PROGRAM XXII CONFERENCE ON SPANISH IN THE UNITED STATES AND VII SPANISH IN CONTACT WITH OTHER LANGUAGES

2009 PROGRAM XXII CONFERENCE ON SPANISH IN THE UNITED STATES VII AND SPANISH IN CONTACT WITH OTHER LANGUAGES LATIN AMERICAN AND CARIBBEAN CENTER DEPARTMENT OF MODERN LANGUAGES Florida International University Dr Ana Roca, Conference Organizer _ Torre de la Libertad-Refugio de los Cubanos Pre-conference Event Wednesday, February 18, 5:30 pm Books & Books 265 Aragon Ave Coral Gables, FL 305-442-4408 Spanish Language Media in the United States: Its Roles, Impact, and Future Moderated by Dr María Carreira, California State University, Long Beach Introduced by Dr Ana Roca, Department of Modern Languages Florida International University Panelists: Wilfredo Cancio Isla, El Nuevo Herald Helga Silva, Univisión Olga Connor, Freelance Journalist Ileana Oroza, University of Miami Informal Wine & Cheese Reception at 5:30 – 6:00 PM Program begins promptly at 6:00 PM sharp Dinner on your own 2009 XXII CONFERENCE ON SPANISH IN THE UNITED STATES VII AND SPANISH IN CONTACT WITH OTHER LANGUAGES LATIN AMERICAN AND CARIBBEAN CENTER AND DEPARTMENT OF MODERN LANGUAGES Florida International University With supporting co-sponsors: U.S Department of Education Title VI Program John Wiley & Sons, Inc Oficina de Educación del Consulado General de España en Miami Centro Cultural Español, Miami The Center for Applied Linguistics Editorial Iberoamericana Georgetown University Press _ Dr Ana Roca, Conference Organizer Department of Modern Languages Thursday, February 19, 2009 to Saturday, February 21, 2009 Conference Center of Americas Building The Biltmore Hotel, Coral Gables, Florida Thursday, February 19, 2009 8:00 am - 8:30 am COFFEE AND TEA Registration open until pm to pick up program and ID tags 8:30 am – 9:45 Concurrent Sessions Session 1, Stoneman Douglas Room Spanish in Contact Speech Phenomena Moderator: John Chaston, University of New Hampshire John Chaston, University of New Hampshire Mood Selection in Noun Clauses of Doubt, Denial, and Assurance in the Speech of Spanish Speakers in New England Jason Steve Sarkosi, University of Illinois Dámelo crispy: Language Accommodation in Drive-through Service Encounters Tyler Anderson, Mesa State University, and Benjamin Souza, Appalachian State University Spanish-English bilinguals' attitudes towards the importance of good pronunciation Rafael Orozco, Louisiana State University The variable use of subject personal pronouns by New York Colombians Session 2, Brickell Room Spanish in the U.S.: Ideologies and Varieties Moderator: Arturo Fernández-Gibert, California State University, San Bernardino Daniel Villa, New Mexico State University ¡¿Cuál “Spanglish”?! The impact of English on New Mexican and Southern Colorado Spanish Neysa Luz Figueroa, Kennesaw State University, GA A Study in Language Attitudes of Speakers of High and Low Prestige Varieties of Spanish Toward “World Spanishes” Arturo Fernández-Gibert, California State University, San Bernardino Ideologías lingüísticas en Nuevo México: Lengua nacional vs lengua vernácula, 1846-1912 Donny A Vigil The English-like [R] of Taos, New Mexico, Spanish: New Evidence 9:45 – 10:00 COFFEE BREAK 10:00 – 11:15 Concurrent Sessions Session 3, Brickell Room Spanish for Heritage Speakers: Language Attitudes and Instruction Moderator: Vicke Ellison, Moderator, Kent State University Carolina Seiden, St Andrews School, Boca Ratón, FL Spanish as the middle class in South Florida: Why Heritage Speakers of Spanish Avoid Courses of Spanish for Heritage Learners at the College Level Vickie Ellison, Kent State University Attitudes Toward Heritage Language Learners and SNS Classes in Northeast Ohio Sara Beaudrie, University of Arizona and Cynthia Ducar, Bowling Green State University Making Connections: SHL and SFL Social Networks and Linguistic Behavior in CMC Environment Juan R Valdez, Michigan State University Foreign or heritage language? The construction of Spanish in the U.S Session 4, Merrick Room Language Acquisition, Maintenance, and Contact with English and French Moderator: María Carreira, California State University, Long Beach Jack Jedwab, Director, Association of Canadian Studies Canada’s Trilingual Spanish Speakers: Language Acquisition and Preservation of Spanish Speakers in Montreal Laura Monerris Oliveras, University of Alberta Attitudes and Orientation of Canadian University Students of Spanish Laura Domínguez, Southampton University, and Jason Rothman, University of Iowa Attrition and Diachronic Change: Implications for Emerging US Spanish Varieties and the Competence of Its Speakers Darren Paffey, University of Southampton, UK ‘La industria del español’ y ‘la marea del inglés’: Metaphorical representations of Spanish in contact with English Session 5, Stoneman Douglas Room Heritage Speakers of Spanish: Language Use, Attitudes, and Identity Moderator: Jennifer Leeman, George Mason University Mathew Zealand, University of California, Davis En búsqueda de la norma lingüística: Teoría y práctica Kim Potowski, University of Illinois, Chicago Quinceañeras: Hybridized tradition, language use, and identity in the U.S Kelly Lowther Pereira, University of Arizona ¿Papel? ¡Esa palabra no existe!: Language Discourse and Attitudes in the Spanish Heritage Language Classroom 11:15 – 11:30 BREAK TO CHANGE ROOMS, VIEW EXHIBIT TABLES 11:30 – 12:20 Conference Welcome and Acknowledgements, Merrick Room Session 6, Plenary #1 El lenguaje de las humanidades en México y los Estados Unidos: CLAE, un corpus de textos académicos como recurso para la investigación y la ensanza Dr Cecilia Colombi, Chair, University of California, Davis Introduced by Dr Ana Roca, Florida International University Resumen Este trabajo presenta un ejemplo de las posibilidades que el internet y las nuevas tecnologías nos brindan como intercambio de información y fuente de recursos en el área de la lingüística educacional CLAE es un corpus digitalizado de textos escritos por estudiantes universitarios en las disciplinas de la geografía, historia, lengua, lingüística y literatura y es el resultado de una colaboración binacional entre las universidades de la UNAM y UC Davis El propósito principal de este corpus es contribuir a la descripción del lenguaje académico desde una perspectiva de la lingüística funcional Al mismo tiempo la comparación de los textos de los estudiantes mexicanos los de los estudiantes californianos nos permitido un mayor conocimiento del desarrollo académico en distintos contextos: del español como lengua heredada o L2 en los Estados Unidos y el español como lengua institucional en México Finalmente este corpus espera contribuir a la lingüística educacional aportando una descripción de las características principales del registro académico (nominalización, alta densidad léxica, lenguaje impersonal, etc.) y de los distintos géneros académicos (ensayo, reseña, pregunta y respuesta, etc.) recursos pedagógicos para profesores y estudiantes del español 12:30 – 2:30 Lunch on your own, on or off the property (See suggestions in conference folder) 2:30 – 3:45 Concurrent Sessions Session 7, Stoneman Douglas Room Aspectos discursivos del español cubano en Miami Moderator: Andrew Lynch, University of Miami Susana Peña, Bowling Green State University Notes on pájaration: Cuban-American Gay Male Language and Culture in Miami Aixa Said-Mohand University of Wisconsin, Green Bay El uso del marcador del discurso ‘tú sabes’ en el habla de jóvenes bilingües cubanos en la Florida Carolina Gutiérrez-Rivas, University of Northern Colorado Variación y cambio en la pragmática del español de los cubanos en Miami: el efecto de la generación en el discurso bilingüe Andrew Lynch, University of Miami, Coral Gables, FL El tuteo en el español cubano en Miami Session 8, Merrick Room Spanish in Contact Phenomena in Different Communities Moderator: Haralambos Symeonidis, University of Kentucky Elaine Shenk, St Joseph’s University, Philadelphia Integration, Instrumentation, and Innovation: Language in a Rural Puerto Rican Community Dally Campos and Rafael Orozco, Louisiana State University Latinos in Southern Louisiana: Perceptions, Linguistic Choices, and Attitudes Haralambos Symeonidis, University of Kentucky El bilingüismo como factor importante para la reactivación de tendencias internas del sistema: cambios sintácticos en el espol de la zona guaranítica 4:00 – 4:45 PM Session 9, Merrick Room Invited Special Session: ORGANIZER & MODERATOR: Dra Georganne Weller Ford, Dirección de Políticas Lingüística, Instituto Nacional de Lenguas Indígenas (INALI) Realidades sociolingüísticas que viven los hablantes de lenguas indígenas mexicanas en contextos migratorios nacionales e internacionales y los retos que se presentan en la administración pública para su protección Participantes y ponencias: >Dra Georganne Weller Ford, Instituto Nacional de Lenguas Indígenas, Dirección de Políticas Lingüísticas, México y Cónsul Edgardo Briones V., Consulado General de México en Miami, Departamento de Protección a Mexicanos, EEUUA Migración de los hablantes de lenguas indígenas nacionales a La Florida: Implicaciones para la diversidad lingüística y los derechos lingüísticos >Mtro H Antonio García Zúđiga Instituto Nacional de Antropología e Historia (Centro Yucatán) Sección de Antropología Social México Una mirada sociolingüística a dos contextos de contacto lingüístico: Los hablantes de lenguas mayas en la Península de Yucatán y los hablantes de maya en Estados Unidos de Norteamérica 5:00 pm- 5:40 Session 10, Plenary #2, Merrick Room Dr John M Lipski Pennsylvania State University Introduced by Dr Luis Ortiz López, Universidad de Puerto Rico, Río Piedras A Special Case of Radical Code-mixing: “Fluent Dysfluency” Code-switching among bilinguals has been typologically classified into three categories, e.g by Muysken (2000): alternation, insertion, and congruent lexicalization Congruent lexicalization as usually defined not only requires that the languages in contact be structurally congruent, but also presupposes a high level of bilingual competence, as well relatively equal prestige and no tradition of overt language separation The present study presents data from several communities in which Spanish is in contact with languages increasingly less cognate: Portuguese, Italian, and English, respectively The data are drawn from “fluently dysfluent” speakers, meaning that they use their L2 frequently and speak it without hesitation, but with much involuntary intrusion of their L1; these dysfluent bilinguals rely on their interlocutors’ passive competence in the speakers’ L1, and in so doing exhibit code-switching which fits the typological pattern of congruent lexicalization A componential analysis of several dysfluent bilingual communities results in the suggestion that the definition of congruent lexicalization be expanded to include the special case of fluently dysfluent bilingualism, a situation that arises in several language contact environments _ End of conference activities for Thursday [Evening is on your own See conference folder for suggested activities, places to visit, restaurants, and things to around town…Sample outing would be sharing a cab to downtown Miami: “Flamenco Festival Miami” at the Arsht Center, featuring singer Estrella Morente, at 8PM (Purchase tickets by phone via the Box Office, 305-949-6722, or online; OJO: festival sold out last year) The Gypsy Kings are also performing in downtown Miami at the American Airlines Arena.] Friday, February 20, 2009 8:00 – 8:30 Coffee & Tea Registration open until 4PM to pick up program and ID tags 8:30 – 9:45 Concurrent Sessions Session 11 Bowman Room Spanish in Contact with Other Languages: A Variety of Contexts Moderator: Rob Smead, Bringham Young University Lucía Aranda, University of Hawaii Spanish in Hawaíi: A Preliminary Case Study Rob Smead, Brigham Young University On Spanish Loan Words in Hawaíi Creole English Mary Ann Parada, University of Illinois, Chicago Spanish and Swedish in Contact: Transfer in Adjective Placement Talia Bugel, Indiana University Spanish in Contact with Portuguese: Phonological and Semantic Features of Spanish as a Foreign Language in Brazil’s South-East Classrooms Session 12, Stoneman Douglas Room Spanish in the U.S.: Variable Linguistic Behavior Moderator: Ricardo Otheguy, The Graduate School, City University of New York Keyla Morales-Muñoz, University of Puerto Rico Contacto de lenguas e influencias translingüísticas en bilingües secuenciales: el parámetro de sujeto nulo en L2 MaryEllen García, University of Texas, San Antonio Verb Allomorphy in South Texas Vernacular Spanish Naomi Lapidus Shin, University of Montana & Ricardo Otheguy The Graduate School, CUNY Shifts in the relevance of factors that condition variable linguistic behavior among second-generation speakers of Spanish in the U.S Manuel J Gutiérrez, University of Houston La subida del clítico en frases verbos no finitos, un estudio diacrónico y sincrónico Session 13, Brickell Room Spanish in the United States: Selected Research Topics Moderator: Elise Dubord, Drew University Dalia Magaña, University of California, Davis Participant Observation Study of Spanish-English Code-switching in Writing Ana Sanchez-Muñoz, California State University, Northridge Heritage Language Development in U.S Latinos: Challenges and Pedagogical Considerations Elise DuBord, Drew University Acquiring Habitus: Shifting Ideologies of Language Capital Among Immigrant Day Laborers in Southern Arizona Isabel Velázquez, University of Nebraska, Lincoln Mexican Communities en la casa: Household Language Use and Linguistic Ideology in Two Mexican American Communities 9:45 – 10:00 COFFEE BREAK 10:00 – 11:15 Concurrent Sessions Session 14, Brickell Room Spanish-English Bilingualism in the Professions: Teaching Law, ASL Interpretation, and Psychotherapy Moderator: Rafael Moro Aguilar, Attorney and Freelance Legal Translator Patricia McGregor Mendoza, New Mexico State University Legally Bilingual: How Linguistics Has, Hasn’t, and Can Shape the Court’s Interpretation of Spanish Speakers in the U.S José Gabilondo, Florida International University Profesión Jurídica Comparada: Teaching Civil Law in Spanish in the United States Flores-Ferrán, Nydia, Rutgers University How Speakers Soften a Message: Mitigating Devices in Spanish Produced During Psychotherapy David Quinto-Pozos, Kristie Casanova de Canales, and Rafael Treviño, University of Illinois Managing Linguistic and Other Ambiguities in Spanish/English/ASL Interpretation Session 15, Stoneman Douglas Room Spanish in Contact Phenomena Moderator: John Moore, University of California, San Diego Martha Mendoza, Florida Atlantic University, Boca Ratón, FL Spanish and P’urhepecha: A Case of Language Contact in Central Western Mexico Iraida Galarza y Luis Ortiz López, Universidad de Puerto Rico, Río Piedras, San Juan, P.R Marcación diferencial de objeto y contacto de lenguas (espol/criollo); Influencia translingüística o procesos universales? Kim Potowski, University of Illinois, Chicago and Lourdes Torres, DePaul University, Illinois Constructing Bilingual Identities: Codeswitching Practices among Chicago Mexicans, Puerto Ricans and Mexiricans John Moore, University of California, San Diego Does Caló have a Domari Lexicon? Session 16, Bowman Alfabetismo: Hacia el desarrollo del español académico Moderator: M Cecilia Colombi, University of California, Davis Miriam Hernández-Rodríguez, University of California, Davis Construcciones causativas como organizadores discursivos en textos literarios: hacia el desarrollo del español académico Karen W Burdette, Tennessee Technological University A is for Alfabetismo: A Pilot Tutoring Program in Spanish L1 Literacy for Adult Hispanic Immigrants in Putnam County, Tennessee Sofía Paredes, Trinity University Desarrollo de la escritura argumentativa en los hablantes de espol como lengua heredada: modelo retóricopedagógico de escritura y evaluación por parte de los maestros María Spicer-Escalante, Utah State University Cross-Cultural Differences of the Teaching of Spanish and English Writing: Current Practices in Mexican and American High Schools 11:15-11:30 BREAK TO CHANGE ROOMS (WALK TO MAIN BUILDING LOBBY AREA) 11:30 – 12:30 Session 17, Plenary #3 ALHAMBRA BALLROOM, Main Building of Hotel, Lobby Floor Language contact in ritual Cuban Spanish (Palo Monte): "Epañol" meets "Pidgin bozal Spanish" and Kikongo Dr Armin Schwegler, University of California, Irvine Introduced by Dr Tometro Hopkins Graduate Linguistics Program, Florida International University This paper concentrates on one of Cuba’s most widespread ritual languages: the lengua of Palo Monte (an Afro-Cuban religion with Kongo roots) Just a decade ago, the secret code of Palo Monte was mostly unintelligible to scholars and its true origins unknown Rapid advances in Palo Monte research over the past ten years have dramatically changed the former state of affairs: today we know that this code (1) consists of three very distinct speech varieties (Pidgin Bozal, Kikongo, and Cuban Spanish), and (2) has coexisted in a state of intense language intermixing for at least 150 years My talk consists of two parts Part 1, aimed especially at newcomers to the Palo Monte religion, introduces key linguistic and ritual components A series of photographs and sound bites will animate the discussion, and prepare the audience for the more technical Part There I will provide an overview of the latest research on Palo Monte, much of which is the result of recent fieldwork by the author and his colleague Constanza Rojas-Primus Although scholars have known for some time that the Palo Monte religion is found in many parts of Cuba, and is practiced by people of all colors, the extent to which its linguistic code may differ across the island has never been determined The present paper addresses this question by demonstrating that Palo Monte speech exhibits strong diatopic parallels in its structure and style For reasons I will explain, this is puzzling indeed, and requires an explanation (offered in the concluding section of the talk) ALHAMBRA BALLROOM, Main Lobby Floor CONFERENCE GROUP LUNCHEON AT THE BILTMORE 12:30 – 2:00 2:00 – 3:15 THE ALHAMBRA BALLROOM Session 18, Plenary Session #4 Invited Speakers Ricardo Otheguy, The Graduate School, City University of New York Ana Celia Zentella, University of California, San Diego Welcome: Dr Pascal Becel, Chair Department of Modern Languages Florida International University Introduced by Drs Carmen Silva-Corvalán, University of Southern California, and Lourdes Torres, DePaul University, Chicago El nombre de la lengua patrimonial de los latinos de EEUU Los nombres que se han utilizado para referirse a la lengua patrimonial de los latinos de EEUU, entre ellos ‘pocho’, ‘espanglish’, ‘español de los EEUU’, etc., merecen ser considerados detenidamente, dada su importancia como indicadores de realidades estructurales y como marcadores identitarios para las distintas comunidades latinas del país En esta mesa, Ricardo Otheguy y Ana Celia Zentella analizan el tema desde diferentes puntos de vista, e intentan asimismo aclarar y valorar los argumentos que se han esgrimido a favor y en contra de las diferentes posturas terminológicas, proponiendo análisis que contribuyan a dilucidar las características del fenómeno social y lingüístico que estos vocablos intentan designar 3:15 – 3:30 COFFEE BREAK 3:30 – 4:45 Concurrent Sessions Session 19, Brickell Room Heritage Learners of Spanish: Grammar, Curricula, Identity Issues Moderator: Ana María Schwartz, University of Maryland, Baltimore Amalia Llombart-Huesca, Fairfield University Explicit and implicit grammar instruction in courses of Spanish forHeritage Learners Oscar H Moreno, Georgia State University Spanish and the “Grammars” of Heritage and Native Speakers in the Curriculum: The Crucial Role of Academic Placement Soria Colomer, University of Georgia Spanish Teachers as Translators and Interpreters: Improvised Communication in New Latino Communities Session 20, Stoneman Douglas Language Development and Cross-Linguistic Influence Moderator: John Lipski, The Pennsylvania State University Bill VanPatten, Texas Tech University, Gregory D Keating, Jill Jegerski Hidden Aspects of Language Contact: How Early Bilinguals Resolve Ambiguity Carmen Silva-Corvalán and Helena Marissa Montes, University of Southern California Cross-Linguistic Influence in the Aquisition of Ser and Estar by Spanish-English Bilinguals Brian Collins, New York University, Claudio O Toppelberg, Harvard University, and Alfonso Nieto Castón, Massachusetts Institute of Technology Developmental Interdependence of Spanish and English Competencies in Bilingual Children of immigrants 4:45- 5:00 BREAK to Walk Back to Alhambra Ballroom in the Main Building 5:00 - 6:15 Session 21, THE ALHAMBRA BALLROOM, Lobby Level, Main Hotel Building Plenary #5 Results of the National Heritage Language Survey: The Privileged Place of Spanish among this Country's Heritage Languages Dr María Carreira, California State University, Long Beach Introduced by Ana Roca, Florida International University This talk presents the results of an ongoing national survey of some 1800 heritage language learners (HLLs) enrolled in post-secondary heritage language courses Conducted by the National Heritage Language Center (NHLRC), the survey probes the linguistic background, attitudes, practices, and goals of HLLs from 18 languages In this presentation, I will focus on commonalities across all languages as well as critical differences between Spanish and the other languages On the basis of this information, I will address these questions: Is there a unified field of Heritage language teaching? If so, what are its areas of development? What can Spanish-for-native-speakers (SNS) contribute to this field and what can it learn from it? End of Friday’s Conference Program Activities Poolside cash bar / live music provided by the Biltmore Hotel Go for a swim! Evening on your own See conference folder for suggested activities, places to go, restaurants, things to around town… Saturday, February 21, 2009 8:00– 9:00 COFFEE AND HOT TEA Registration desk open until 11:30 AM 9:00 – 10:15 Concurrent Sessions Session 22, Stoneman Douglas Discourse and Ideologies: Linguistic Attitudes and Perceptions Moderator: Thomas Stephens, Rutgers University Thomas Stephens, Rutgers University Flirting with Racism: Pitiyanqui and Similar (Spanish) American Dyslogisms in Twenty-First Century Politically-Hyper Discourse Mónica Cantero, Drew University Todos sois iguales; sólo crếis problemas: Inmigración, intolerancia y actitudes lingüísticas en el discurso fílmico del cine hispano Monique L Tippins, University of Arizona Bilingual Greeting Cards: Perceptions of Linguistic and Cultural Authenticity Sonja Burrows, University of Oregon Confronting Monolingual Ideologies: Code-Switching in U.S Latino Narrative Session 23, Merrick Room Invited Colloquium Beyond the Classroom Walls: Innovations in Critical Approaches to Spanish for Heritage Speakers Organizer and Moderator: Jennifer Leeman, George Mason University Presentations & Participants: Medical Spanish for Heritage Learners: A Prescription to Improve the Health of Spanish-speaking Patients Glenn Martinez, The University of Texas Pan American Critical Service-learning in Spanish for Heritage Speakers: From learners to teachers Jennifer Leeman, George Mason University Lisa Rabin, George Mason University Esperanza Román-Mendoza, George Mason University Toward a Critical Spanish Language Education: An Ecological Perspective from Policy to Practice Robert Train, Sonoma State University 10:15 – 10:30 BREAK to change sessions 10:30 – 11:20 Session 24, Merrick Room Plenary #6, Spanish in the United States/Spanish in Contact Dr Luis Ortiz López, Universidad de Río Piedras Introduced by Dr Armin Schwegler, University of California, Irvine Lenguas en contacto en el Caribe (español-criollo): una perspectiva sintácticapragmática comparativa del parámetro de sujeto nulo La investigación en torno a la adquisición de lenguas en escenarios de contacto generado un debate sobre los procesos internos (Gramática Universal) y externos (distanciamiento entre lenguas, edad, clase de input) que condicionan las lenguas (2L1, L2) Este debate propuesto que aquellos fenómenos lingüísticos que responden a interfaces sintáctico-pragmática o sintáctico-semántica son (o no son) vulnerables para la adquisición monolingüe (niđos y atrición), bilingüe y L2 (adolescentes y adultos) (Dekydtspotter 1999/2000; Dekydtspotter & Sprouse 2001; Sorace 2003, 2005; Filiaci 2003; White 2003; Borgonovo & Prévost 2003, 2006; Montrul 2004, 2008; Borgonovo et al 2006) Uno de esos fenómenos problemáticos para la adquisición está relacionado las diversas propiedades del parámetro de sujeto nulo (Chosmky 1995; Belletti 2001) Según este parámetro, las lenguas se dividen en pro-drop [+sujeto nulo], como el español, el italiano, el griego, etc., y lenguas non pro-drop [-sujeto nulo], como el criollo haitiano, el inglés, el francés (Radford, 2003) Sin embargo, según avanza la investigación en torno a las diversas propiedades del parámetro de sujeto nulo, nos damos cuenta que esta dicotomía [pro-drop / non pro-drop] es mucho más continua, y envuelve una gama compleja de factores lingüísticos y extralingüísticos que condicionan la producción y el procesamiento de la presencia u omisión de los pronombres de sujeto En espol, la propiedad relacionada la presencia u omisión de los pronombres de sujeto sido objeto de muchas investigaciones, principalmente vinculadas el español caribeño (Morales 1997; Otheguy & Zentella, 2007; Orozco 2008) y la adquisición de este parámetro en escenarios de contacto de lenguas (Grinstead 2004; Lozano 2004, 2006; Pinto, 2006; Margaza & Bell 2006; Morales Reyes & Ortiz López, 2007; Sánchez (2007); Silva & Sánchez, 2007; Ortiz López, 2007, en prensa) Estos trabajos apuntan hacia diversas explicaciones: procesos de influencia translingüísitica o cross-linguistic, de overlap, debido a las similitudes o disimilitudes tipológicas de las lenguas adquiridas, o de inmadurez adquisitiva de las categorías funcionales del SC Hasta la fecha no existen estudios en los que se compare el habla de L1, 2L1 y L2 relacionada este parámetro, ni estudios una lengua criollo y el espol caribo como protagonistas (Ortiz López en prensa) Si los pronombres en español están condicionados por factores sintáctico-discursivos y en el criollo haitiano no lo están, ya que son obligatorios en todos los contextos y, por otro, si es correcto que el español caribeño muestra mayor uso de pronombres de sujeto que otras modalidades del español, como han propuesto algunos investigadores, aunque sin matizar los entornos obligatorios u opcionales (Otheguy & Zentella 2007), lo que representaría para 2L1 y L2 cierta ambigüedad [pro-drop/ non pro-drop], esperaríamos que los miembros bilingües (2L1, L2) se comporten de forma marcadamente distinta a los parámetros del espol Para poner a prueba esta predicción, en este trabajo: 1) expongo el parámetro de sujeto nulo y su aplicación al espol; 2) examino comparativamente, y mediante datos naturales, la distribución de los pronombres de sujetos, presentes y omitidos, antepuestos y pospuestos, en L1 (monolingües dominicanos: niños y adultos), 2L1 (bilingües simultáneos espadominico-haitianos) y L2 (bilingües secuenciales, adolescentes y adultos haitianos), residentes en la frontera dominico-haitiana, y 3) discuto los nuevos datos a la luz de la adquisición de la interfaz sintáctica-pragmática 11:30 – 1:00 BRUNCH/LUNCH ON YOUR OWN/WITH COLLEAGUES [Suggest 19th Hole, Poolside Café, Courtyard restaurant, or Bakery take-out] 1:00 – 2:15 Concurrent Sessions Session 25, Brickell Room Contact and Re-Contact and Language Proficiency Moderator: Kim Potowski, University of Illinois, Chicago Marta Fairclough, University of Houston Measuring Spanish Lexical Knowledge of U.S Receptive Heritage Learners Lillian Gorman, University of Illinois, Chicago Language Re-Contact Between Second and Third Generation Latinos and Recently Arrived Immigrants in Chicago Dorian Dorado, University of Florida Le escribo Letras a mi familia: A Cross-Generational Study of the Use Clara Azevedo University of Illinois, Chicago Heritage Spanish Writing: The Potential of MLTs to Measure Proficiency Session 26, Stoneman Douglas Spanish in the Public Sphere of Mass Media: Discourse, Identity, and Politics Moderator: Florencia Cortés Conde, Goucher Collage Clare Mar-Molinero, Southampton University, UK Tu voz es tu voto: The Role of Spanish in the 2008 Presidential Elections and its Wider Significance to Spanish as a Global Language María Jesús Barros García, Bucknell University ¿Qué uso hacen los medios de comunicación de la lengua espola? Aplicación a la enseñaza del español como lengua extranjera Gabriele, Humboldt University zu Berlin, Institu fuer Romanistik Categorizaciones sociales en los medios de comunicación en espol de los Estados Unidos: un análisis discursivo multimodal Florencia Cortés-Conde, Goucher College Co-Constructing Identity: Spanish-Speaking Communities in the Media Session 27, Merrick Room Studies in Bilingualism: Codeswitching and Language Ideologies Moderator: Naomi Lapidus Shin, University of Montana Cecilia Montes-Alcalá, The Georgia Institute of Technology, Naomi Lapidus Shin, University of Montana & Thamar Solorio, University of Texas, Dallas Las keys vs el baggie: Gender Assignment in Mixed-Language Texts Gabriela G Alfaraz, Michigan State University Frequency, Forms and Functions in Codeswitching in a Formal Register Laura Callahan, City University of New York Speaking Spanish Over the Telephone: Using a Second Language in Service Encounters with Native Speakers Teresa Satterfield, University of Michigan and José R Benkí, Michigan State University Chilling, Real Viviendo: The Rise of AAE-Influenced Spanish in the U.S 2:15 – 2:30 Break to Change Sessions 2:30-3:30 Last Session and Program Closing Session 28, Merrick Invited Session, Center for Applied Linguistics Resources for Teaching Spanish to Hispanic Bilingual Students in the United States Moderator: Joy Kreeft Peyton, Center for Applied Linguistics, Washington, D.C Ana Roca, Florida International University, Miami The U.S Context for the Education of Spanish Speakers in Spanish Language Classes Ana Maria Schwartz, University of Maryland Baltimore County Meeting the Needs of SNS Teachers Adriana Val, University of Maryland Baltimore County Resources Available to SNS Teachers and Students Teachers of Spanish classes for Spanish speakers need information and resources to guide their instruction This session provides an overview of the US context in which the language education of Spanish speakers takes place We then review the information that teachers of Spanish speakers need and sources of that information Finally, we review the resources available to teachers, provide a list of selection criteria, and suggest ways to promote information and resource sharing in the field The session will include time for discussion and suggestions for promoting information sharing 3:45 CLOSE OF CONFERENCE PROGRAM THANK YOU FOR YOUR PARTICIPATION Acknowledgement of Appreciation to our Sponsors and Supporters The Conference on Spanish in the United States/Spanish in Contact is sponsored this year by the Latin American and Caribbean Center and the Department of Modern Languages of Florida International University (FIU) The keynote speakers are, in part, supported by Modern Languages and LACC’s Title VI grant from the U.S Department of Education We would like to acknowledge the outstanding support from the staff of the Latin American and Caribbean Center, in particular, the great support and assistance provided by Liesl Picard and Marielena Armstrong, as well as the support and cooperation of the College of Arts and Sciences and individual faculty in the FIU Graduate Program in Linguistics and Pedro Botta, Publications, SIPA, FIU MANY THANKS TO OUR SUPPORTING CO-SPONSORS A very special thank you goes to Magali Iglesias, Director of Modern Languages of John Wiley & Sons, for the publisher’s co-sponsorship with some of the conference expenses Thank you to the directors of the Oficina de Educacón and the Consulado General de España en Miami In particular, thanks to Juan José Cogolludo Special thank you to the Honorable Cónsul Santiago Cabanas for his support, and many thanks and appreciation also to Drs Joy Peyton and Donna Christian of the Center for Applied Linguistics in Washington, D.C.; Editorial Iberoamericana, and Georgetown University Press All of them have graciously supported the conference with financial or other kinds of support and are recognized and thanked here as co-sponsors of the conference Thank you also to the Conference Planning, Advisory and Abstract Selection Committee Volunteers, who assisted with ideas, suggestions, introductions, website support, and evaluation of abstracts, and other organizational aspects Some of these professors included, but were not limited to the following: Kim Potowski, University of Illinois, Chicago, Drs Manel Lacorte, University of Maryland, Jennifer Leeman,George Mason University; Luis Ortiz López, University of Puerto Rico, Florencia Cortés Conde, Goucher College, Cecilia Colombi, University of California, Davis; María Carreira, California State University, Long Beach; Ana Roca, and Tomi Hopkins, Florida International University Except for invited papers and keynote speakers, abstracts were reviewed anonymously Standing Conference Advisory Committee: Ana Roca, Florida International University, Kim Potowski, University of Illinois, Chicago; M Cecilia Colombi, University of California, Davis, Jennifer Leeman, George Mason University, Manel Lacorte, University of Maryland, and Luis A Ortiz López, University of Puerto Rico at Río Piedras, and María Carreira, California State University, Long Beach A very special and heartfelt thank you to Drs Kim Potowski and Jennifer Leeman for all the work done related to the conference website and the conference electronic list, which was absolutely necessary for organizational purposes Thank you! At Florida International University, thank you very much to Drs Cristina Equízabal, Director of the Latin American and Caribbean Center, Pascale Becel, Chair of the Department of Modern Languages, Liesl Picard, Associate Director, LACC, Marielena Armstrong whose support was invaluable, as well as thank you to my graduate assistant, Rafael Arreaza, Kristina Hernádez, Rebecca Navarro, Carmen Chang, and all of the volunteers who helped in many ways that are much appreciated We would like to express a very special thank you to all of the invited plenary speakers for their support Many thanks also to Andrea Gollin, for her kind help with the program The next conference meeting will be held in 2011 at the University of California, Davis Call for Papers will be announced in The Linguist, electronic lists and appropriate lists and journals Thank you to all supporting co-sponsors: U.S Department of Education Title VI Program John Wiley & Sons, Inc Oficina de Educación del Consulado General de España en Miami Centro Cultural Español, Miami Consulado General de México en Miami The Center for Applied Linguistics Editorial Iberoamericana Georgetown University Press ... Miami Informal Wine & Cheese Reception at 5:30 – 6:00 PM Program begins promptly at 6:00 PM sharp Dinner on your own 2009 XXII CONFERENCE ON SPANISH IN THE UNITED STATES VII AND SPANISH IN CONTACT. .. Conference on Spanish in the United States /Spanish in Contact is sponsored this year by the Latin American and Caribbean Center and the Department of Modern Languages of Florida International University... del cine hispano Monique L Tippins, University of Arizona Bilingual Greeting Cards: Perceptions of Linguistic and Cultural Authenticity Sonja Burrows, University of Oregon Confronting Monolingual