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Thursday October 17
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Time |
Agenda |
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10:30 A.M. - 6 P.M. |
Registration Table Open |
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12:00 P.M. |
ACADEMIC PANEL: “New horizons” in research on language contact in Hispanic and Lusophone linguistics
Perception and processing of Spanish questions and statements by L1 English/ L2 Spanish speakers
Variation in the Intonation of Uruguayan Spanish Declaratives
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12:30 P.M. |
Chilean speakers’ preferences for referring to parents: mi vs. el/la vs. null
Políticas lingüísticas y educación en el oriente boliviano. El bésiro y su revitalización
Re-considering 'verbs like gustar' - insights from linguistic theory and empirical research
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1:00 P.M. |
Heritage Spanish-English Bilingual’s Intuitions on Inanimate Noun Subjecthood
L2 Learners' Attitudes toward and Perceptions of Spanish Varieties
What is ‘neutral’ Spanish?: Perspectives from the US-based television industry
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1:30 P.M. |
El Spanglish, le franglais, and popular music: Not all major translanguaging varieties exist equally
How LinguaMeeting Virtual Exchanges Guide Compliments in Spanish L2 Pragmalinguistic Encounters
Predicate constituent order variation in the Spanish-Quechua contact situation of Cusco, Peru
Speech aerodynamics at word junctures: Resyllabification in US heritage Spanish
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2:00 P.M. |
Assimilation Processes within the Puerto Rican Diaspora
Las actitudes de los trabajadores inmigrantes mexicanos hacia el “Spanglish” y el cambio de código
Lenition and Language Contact in Peru
Spanish Heritage Speakers’ Perspectives sobre el español, inglés, y Spanglish: A Mixed-Methods Study
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2:30 P.M. |
Exposure, Motivation, Context of Learning and L2 Spanish Rhotic Development
Offline and online measures of Unagreement in Spanish and Italian
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3:00 to 3:30 P.M. |
Break (light refreshments) |
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3:30 P.M. |
Modalidad Epistémica y Evidencialidad en el Discurso testimonial
Preparing Effective Heritage Language Educators: A Needs Analysis of Spanish Teachers
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4:00 P.M. |
Perception of the Palatal Consonant in Yeísta Dialects: a Chilean Spanish Case Study
Supporting All Students With Labor-Based Grading
What role does social context play in Spanish-Valencian bilingual language processing?
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4:30 P.M. |
Frog Story retell task as a means of evaluating Spanish-speaking children’s adjective development.
Hearing political affiliation: A perceptual analysis of political speech in Malaga, Spain
New zones of language contact: A first look at the Spanish in Rural Oklahoma Corpus
Pragmatic and Discourse Functions of Discourse Marker (i)diay in Costa Rican Spanish
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5:00 P.M. |
Exploring Highly Frequent Prefabs in Spontaneous Conversation
La adquisición del subjuntivo en niños hispanohablantes monolingües
Lexical borrowability in Arizona Spanish: Types, frequency and diffusion
Nonnatives Outperformed Natives: Spanish Determiners as Cues for Gender Assignment of Novel Nouns
The productivity of velar insertion in Spanish verbs ending in stem-final /s/
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5:30 P.M. |
Some Means All Until Mutual Exclusivity Says It Doesn’t
Use-Conditional Meaning of Morphological Diminutives in Brazilian Portuguese
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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. |
Four Years Later: Is Gender-Inclusive Language Still a Change in Progress?
Gender comprehension and vowel production: Are they related?
The acquisition of present perfect aspectual values in heritage and L2 Spanish
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9:30 A.M. |
Foreign Language Anxiety and the Pandemic
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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. |
Join the party: An RPG model for the language classroom
Mood Selection in Deontic Predicates in Child Heritage Spanish
Preposition Stranding in Spanish Heritage Language as a non-Local Language Variety.
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12:00 P.M. |
L1 Category Compactness, L1 Allophonic Targets and L2 Production
Semantic network topology in L1 and L2 Spanish
Variación de las estructuras condicionales (no)prototípicas en español
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12:30 P.M. |
Adverbial adventures: adult heritage Spanish speakers' placement of adverbs by semantic class
Computer Assisted Pronunciation Training of Spanish Rhotics
Formas variables en la expresión del pasado en aprendices del español: los efectos de la L1
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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. |
POSTER: Cognitive and Societal Mechanisms in Mock Spanish
It takes tú and vos to tango: Informal second person subject variation in Uruguayan Spanish
POSTER: Descripción y usos del marcador “a ciencia cierta” en español.
POSTER: Social views on Spanish words of Náhuatl Origin in Wichita
Rhotic Contrast and Neutralization in Judeo-Spanish
POSTER: Task-Based Needs Analysis for Medical Spanish
The Present Perfect in Castilian Spanish: current state and restrictions
POSTER: Usos del español inclusivo en la (auto)referencia de gente no-binaria
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3:00 P.M. |
[estar + Adjective]: a view from 19th and 21st century Dominican Spanish
Examining Teachers’ Raciolinguistic Ideologies in the SHL Classroom
The Linguistic Landscape of ‘Little Portugal’ neighborhood in Toronto, Ontario, Canada
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3:30 P.M. |
A Construction Grammar approach to analogical extensions of Spanish possessives
Identity Construction in Narratives by Peruvian Andean Migrants
Partial metathesis in Sevillian Spanish
Structural constraints in late L2 code-switching: Investigating the effect of acquisition order
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4:00 P.M. |
A Speech Act Approach to #MeToo Activism in the Americas
On the status of the "so-called" Basque partitive case: Evidence from Basque/Spanish code-switching
The use of Spanish language in public signage in Trinidad
Variaciones en el uso del modo subjuntivo en el español hablado de Oaxaca de Juárez, México
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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. |
An exploration of anxiety sources in study abroad contexts through a qualitative lens
L2 and HL student perceptions of Afro-Latinx representation in Spanish language curriculum
¿Qué es hablar golpeado? Correlatos acústicos
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9:30 A.M. |
The Acquisition of Sociolinguistic Variation in the Classroom Using a Cognitive Linguistic Approach
Tod@/e/xs opinan: Actitudes implícitas hacia el lenguaje inclusivo en español
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10:00 A.M. |
Examining the representativeness of Spanish collocations with corpus and experimental data
Ojalá (hopefully) dependent clauses in L2 Spanish: verbal morphology and epistemic interpretation
Variable Clitic Placement in Monolingual and Bilingual Spanish-Speaking Adolescents
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10:30 A.M. |
Diverging Individual Profiles in the Multilingual Societies of Lusophone Africa
English-Spanish bilinguals' production of Portuguese mid vowels
Perception of dialect and attitudes towards Ecuadorian-Spanish speakers in the US
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11 - 11:30 A.M. |
Break (light refreshments) |
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11:30 A.M. |
Evaluating Proficiency and Communicative Competence in Heritage Brazilian Portuguese
Representando al Caserío: Lateralización de /ɾ/ en la música urbana de Puerto Rico
Spanish Dialect Contact in New York: Perception and Representation in Theatrical Stage Performance
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12:00 P.M. |
Characterizing Frequency Shifts in Bilingual Expressions of Futurity among US Spanish Speakers
Exploring an EIT as a tool for accessing sociophonetic knowledge
Eye-tracking shows that digital training improves L2 learning of stress-suffix associations
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12:30 P.M. |
Exploring the lexical aspect among heritage speakers of Brazilian Portuguese
Marginal phonemic contrasts yield marginal perceptual sensitivity
Syllable Merger in Moroccan Judeo-Spanish
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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. |
A new argument against gender-neutral MASC in Spanish
Investigating Hyperarticulation as a Gay Speech Stereotype in Puerto Rican Bilinguals
Issues in Clitic Doubling and First Conjunct Clitic Doubling in Nariñense Andean Spanish
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3:30 P.M. |
Instructional strategies to foster the auditory processing of gender agreement in Spanish Heritage Speakers with mild-to-moderate hearing loss
Placeholder na in Quechua-Spanish bilinguals
Rhotics in Nariñense Andean Spanish: an analysis of lenition and fortition patterns
The referentiality of Cibaeño "ello"
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4:30 - 5:30 P.M. |
Closing Reception (Dinner) |