Linguistics Seminar Series
Spring 2024
We are thrilled to announce the Linguistics Seminar Series for the Spring 2024 semester. The Linguistics Seminar Series features faculty scholars who are involved in language-related research.
The presentations will be hosted each Tuesday from 12:30-1:45pm in Edinburg (ELABS 254), Brownsville (BLHSB 1.110) and via Zoom. We provide pizza and soda for in-person attendees. Check the flyer or contact john.foreman@utrgv.edu for Zoom information.
This semester includes a full line up with a special Thursday presentations, and several presenters from outside of UTRGV.
Please join us this Fall semester as we learn from and with our featured speakers!
Upcoming Events
Grammatical Subjects in Macuiltianguis Zapotec
Macuiltianguis Zapotec (MacZ), an indigenous language originating in Oaxaca, Mexico, exhibits a number of properties related to grammatical subjecthood that makes for interesting comparisons to English, Spanish, and languages around the globe. We will focus on three such properties in this talk: 1) word order, 2) ‘quirky’, i.e. non-nominative subjects, and 3) understood subjects.
Like most Zapotec languages, and many other languages in Mesoamerica, MacZ has a Verb-Subject-Object basic word order, unlike English, which has the order Subject Verb Object. Thus, in MacZ, one says Ruuni naanqui’ya’ yiina’to’, lit. ‘Makes mother-my mole’ instead of the order found in English: ‘My mother is making mole,’ where the subject my mother precedes the verb is making instead of following it. MacZ, however, does allow a larger range of alternative word orders than English does..
MacZ also has what syntacticians have dubbed ‘quirky’ subjects, that is, syntactic subjects with distinctive non-nominative morphological forms, similar to archaic/poetic methinks in English. In modern English, such expressions are no longer productive as syntactic subjects consistently take nominative case forms like I, he, she, we, they as opposed to accusative forms like me, him, her, us, them. In MacZ, however, non-nominative subjects are robustly attested with a variety of verbs and can appear in one of two different forms.
John Foreman received his PhD in Linguistics from UCLA in 2006. His research is on syntax and the documentation of endangered languages, particularly Macuiltianguis Zapotec, native to Oaxaca, Mexico. Since joining UTPA in 2013, he has gotten his undergraduate and graduate students actively involved in this research and has even presented with them at several academic conferences across the country, including at ones held in Los Angeles, Austin, and New Orleans.
Bantúes durante la colonia en México: Trazando las posibles modalidades lingüísticas
José Esteban Hernández is Professor of Hispanic Linguistics in UT-Rio Grande Valley. His research interests include sociolinguistic variation, dialect and language contact, Spanish heritage language, and the construction of identity in contact situations. He has taught courses on language variation and change, the sociolinguistics of U.S Latino communities and Spanish as a Heritage Language.
Differentiating tags and pragmatic markers in Arizona Spanish
Tags as compared to other types of pragmatic markers (PMs) are typically considered separate if related phenomena, and are usually differentiated by their syntactic positions and discourse functions, among other factors. The current work explores this differentiation utilizing 36 sociolinguistic interviews with Spanish-English bilinguals in the southern part of the State of Arizona in the United States. Standard language variation and change (LVC) methodologies were used in the extraction, coding, and statistical analyses of this dataset (n=591), with four PM variants identified for study through an exploratory methodology: The tags no & qué no, and what we refer to as “connectors,” you know & saber. Results of our analyses indicate that, while utterance position, self-reported gender, and length of residence were all significant in the multivariate analysis, discourse function was dropped from the statistical model. Therefore, we interpret this finding as an indication that functional differences between these two pragmatic resources have been levelled through grammaticalization. Furthermore, an analysis of codeswitching behavior triggered by incoming variant you know demonstrates that it is becoming incorporated into the system, patterning similarly to its counterpart saber in terms of function and position, without attrition of the native variant.
Brandon J. Martínez is a second year doctoral student in Spanish Linguistics at the University of Arizona. Prior to my doctoral studies, he graduated from the University of New Mexico, earning an MA in Linguistics in 2021 and a BA in Linguistics & Languages (Spanish & Mandarin Chinese) in 2017. His primary research interest is the sociocultural linguistic study of Traditional New Mexican Spanish and other Borderlands dialects, while also taking perspectives from usage-based, translanguaging, Marxist, and Chicano theories.
Teaching Philosophy Classes in Spanish or Bilingually at UTRGV
Roughly 90% of UTRGV students are Hispanic or Latino/a/x and the majority are bilingual. As professional philosophers, we believe that teaching UTRGV students should involve engaging them as the bilingual and bicultural students they are while helping them develop philosophical biliteracy. Our panelists are from different linguistic and cultural backgrounds (native speaker, heritage speaker, L2 speaker) but all of us are bilingual, bicultural, and biliterate faculty who recently won a grant from the American Philosophical Association (APA) to design and teach philosophy courses in Spanish or Bilingually. Each of us has moved toward strong forms of bilingual education, from “a classroom where bilingual [students] are present but bilingualism is not promoted” to “a classroom where formal instruction fosters bilingualism” (Baker and Wright 2021). Moreover, we are developing these courses in ways that are linguistically and culturally sustaining for our local Mexican American community. Our panelists will discuss why and how we are doing this, the impact these classes have had on both us and our students, and the implications for disciplines like Philosophy and Linguistics.
Dr. Alex Stehn is Professor of Philosophy and Interim Director of the Center for Bilingual Studies at UTRGV. His most recent publication on B3 teaching is “Philosophizing in Tongues: Cultivating Bilingualism, Biculturalism, and Biliteracy in an Introduction to Latin American Philosophy Course” (2022).
Dr. Cynthia Paccacerqua is Associate Professor of Philosophy. A Baltimore native who spent her formative years in Rosario Argentina, she earned her MA in Latin American Studies at Stanford and PhD in Philosophy from SUNY Stony Brook. Dr. Paccacerqua specializes in social, political, and cultural philosophy within the traditions of Western, Latina-o, feminist, and Latin American/Decolonial Philosophy. She has published original work and translations in both the English and Spanish languages and is currently teaching a graduate bilingual course on Gloria Anzaldúa's work.
Dr. Danny Marrero’s academic and professional trajectory has been inspired by the fascinating issues that arise at the intersection between Law and Philosophy. As a native from Colombia, his first language is Spanish, but he has taught both English and Spanish in a variety of universities across both North and South America. At UTRGV, his teaching and research include culturally relevant issues such as feminicidio as well as classes in Spanish such as Pensamiento Crítico.
Dr. Christopher Gomez has been a lecturer at UTRGV for the past 6 years where he has taught, in Spanish and bilingually Introducción a la Filosofía, and Filosofía LatinoAmericana. He has published in Spanish on Mexican philosophy, and his current research draws from Gloria Anzaldua’s work.
Dr. Dahlia Guzman is a Lecturer in Philosophy. As a native of Rio Grande Valley, she is proud of the unique heritage of this area and enjoys living and teaching in a place that straddles two cultures, two languages, and two ways of understanding the world.
Literary Translation: una brevísima introducción
This presentation will provide a very general introduction to Literary Translation. To that end, the presentation will begin by seeking to define literature and then translation, including how the two interconnect to create what is commonly known as literary translation. To illustrate this in practice, specific examples will be provided of translation in different genres. In addition, the role of the literary translator will be considered. The presentation will focus on literary translations in the English/Spanish pair, and therefore knowledge of both languages is assumed.
Dr. Gabriel González Núñez is an Associate Professor of Translation at UTRGV. He is also the director of UTRGV’s Translation and Interpreting Programs. In addition, he is an executive consultant for the Translation & Interpreting Office. His research interests include translation policy and translation history, areas in which he has published many articles and the monograph Translating in Linguistically Diverse Societies (2016). As a translator, he has translated two full poetry collections: Mist (Javier Fuentes Vargas, 2021) and Yo soy Romero (David A. Romero, 2023). He holds a BA in Spanish Translation, a JD, an MA in Translation and Intercultural Studies, and a PhD in Translation Studies.
This presentation introduces what linguistics is, the programs available at UTRGV at both the BA and MA level, both in English and Spanish, about past and ongoing research collaboration with undergraduate and graduate students, and about future course offerings.
Edgar W. Schneider is Emeritus Professor of English Linguistics at the University of Regensburg, Germany. He taught as a Senior Visiting Fellow at the National University of Singapore (2021-2023) and was a Visiting Professor in New Zealand, The Philippines, and Japan. He is an internationally renowned sociolinguist, known best for his "Dynamic Model" in World Englishes research (Postcolonial English, CUP 2007), with many other contributions to these fields. He has published many books (including American Earlier Black English, 1989; A Handbook of Varieties of English, 2 vols., 2004; English Around the World, CUP, 2nd ed. 2020; Cambridge Handbook of World Englishes, CUP 2020; World Englishes at the Grassroots, 2021) and about 170 articles, lectured on all continents, including about 25 keynote and plenary lectures, and reviewed for many international universities, publishers, and institutions. He edited the journal English World-Wide for many years and was President of the International Society for the Linguistics of English.
Title: Assessing Bilingual and Spanish Language Courses at UTRGV
Abstract: This study assesses student success and student perspectives in bilingual and Spanish language courses taught at UTRGV. The study incorporates quantitative analyses of GPA and course evaluations as well as qualitative analyses of student surveys. Findings show higher GPAs and course evaluations in bilingual/Spanish courses. Most current students are extremely satisfied with these courses, would take more courses, would recommend these courses to other students, and think the university should offer more bilingual/Spanish courses. Students also experience strengthened language skills, connection to family, community, and culture, a sense of belonging and affective factors, heightened cultural competency, impact on future career and serving Spanish speaking populations, and pride in bilingualism.
Title: Linguistic Inclusivity in Teaching and Learning across Disciplines: Exploring Linguistic Ideologies and Identities through Student-Faculty Partnerships
Abstract: Institutions of higher education and the education system in general often privilege Standard American English as the language of communication and instruction. We inadvertently stifle multilingual students’ learning, meaning-making, and communicative potential, and we stifle our own abilities to use our linguistic abilities as we learn with our students. We will explore how implicit linguistic bias prevails in educational spaces and how we can challenge them. We can all work collectively to build more just spaces across disciplines, professions, and communities by 1. reflecting on and identifying our own linguistic bias and how we may be contributing to English-only ideologies in education and 2. identifying a concrete action we can take today to center sense of belonging in teaching and learning spaces for all students’ linguistically diverse background, knowledge, and communicative practices.
Ryan McBride is a graduate student pursuing a Master of Arts in English with a concentration in Linguistics. He received his Bachelor of Arts in English with a concentration in Linguistics from UTRGV in Spring 2023. Since Fall 2021, he has been a student partner in the Students as Learners and Teachers at a Hispanic Serving Institution (SaLT HSI) program. As a student partner, Ryan has collaborated with faculty members on revising teaching documents and reconsidering pedagogical practices to improve students’ self-efficacy, sense of belonging, and engagement in their courses. As of Fall 2023, Ryan McBride is now serving as a Graduate Research Assistant and Student Partner Leader for SaLT HSI. His academic interests include translingual writing in classrooms, queer linguistics, improving students’ learning experiences in higher education through culturally sustaining practices, and indigenous language revitalization. He aspires to become a professor upon receiving his graduate degree and is committed to fostering culturally sustainable practices in his future classrooms.
Alyssa G. Cavazos is an Associate Professor in the Department of Writing and Language Studies where she teaches undergraduate and graduate coursework in writing studies. Her teaching and research interests center on language difference in the teaching of writing, translingual writing across communities, students' learning experiences and professional development in higher education. She also serves as the Director for the Center for Teaching Excellence, overseeing many professional development activities and partnerships. She also co-leads and directs the Students as Learners and Teachers at a Hispanic Serving Institution (SaLT HSI) program where students and faculty members collaborate to create meaningful and engaging teaching and learning experiences centered on student voices and success. Alyssa is also a fellow in the UT System Academy of Distinguished Teachers. She is committed to designing linguistically and culturally inclusive educational spaces, which can lead to students’ sense of belonging and academic success across academic disciplines in higher education and beyond.