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Printable schedules: Thursday | Friday | Saturday
Thursday October 17
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Agenda |
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10:30 A.M. - 6 P.M. |
Registration Table Open |
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12:00 P.M. |
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12:30 P.M. |
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1:00 P.M. |
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1:30 P.M. |
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2:00 P.M. |
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2:30 P.M. |
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3:00 to 3:30 P.M. |
Break (light refreshments) |
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3:30 P.M. |
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4:00 P.M. |
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4:30 P.M. |
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5:00 P.M. |
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5:30 P.M. |
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6:00 P.M. - 7:00 P.M. |
Plenary Session - Dr. Paul D. Toth, Temple University, Department of Spanish & Portuguese A sociocognitive approach to instructed second language learning. Abstract: In this plenary session, I will synthesize current research on relationships between cognitive processes, social interaction, and L2 development to offer a holistic, sociocognitive perspective on how learners engage with classroom affordances. In doing so, I aim to provide nuanced implications for teaching and research that respond to the complex realities of the classroom more meaningfully than would an exclusively cognitive or social perspective. Given that our decision-making processes as teachers and researchers are shaped by how we understand our professional practices, I hope to expand the conceptual tools available for all as we respond to the needs of learners.” |
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7:00 P.M. - 9:00 P.M. |
Conference Reception (Dinner) |
Friday October 18
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Time |
Agenda |
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8 A.M. - 6 P.M. |
Registration Table Open |
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8 - 9 A.M. |
Breakfast |
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9:00 A.M. |
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9:30 A.M. |
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10 - 11 A.M. |
Plenary Session - Dímelo loco, ¿KLK? Structural and sociolinguistic dimensions of Dominican Spanish vernacular and their import for Linguistics Dr. Almeida Jacqueline Toribio, The University of Texas at Austin Abstract: The present keynote overviews my individual and collaborative research on the Spanish spoken in the Dominican Republic, towards a dual purpose. On the one hand, it highlights the broad constellation of phonological and morphosyntactic properties that distinguish Dominican Spanish from other varieties and illustrates their usage among socially-stratified speakers in national settings, as well as their persistence in diasporic settings and on global platforms. On the other hand, the presentation brings attention and legitimacy to Dominican Spanish and its speakers, emphasizing the contributions of this racialized dialect in the advancement of various sub-disciplines of Linguistics. |
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11 - 11:30 A.M. |
Break (light refreshments) |
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11:30 A.M. |
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12:00 P.M. |
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12:30 P.M. |
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1:00 - 2:30 P.M. |
Lunch (on your own – see our list of suggestions in the sidebar of this page) |
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2:30 P.M. |
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3:00 P.M. |
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3:30 P.M. |
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4:00 P.M. |
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4:30 - 5 P.M. |
Break (light refreshments) |
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5 - 6 P.M. |
Plenary Session: Dialectal contact in Brazilian Portuguese: patterns and gaps Dr. Livia Oushiro, UNICAMP/FAPESP Abstract: Sociolinguistic studies have generally focused on speech samples of non-mobile speakers in monolingual communities or on language contact situations resulting from immigration (Chambers 1992, Siegel 2010). Although mobility and dialectal contact tend to be the rule rather than the exception in most urban communities, the speech of internal migrants has not received as much attention. This talk discusses patterns of dialect acquisition and maintenance in the speech of internal migrants from Northeastern Brazil living in the southeastern state of São Paulo. I will first present results from different research projects which have analyzed the extent to which phonetic, prosodic, and morphosyntactic features of São Paulo Portuguese are acquired by migrants from seven different states, and the social factors correlated with these changes. While most phonetic variables correlate with speakers’ age of migration in the expected direction (the earlier the arrival, the greater the use of host community’s traits), no morphosyntactic variable does. A longer period of residence affects only salient phonetic features – namely, the pronunciation of coda /r/, as in po[ɾ, ɻ, h]ta ‘door’, and coda /s/, as in pa[s, ʃ]ta ‘folder’ –, and has a weaker effect than age of arrival. Phonetic variables are particularly sensitive to stylistic variation (understood as ‘attention paid to speech’; Labov 2001), but reading (vs. conversation) doesn’t necessarily trigger the use of features from the Northeast or São Paulo, but supralocal norms. In the second part of the talk, I will turn to one of the many questions which are still open in dialectal contact studies: even though coherent patterns emerge in migrants’ speech, there is great dispersion among individual speakers. Is it the case that migrants’ speech is more conditioned by individuals than by sociodemographic categories? Results so far clearly show that migrants’ speech is just as patterned as that of prototypical non-mobile speakers in the community. The many factors that potentially influence their linguistic behavior – ranging from attitudes, interlocutors, individual abilities to the sociodemographic aspects of migration – make dialectal contact a fruitful road for new studies. |
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6:30 - 10 P.M. |
Heavy Happy Hour/Dinner at Le Bouillon |
Saturday October 19
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Time |
Agenda |
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9 - 11:30 A.M. |
Registration Table Open |
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8 - 9:00 A.M. |
Breakfast |
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9:00 A.M. |
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9:30 A.M. |
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10:00 A.M. |
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10:30 A.M. |
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11 - 11:30 A.M. |
Break (light refreshments) |
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11:30 A.M. |
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12:00 P.M. |
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12:30 P.M. |
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1 - 1:50 P.M. |
Lunch (on your own – see our list of suggestions in the sidebar of this page) |
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2 - 3 P.M. |
Plenary Session: Moving CLA beyond the classroom walls: Development and Outcomes of a Latinx ambassador program Dr. Sergio Loza, University of Oregon Abstract: This presentation engages with the critical turnof the field of Spanish heritage language (SHL) education, which is characterized by the position that intergenerational Spanish maintenance is unattainable unless learners become cognizant of the language ideologies and practices that shape their bilingual and educational experiences (Beaudrie & Loza, 2022; Beaudrie & Vergara Wiilson, 2022). In the last decade, SHL scholars have increasingly called for the development of pedagogical practices, curriculum, and, most relevant to this presentation, programmatic initiatives that contest the educational disparities that U.S. Latinx learners face in language education and beyond. In response to this need,critical language awareness(CLA) has become a central framework with which to envision classroom spaces that honor and respect learners and their sociolinguistic varieties (Beaudrie & Loza, 2022; 2023; Holguín Mendoza, 2018; Leeman, 2005, 2012, 2018). This presentation argues that CLA should be conceptualized as both a curricular framework and broader programmatic philosophy. To illustrate this perspective, I discuss the design, implementation, and outcomes of an SHL student ambassador program at a large university in the Pacific Northwest of the United States. The outcomes of this initiative, which are evidenced by student interviews and focus group data, suggest that SHL student ambassadors were able to make connections and apply the CLA gained in their courses in this position. This presentation highlights the applied ways in which theoretical frameworks such as CLA can inform the development of innovative programmatic initiatives that enrich SHL education and, thus, further extending this line of research. |
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3:00 P.M. |
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3:30 P.M. |
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4:30 - 5:30 P.M. |
Closing Reception (Dinner) |