Experimental Course Proposal for SaLAS major
Department of Modern Languages
November 2014
Contact person: María Luisa Ruiz
mlruiz@stmarys-ca.edu
1
Department: Modern Languages
Title of course: Spanish 131: Special Topics in Hispanic Linguistics
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
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.
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.
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 Acquisition1
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
1
We ask that the course also be given an ML designation to use if/when the course would be
taught in English.
Experimental Course Proposal for SaLAS major
Department of Modern Languages
November 2014
Contact person: María Luisa Ruiz
mlruiz@stmarys-ca.edu
3
Course Plan
1. Reading and Discussion: For each chapter read, the student will complete
a) a written summary of main ideas and
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
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 15th 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, 2nd edition
Peter Lang International Academic Publishers, 2014

Penny, Ralph, A History of the Spanish Language, 2nd 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, 2005.
Experimental Course Proposal for SaLAS major
Department of Modern Languages
November 2014
Contact person: María Luisa Ruiz
mlruiz@stmarys-ca.edu
5
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
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
b. other in-class activities
c. exams (4)
d. research paper
e. oral presentation
10%
10%
50%
20%
10%