the
English-only movement.
Goldstein – Ch. 3 and 5 ; A. & H Chap 3
Reflection 7 – how do sequential and
simultaneous bilingual adults differ in
language processing? Is there an age factor
in general and age of acquisition factor?
Describe it.
A & H Chapter 6. Gomez- Ruiz (2010);
Abutaleby (2009); Schwaeizer et al(2011 )
A & H Chapter 5
Reflection 8 – What are the protective factors
in being bilingual and aging? What are the
differences in cognitive factors and language
processing related to aging between
monolinguals and bilingual?
Paradis Ch. 5 and 6, Smyk et al (2013).
Exam due - INDIVIDUAL WORK – turn in
safe assignment
Debate English-only vs. Bilingual Education
Research what the English-only law is in AZ and what
are the AZ DOE current implementation practices for
this law?
Discussion on the differences in processing between
bilingual children and adults
Lab 3 due
Diagram
Reflection 7 due
Reflection 8 due
Analyze language samples to identify language
proficiency levels and stages
Lab 4 assigned and
due in class
Final exam due
Arizona Board of Regents Policy Manual - University Policy
Excerpts from 5-308 Student Code of Conduct
Definitions
 “Cheating” means intentionally using or attempting to use unauthorized materials, information or study aids.
 “Fabrication” means intentional falsification or invention of any information or citation.
 “Plagiarism” means intentionally or knowingly representing the words or ideas of another as one’s own.
The following misconduct is subject to disciplinary action:
1. All forms of student academic dishonesty, including cheating, fabrication, facilitating academic dishonesty and plagiarism.
Any attempt to commit an act of misconduct prohibited by these rules shall be subject to sanctions to the same extent as completed acts.
One or more of the following sanctions may be imposed for any violation of this Code:
1. Expulsion: Permanent separation of the student from the university. An indication of expulsion may appear on the student’s transcript. The expelled
student shall not participate in any university-sponsored activity and shall be barred from university property.
2. Suspension: Temporary separation of the student from the university for a specified period of time and/or until specific conditions, if imposed, have been
met. An indication of suspension may appear on the student’s transcript. Except where prior approval has been granted by the Dean of Students, a
suspended student shall not participate in any university-sponsored activity and shall be barred from the university campus.
3. Probation: Removal of the student from good disciplinary standing. Additional restrictions or conditions may also be imposed. Appropriate university
officials shall be notified of the imposition of such sanctions. Probation shall last for a stated period of time and until specific conditions, if imposed, have
been met. Any violation of these rules, the conditions of probation or other university rules committed during the probationary period will subject the
student to further discipline, including suspension or expulsion.
4. Warning: A written statement advising the student that a violation of this Code has been committed and that further misconduct may result in more
severe disciplinary action.
5. Administrative Hold: A status documented in the registrar’s official file which precludes the student from registering until clearance has been received
from the Dean of Students in accordance with university rules.
6. Other sanctions permissible under existing university rules.
By enrolling in this course you agree to follow the ASU Student Code of Conduct and are subject to sanctions for violations
of this code. This code is applicable to all aspects of this course throughout the semester.