SEMINAR: SPANISH IN THE UNITED STATES
Spanish 516F – Fall 2007
Prof. Carmen Jany
Class days: Tuesdays & Thursdays
Class time: 6pm-7:50pm
Classroom: UH-251
Office: UH-201.36
Contact: cjany@csusb.edu ; (909) 537-7386
Office hours: T 4-6pm, Th 1-2pm & 5-6pm,
& by appt.
Course Description
With almost 35 million speakers, Spanish is the second most common language in the United States
after English. It is spoken in many homes and work places, used by the media, and it is the most
widely taught non-English language. As such, Spanish has been in close contact with English for
over a century and has undergone many changes in that process. In this course we will study the
development and current presence of Spanish in the United States, as well as the results of
Spanish-English language contact, from a variety of perspectives outlining social, linguistic, political,
and educational aspects. The main focus, however, will be on linguistic aspects. Students will learn
about theoretical concepts and practical issues, such as language contact phenomena, types of
bilingualism, language planning & policy, and special Spanish teaching programs for heritage
speakers. As a seminar, the class requires extensive participation from students in discussions and
reading presentations, as well as original research in the form of a final project. Students are
expected to be actively involved in shaping the conclusions drawn from this course by analyzing the
processes of Spanish-English language contact, examining what works best in language planning and
in education programs for heritage speakers, as well as by developing their own ideas for future
programs, policies, and research. In addition to fostering critical thinking and original research, this
course will prepare students to become involved in discussions related to the status and use of
Spanish in academic, government, and other programs in the United States.
Course Goals
1.
2.
3.
4.
Learn about the development and current status of Spanish in the United States.
Learn about language contact and bilingualism, and the issues involved.
Gain experience in critical reading of primary sources.
Gain experience in critically assessing research projects, language policies, and Spanish
teaching programs for heritage speakers.
5. Gain experience in linguistic research (finding the right sources, putting together a project,
collecting data, and evaluating data)
6. Prepare to participate in discussions related to the status and use of Spanish in the United
States by applying course concepts and through critical thinking
Class website: http://french.csusb.edu/moodle/login/index.php [Step 1: create account; Step 2:
login; Step 3: click on Spanish CSUSB; Step 4: click on Span516; Step 5: enroll (Key = spanglish)]
Prerequisites: SPAN 302, 318, 395; one class from the SPAN 370 series; and one class from the
SPAN 440 series.
CALIFORNIA STATE UNIVERSITY, SAN BERNARDINO
Department of World Languages and Literatures
Required readings: articles online & reader [www.universityreaders.com or bookstore]
Readings (online)
 Lipski, John. #1Undated. La lengua española en América : Los contactos bilingües.
Source: http://www.personal.psu.edu/jml34/papers.htm
 Lipski, John. #2 Undated. La lengua española en los Estados Unidos.
Source: http://www.personal.psu.edu/jml34/papers.htm
 Lipski, John. 2004. La lengua española en los Estados Unidos : Avanza a la vez que retrocede.
Source: http://www.personal.psu.edu/jml34/papers.htm
 Poplack, Shana. 1980. Sometimes I'll start a sentence in Spanish y termino en español:
toward a typology of code-switching. Linguistics 18: 7/8: 581-618.
Source: http://www.sociolinguistics.uottawa.ca/shanapoplack/index.html
 Roca, Ana and Cecilia Colombi. Español para hispanohablantes: Por qué iniciar y mantener un
programa de español para hablantes nativos. Centro Virtual Cervantes : El español en Estados
Unidos. Source: http://cvc.cervantes.es/obref/espanol_eeuu/bilingue/aroca.htm
Readings (in Reader) [www.universityreaders.com or Coyote bookstore]
 Silva-Corvalán, Carmen. 2001. Sociolingüística y pragmática del español. Washington D.C.:
Georgetown University Press. (Chapter 2 : Metodología p.38-84 ; Chapter 7: Lenguas en
contacto y bilingüismo p. 269-332) [Library : PC 4121.S54 4th floor AND reserve desk]
 Ramírez, Arnulfo G. 1992. El español de los Estados Unidos: El lenguaje de los hispanos. Madrid:
Mapfre. (Chapter 1: El español y los hispanos en los Estados Unidos de Norteamérica p. 1744 ; Chapter 3 : Desenvolvimiento lingüístico y blingüismo) [Carmen has copy]
 Moreno Fernández, Francisco. 1998. Principios de sociolingüística y sociología del lenguaje.
Barcelona: Ariel. (Chapter 9: Actitudes lingüísticas; Chapter 11: Bilinguismo; Chapter 14
Lenguas en contacto; Chapter 20: Planificacion linguistica) [Library: P40.M67 4th floor
AND reserve desk]
 Colombi, Cecilia M. and Ana Roca. 2003. ‘Insights from Research and Practice in Spanish
as a Heritage Language’. In: Ana Roca and Cecilia M. Colombi eds. Mi lengua: Spanish as a
Heritage Language in the United States. Washington D.C.: Georgetown University Press. p. 1-21.
 Valdés, Guadalupe. 1997. The Teaching of Spanish to Bilingual Spanish-speaking Students:
Outstanding Issues and Unanswered Questions. In: Cecilia M. Colombi ed. La enseñanza del
español a hispanohablantes: praxis y teoría. Boston: Houghton Mifflin. p. 8-43. [Library:
PC4068.U5.E67 4th floor AND reserve desk]
 Grosjean, François. 1982. Life with Two Languages: An Introduction to Bilingualism.
Cambridge: Harvard University Press. (Chapter 2: Bilingualism in the United States) [Library:
P115.G76 4th Floor]
To order Reader online go to http://www.universityreaders.com/students & follow these steps:
1. Click the “Create New Account” button (or enter your existing login information and skip
to step 6)
2. Select your State from the dropdown menu.
3. Select your University from the resulting dropdown menu.
4. Enter the fields on the page such as a “login/password” you’d like to use and all applicable
“address” info.
CALIFORNIA STATE UNIVERSITY, SAN BERNARDINO
Department of World Languages and Literatures
5. Click the “Save” button to create your account, and you'll automatically be taken to your
university page.
6. At your university page, click the “Add to Cart” button to the right of the course pack you
want to purchase.
7. Click on the “Checkout” button on the next page.
8. Review your address info and click on the “Continue” button on the next page.
9. Review our service agreement page and click the “I Agree – Continue Checkout” button on
the next page.
10. Select shipping and payment preferences from the dropdown menus. Click the “Continue”
button.
11. Enter payment details and click the “Place Order” button to finalize your order. The
authorization will take about 5-10 seconds. You’ll be prompted with an Invoice screen once
your order has been authorized and completed. You will also receive confirmation via email
regarding your order.
Grading
Presentation & discussion of readings
Assignments
Participation (class discussions)
Presentation of Final Project
Final Project
20%
20%
20%
10%
30%
All grades are calculated based on the following scale:
93%-100% = A
83%-86% = B
73%-76% = C
90%-92% = A80%-82% = B70%-72% = C87%-89% = B+
77%-79% = C+
67%-69% = D+
63%-66% = D
60%-62% = D59% and under = F
Assignments & Presentations



Weekly assignments include readings & answering questions/preparing comments of
readings for class discussion, in order to engage in critical thinking. Students are expected to
come to class prepared and ready to participate in class discussions. (Participation grade)
Additional small assignments include gathering data on a variety of topics (i.e. in the
media, the home or among friends, from personal experience, etc.), in order to stimulate
class discussions. Topics are: English loan words, language attitudes, and others. In addition,
students will evaluate a language program, course design, or teaching module for heritage
speakers and hand in a written 1-page report. (Assignment grade)
Presentation & discussion of additional readings: Students present a critical summary of
two articles assigned during the first two class sessions. In each brief presentation, the
student will (1) summarize the articles’ research questions, methods, results and conclusions;
(2) pinpoint weak and strong points, and (3) present questions that still remain. The student
in charge of the presentation should formulate questions and guide the subsequent class
discussion about the article. The student should also provide everyone in the class with a
typed written outline of the presentation and a bibliography in case other sources are cited.
The presentations should last around 15-20 minutes. This will allow students to learn about
CALIFORNIA STATE UNIVERSITY, SAN BERNARDINO
Department of World Languages and Literatures
many different research projects and give them ideas for their own projects. In addition,
each student will have the opportunity to read two articles very closely and to guide the class
through the contents of these articles. (Presentation and discussion grade)
Final Project & Presentation of Final Project
Each student will write a 7-12 page (double-spaced) research paper in Spanish. This paper may be
on any topic related to Spanish in the United States. Possible topics should be discussed with the
professor as early as possible and no later than November 1.
The proposed project including the main research questions, hypothesis, methods, and
results (if available) will be presented during the last week of classes. The presentation should be
accompanied by a 1-2 page handout along with a bibliography of at least 4-5 sources. The
presentation should be no longer than 12 minutes to allow time for discussion. (Presentation of final
project grade)
The written project is due on December 6. It should include the following: (1) research
questions, (2) brief literature review, (3) methods of data collection, (4) data summary, (5) data
analysis, (6) interpretation, and (7) conclusion. If you would like to have comments on preliminary
versions of your paper, please discuss a schedule with Carmen. (Final project grade)
NOTE: If you plan to collect your own data for research (i.e. conduct interviews, collect
questionnaires, or record audio or video data), you must go through IRB (=Institutional Review
Board) training and fill out the proper paperwork. Come and see Carmen right away and start
that process early in the quarter!
Attendance & Participation
Regular attendance is mandatory, and class participation is a vital part of your learning experience
and your final grade. You can maximize your participation grade by: (1) coming to class prepared
and ready to participate on a regular basis; (2) contributing to class discussions.
Students with disabilities
If you are in need of an accommodation for a disability in order to fully participate in this class, you
must inform the instructor as soon as possible, and also contact the Services to Students with
Disabilities Office at UH-183, tel. (909) 537-5238.
Academic Honesty & Plagiarism
Students are expected to maintain high standards at CSUSB. Cheating and plagiarism are not
tolerated. Plagiarism is defined as the presentation of ideas and writing of another as one’s own.
Students must make appropriate acknowledgements of the original source where material written or
compiled by another is used.
CALIFORNIA STATE UNIVERSITY, SAN BERNARDINO
Department of World Languages and Literatures
Tentative Course Outline
Intro Week: Thursday, Sept 20
Introduction (demographic & geographic aspects – US Census data, Spanish use in the US,
history of Spanish in the US, Spanish varieties in the US).
Week 1:
Tuesday, Sept 25
Introduction (Spanish varieties in the US: Mexicans, Cubans, Puerto Ricans, current
developments: new varieties, language maintenance or loss?)
Read: Lipski #1 (only up to page 7) & #2; Ramírez Ch 1
Thursday, Sept 27
Introduction/Bilingualism (Bilingualism in the United States)
Read: Lipski 2004; Grosjean Ch2
Week 2:
Tuesday, October 2
Bilingualism (social aspects, political aspects, linguistic aspects)
Read: Ramírez Ch3, Moreno Ch 11
Discuss: Fishmann 1968 (Bilingualism in the barrio)
Thursday, October 4
Bilingualism (general, lexical effects)
Read: Discuss: Zentella 1997 (Growing up bilingual); Bills 2005
Week 3:
Tuesday, October 9
Language contact (language use; language loss & maintenance)
Read: Moreno Ch14
Discuss: McGregor-Mendoza 2005; Bernal-Enríquez 2000; García & Cuevas 1995; Lynch
2000
CALIFORNIA STATE UNIVERSITY, SAN BERNARDINO
Department of World Languages and Literatures
Thursday, October 11
Language contact (lexical)
Read: Silva-Corvalán Ch7 1/2
Discuss: Otheguy et al. 1989; Otheguy & Lapidus 2002 & 2005; Zentella 1990
Week 4:
Tuesday, October 16
Language contact (morphological, syntactic).
Read: Silva-Corvalán Ch7 2/2
Discuss: Silva-Corvalán 1997; Gutiérrez 1992; Demuyakor 1992; Pueyo 1992
Thursday, October 18
Language contact (code switching).
Read: Poplack 1980
Discuss: Jackobson 1982; Montés-Alcalá 2005; Pfaff 1982
Week 5:
Tuesday, October 23
Language contact (linguistic attitudes; language ideologies)
Read: Moreno Ch9
Discuss: Attinasi 1985; García et al. 1988; Rivera-Mills 2000; Hidalgo 1997
Thursday, October 25
Language contact & Language variation / Sociolinguistic methodology
Read: Moreno Ch 1+2 [Pfau Library reserve desk]
Discuss:-
Week 6:
Tuesday, October 30
Sociolinguistic methodology (practical & theoretical issues)
Read: Silva-Corvalán Ch2
CALIFORNIA STATE UNIVERSITY, SAN BERNARDINO
Department of World Languages and Literatures
Discuss: Ocampo 1990; Garía M. 2000; Ramírez 2000
Thursday, November 1
Sociolinguistic methodology (practical issues – SPSS software)
Read: Discuss: -
Week 7:
Tuesday, November 6
Language planning & policy
Read: Moreno Ch20
Discuss: Rubin 1985
Thursday, November 8
Language planning & policy (California…)
Read: Discuss: Ortiz-López 2000; Vaquero 1993
Week 8:
Tuesday, November 13
Heritage speaker programs
Read: Roca & Colombi (online); Colombi 1997; Leone 1997
Discuss: Canabal & Lacorte 2005
Thursday, November 15
Heritage speaker programs
Read: Valdés 1997
Discuss: Colombi 2003; Carreira 2003; Lynch 2003
Week 9:
Tuesday, November 20
Heritage speaker programs
CALIFORNIA STATE UNIVERSITY, SAN BERNARDINO
Department of World Languages and Literatures
Read: Discuss: Schwartz 2003; Pino 1997
Thursday, November 22
Thanksgiving – No class!
Week 10:
Tuesday, November 27
Presentations of Final Project (final project due during finals week)
Thursday, November 29
Conclusions & Presentations of Final Project
Final Project due: Thursday, December 6, 8pm. [Electronic and/or paper accepted]
(Late projects will not be accepted! No exceptions!)
Additional readings (for class presentations and beyond)
Online

Otheguy, Ricardo y Naomi Lapidus. 2002. Adaptación y simplificación en el género de los
neologismos ingleses en el español de Nueva York. Actas del II Congreso Presencia hispánica en EEUU.
Source: web.gc.cuny.edu/dept/lingu/rislus/people/Otheguy/Otheguy&Lapidus-TC-2003.pdf
Books







Amastae, Jon and Lucía Elías-Olivares, eds. 1982. Spanish in the United States: Sociolinguistic
Aspects. Cambridge: Cambridge University Press. [Library:PC 4826.S64 reserve desk]
Appel, René and Pieter Muysken. 1987. London : Edward Arnold. Language contact and
bilingualism. [Library: P115.A66 4th floor] [Spanish version: 1996. Barcelona: Ariel]
Bergen, John J. 1990. Spanish in the United States: Sociolinguistic Issues. Washington:
Georgetown University Press. [Carmen has a copy]
Colombi, María Cecilia. 1997. La enseñanza del español a hispanohablantes: praxis y teoría.
Boston: Houghton Mifflin. [Library: PC4068.U5.E67 4th floor AND reserve desk]
Cotton, Eleanor, and John M. Sharp. 1988. Spanish in the Americas. Washington, D.C.:
Georgetown University Press. [Carmen has a copy]
Fishman, Joshua A., et al. 1968. Bilingualism in the Barrio. New York: Yeshiva University.
[Library: P1.F48 reserve desk]
Grosjean, François. 1982. Life with Two Languages: An Introduction to Bilingualism.
Cambridge: Harvard University Press. (Chapter 2: Bilingualism in the United States) [Library:
P115.G76 4th Floor]
CALIFORNIA STATE UNIVERSITY, SAN BERNARDINO
Department of World Languages and Literatures










Hernández-Chávez, Eduardo, et al. 1975. El Lenguaje de los Chicano: Regional and Social
Characteristics Used by Mexican Americans. Arlington: Center for Applied Linguistics. [Library:
PC 4829.S6 L4 reserve desk]
Jany, Carmen. 2001. El impacto del inglés en el español puertorriqueño: un análisis comparativo. Bern:
Peter Lang. [Carmen has a copy]
Klee, Carol A., and Luis A. Ramos-García, eds. 1991. Sociolinguistics of the Spanish-speaking
World: Spain, Latin America, and the United States. Tucson: The Bilingual Review Press.
[Library: PC4073.S6 4th floor AND reserve desk]
Ortiz López, Luis A. y Manel Lacrote, eds. 2005. Contactos y contextos lingüísticos : El español
en los Estados Unidos y en contacto con otras lenguas. Madrid : Iberoamericana. [Carmen has a
copy]
Roca, Ana, and John Lipski, eds. 1993. Spanish in the United States: Linguistic Contact and
Diversity. New York: Mouton de Gruyter. [Library: PC 4826. A42 4th floor AND reserve
desk]
Roca, Ana and Cecilia Colombi eds. 2003. Mi lengua : Spanish as a heritage language in the
United States, research and practice. Washington, D.C.: Georgetown University Press. [Library:
PC 4868.U5 M55 4th floor AND reserve desk]
Roca, Ana eds. 2000. Research on Spanish in the United States: Linguistic Issues and Challenges.
Somerville: Cascadilla Press. [Carmen has a copy]
Silva-Corvalán, Carmen. 1994. Language Contact and Change: Spanish in Los Angeles. New
York: Oxford University Press. [Library: PC 4829.L58 S55 4th floor AND reserve desk]
Silva-Corvalán, Carmen, ed. Spanish in Four Continents: Studies in Language Contact and
Bilingualism. Washington, D.C. Georgetown UP, 1995. [PC4107. S7 4th floor AND reserve
desk AND online access]
Zentella, Ana Celia. Growing Up Bilingual: Puerto Rican Children in New York. Oxford:
Blackwell, 1997. [Library: P115.2.Z46 4th floor AND reserve desk]
Articles





Attinasi, John J. 1985. Hispanic attitudes in Northwest Indiana and New York. In: Lucía
Elías-Olivares et al., eds. Spanish Language Use and Public Life in the United States. New York:
Mouton. 27-58. [Carmen has a copy]
Bernal-Enríquez. 2000. Factores socio-históricos en la pérdida del español del suroeste de
los Estados Unidos y sus implicaciones para la revitalización. In: Ana Roca, eds. Research on
Spanish in the United States: Linguistic Issues and Challenges. Somerville: Cascadilla Press. 121-136.
[Carmen has a copy]
Bills, Garland D. 2005. Las comunidades lingüísticas y el mantenimiento del español en
Estados Unidos. In: Luis A. Ortiz López y Manel Lacrote, eds. Contactos y contextos lingüísticos :
El español en los Estados Unidos y en contacto con otras lenguas. Madrid : Iberoamericana. 55-84.
Canabal Evelyn and Manel Lacorte. 2005. Español como lengua extranjera y estudiantes
de herencia: Cuestiones socioculturales, pedagógicas y afectivas. In: Luis A. Ortiz López y
Manel Lacrote, eds. Contactos y contextos lingüísticos : El español en los Estados Unidos y en contacto
con otras lenguas. Madrid : Iberoamericana. 347-355.
Carreira, María M. 2003. Profiles of SNS Students in the Twenty-first century. In: Ana
Roca and Cecilia Colombi eds. Mi lengua : Spanish as a heritage language in the United States,
research and practice. Washington, D.C.: Georgetown University Press. [Library: PC 4868.U5
M55 4th floor AND reserve desk]
CALIFORNIA STATE UNIVERSITY, SAN BERNARDINO
Department of World Languages and Literatures













Colombi, Cecilia. 2003. Un enfoque funcional para la enseñanza del ensayo expositivo. In:
Ana Roca and Cecilia Colombi eds. Mi lengua : Spanish as a heritage language in the United States,
research and practice. Washington, D.C.: Georgetown University Press. 78-95. [Library: PC
4868.U5 M55 4th floor AND reserve desk]
Demuyakor, George. 1992. Expresión del pronombre sujeto en el español hablado de
cuatro niños bilingües en una comunidad de Los Angeles. In: Hernán Urrutia Cárdenas y
Carmen Silva Corvalán eds. Bilingüismo y Adquisición del Español: Estudios en España y EEUU.
Bilbao : Horizonte. 275-313. [Carmen has a copy]
García, MaryEllen. 2000. Estar in Mexican-American Spanish: Phonological or
Morphological Variability? Ana Roca ed. Research on Spanish in the United States: Linguistic Issues
and Challenges. Somerville: Cascadilla Press. [Carmen has a copy]
García, Ofelia et al. 1988. Spanish language use and attitudes: A study of two New York
City communities. Language in Society 17 (4). 475-511. [Carmen has a copy]
García, Ofelia and Milagros Cuevas. 1995. Spanish Ability and Use Among SecondGeneration Nuyoricans. In: Carmen Silva-Corvalán, ed. Spanish in Four Continents: Studies in
Language Contact and Bilingualism. Washington, D.C. Georgetown University Press. [PC4107.
S7 4th floor AND reserve desk AND online access]
Gutiérrez, Manuel. Sobre el mantenimiento de las cláusulas subordinadas en el español de
Los Angeles. In: John J. Bergen ed. 1990. Spanish in the United States: Sociolinguistic Issues.
Washington: Georgetown University Press. 31-38.
Hidalgo, Margarita. 1997. Criterios normativos e ideología lingüística: aceptación y rechazo
del español de los Estados Unidos. In: María Cecili Colombi ed. La enseñanza del español a
hispanohablantes: praxis y teoría. Boston: Houghton Mifflin. 109-120. [Library: PC4068.U5.E67
4th floor AND reserve desk; PDF]
Jackobson, Rodolfo. 1982. The social implications of intra-sentential code-switching. In:
Jon Amastae and Lucía Elías-Olivares, eds. 1982. Spanish in the United States: Sociolinguistic
Aspects. Cambridge: Cambridge University Press. 182-209. [Library:PC 4826.S64 reserve
desk]
Leone, Beti. 1997. Asuntos politicos en la enseñanza del español a los hispanohablantes en
el contexto de la educación bilingüe: dónde estamos y dónde queremos estar? In: María
Cecilia Colombi ed. La enseñanza del español a hispanohablantes: praxis y teoría. Boston: Houghton
Mifflin. 283-296. [Library: PC4068.U5.E67 4th floor AND reserve desk]
Lynch, Andrew. 2000. Spanish-Speaking Miami in Sociolinguistic Perspective: Bilingualism,
Recontact, and Language Maintenance among the Cuban-Origin Population. In: Ana Roca,
eds. Research on Spanish in the United States: Linguistic Issues and Challenges. Somerville: Cascadilla
Press. 271-283. [Carmen has a copy]
Lynch, Andrew. 2003. Toward a Theory of Heritage Language Acquisition. In: Ana Roca
and Cecilia Colombi eds. Mi lengua : Spanish as a heritage language in the United States, research and
practice. Washington, D.C.: Georgetown University Press. 25-50. [Library: PC 4868.U5 M55
4th floor AND reserve desk]
McGregor-Mendoza, Patricia. 2005. El desplazamiento intergeneracional del español en
los Estados Unidos: Una aproximación. In: Luis A. Ortiz López y Manel Lacrote, eds.
Contactos y contextos lingüísticos: El español en los Estados Unidos y en contacto con otras lenguas.
Madrid: Iberoamericana. 287-300.
Montes-Alcalá, Cecilia. 2005. ¡Mándame un e-mail ! Cambio de códigos español-inglés
online. In: Luis A. Ortiz López y Manel Lacrote, eds. Contactos y contextos lingüísticos: El español
en los Estados Unidos y en contacto con otras lenguas. Madrid: Iberoamericana. 173-186.
CALIFORNIA STATE UNIVERSITY, SAN BERNARDINO
Department of World Languages and Literatures















Ocampo, Francisco. El sujeto en tres generaciones de hablantes bilingües. In: John J.
Bergen ed. 1990. Spanish in the United States: Sociolinguistic Issues. Washington: Georgetown
University Press. 39-47. [Carmen has a copy]
Ortiz-López, Luis A. 2000. ‘Proyecto para formar un ciudadano bilingüe’: política
lingüística y el español en Puerto Rico. In: Ana Roca eds. Research on Spanish in the United
States: Linguistic Issues and Challenges. Somerville: Cascadilla Press. [Carmen has a copy]
Otheguy, Ricardo, Ofelia García and Mariela Fernández. 1989. Transferring, switching,
and modeling in West New York Spanish: an intergenerational study. International Journal of
the Sociology of Language 79. 41-52. [Library: online access]
Otheguy, Ricardo y Naomi Lapidus. 2005. Matización de la teoría de la simplificación en
las lenguas en contacto: El concepto de la adaptación en el español de Nueva York. In: Luis
A. Ortiz López and Manel Lacrote, eds. Contactos y contextos lingüísticos : El español en los Estados
Unidos y en contacto con otras lenguas. Madrid : Iberoamericana. 143-60.
Pfaff, Carol W. 1982. Constraints on language mixing: intrasentential code-switching and
borrowing in Spanish/English. In: Jon Amastae and Lucía Elías-Olivares, eds. Spanish in the
United States: Sociolinguistic Aspects. Cambridge: Cambridge University Press. 264-297. [Library:
PC 4826.S64 reserve desk]
Pino Rodríguez, Cecilia. 1997. La reconceptualización del programa de espanñol para
hispanohablantes: estrategias que reflejan la realidad sociolingüística de la clase. In: María
Cecilia Colombi ed. La enseñanza del español a hispanohablantes: praxis y teoría. Boston: Houghton
Mifflin. 65-82. [Library: PC4068.U5.E67 4th floor AND reserve desk]
Pueyo, Francisco J. 1992. El sistema de clíticos en niños bilingues de Los Angeles:
transferencia linguística y motivación social. In: Hernán Urrutia Cárdenas y Carmen Silva
Corvalán eds. Bilingüismo y Adquisición del Español : Estudios en España y EEUU. Bilbao :
Horizonte. 255-273. [Carmen has a copy]
Ramírez, Arnulfo G. Sociolingüística del español-inglés en contacto entre adolescentes
hispanos de Estados Unidos. Hispania, Vol. 74, No. 4. (Dec., 1991), pp. 1057-1067. [Carmen
has a copy in PDF]
Ramírez, Arnulfo G. 2000. Linguistic Notions of Spanish among Youths from Different
Hispanic Groups. In: Ana Roca ed.Research on Spanish in the United States: Linguistic Issues and
Challenges. Somerville: Cascadilla Press. 284-295. [Carmen has a copy]
Reyes, Rogelio. 1982. Language mixing in Chicano Spanish. In: Jon Amastae and Lucía
Elías-Olivares, eds. Spanish in the United States: Sociolinguistic Aspects. Cambridge: Cambridge
University Press. 154-165. [Library:PC 4826.S64 reserve desk]
Rivera-Mills, Susanna V. 2000. Intraethnic Attitudes among Hispanics in a Northern
California Community. In: Ana Roca ed. Research on Spanish in the United States: Linguistic Issues
and Challenges. Somerville: Cascadilla Press. [Carmen has a copy]
Rubin, Joan. 1985. Spanish Language Planning in the United States. In: Lucía Elías-Olivares
et al., eds. Spanish Language Use and Public Life in the United States. New York: Mouton. 133152. [Carmen has a copy]
Schwartz, Ana María. 2003. ¡No me suena! Heritage Spanish Speakers’ Writing Strategies. In:
Ana Roca and Cecilia Colombi eds. Mi lengua : Spanish as a heritage language in the United States,
research and practice. Washington, D.C.: Georgetown University Press. 235-256. [Library: PC
4868.U5 M55 4th floor AND reserve desk]
Silva-Corvalán, Carmen. 1997. Avances en el estudio de la variación sintáctica: la expresión
del sujeto. Cuadernos del Sur 27. 35-49. [Carmen has a copy]
Vaquero, María. 1993. Política y lengua: El español en Puerto Rico. Voz y letra IV/1. 105128. [Carmen has a copy]
CALIFORNIA STATE UNIVERSITY, SAN BERNARDINO
Department of World Languages and Literatures


Zentella, Ana Celia. 1997. Spanish in New York. In: Joshua A. Fishman ed. The Multilingual
Apple: Language in New York City. New York: Mouton. 167-201. [Carmen has a copy]
Zentella, Ana Celia. 1990. Lexical Leveling in Four New York City Spanish Dialects:
Linguistic and Social Factors. Hispania, Vol. 73, No. 4. (Dec., 1990), pp. 1094-1105. [Library:
online access]
Additional sources:
Kanellos, Nicolás and Claudio Esteva-Fabregat, eds. 1993. Handbook of Hispanic Cultures in the
United States Houston. Madrid: Instituto de Cooperación Iberoamericana. [Library: E184 .S75 H365 v.
1-4]
CALIFORNIA STATE UNIVERSITY, SAN BERNARDINO
Department of World Languages and Literatures