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2019/2020

Catalan Dialectology

Code: 100682 ECTS Credits: 6

Degree	Type	Year	Semester
2500247 Catalan Language and Literature	OB	3	2
2501801 Catalan and Spanish	OT	3	0
2501801 Catalan and Spanish	OT	4	0
2501902 English and Catalan	OT	3	0
2501902 English and Catalan	OT	4	0

Contact

Name:: Mar Massanell Messalles
Email:: Mar.Massanell@uab.cat

Use of Languages

Principal working language:: catalan (cat)
Some groups entirely in English:: No
Some groups entirely in Catalan:: Yes
Some groups entirely in Spanish:: No

Prerequisites

None.

Objectives and Contextualisation

Describe the variation of Catalan language in the different territories in which it is spoken.

Competences

Catalan Language and Literature

Analyze, with the help of the concepts of linguistic theory and the contributions of applied linguistics where appropriate, major phonetic properties, phonological, morphological, syntactic, lexical and semantic of the Catalan language, its evolution throughout history and its current structure.
Developing critical thinking and reasoning and communicating them effectively both in your own and other languages.
Interpret political, social and cultural factors that influence the use of the Catalan language and its evolution throughout history and in today's multicultural society.
Students must be capable of applying their knowledge to their work or vocation in a professional way and they should have building arguments and problem resolution skills within their area of study.
Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.
Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
Students must develop the necessary learning skills in order to undertake further training with a high degree of autonomy.

Catalan and Spanish

Analyse, with the help of the concepts of linguistic theory and contributions of applied linguistics when appropriate, the main properties phonetic, phonological, morphological, syntactic, lexical and semantic Catalan language, its evolution throughout history its current structure.
Develop critical thinking and reasoning and knowing how to communicate effectively both in your mother tongue and in other languages.
Interpreting political factors, social and cultural conditions the use of the Catalan language and its evolution throughout history and multicultural society today.
Students can apply the knowledge to their own work or vocation in a professional manner and have the powers generally demonstrated by preparing and defending arguments and solving problems within their area of study.
Students have the ability to gather and interpret relevant data (normally within their study area) to issue judgments that include reflection on important issues of social, scientific or ethical.
Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
Students must develop the necessary learning skills in order to undertake further training with a high degree of autonomy.
Students must have and understand knowledge of an area of study built on the basis of general secondary education, and while it relies on some advanced textbooks it also includes some aspects coming from the forefront of its field of study.

English and Catalan

Analyse, with the help of the concepts of linguistic theory and contributions of applied linguistics when appropriate, the main properties phonetic, phonological, morphological, syntactic, lexical and semantic Catalan language, its evolution throughout history its current structure.
Develop critical thinking and reasoning and knowing how to communicate effectively both in your mother tongue and in other languages.
Interpreting political factors, social and cultural conditions the use of the Catalan language and its evolution throughout history and multicultural society today.
Students can apply the knowledge to their own work or vocation in a professional manner and have the powers generally demonstrated by preparing and defending arguments and solving problems within their area of study.
Students have the ability to gather and interpret relevant data (normally within their study area) to issue judgments that include reflection on important issues of social, scientific or ethical.
Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
Students must develop the necessary learning skills in order to undertake further training with a high degree of autonomy.
Students must have and understand knowledge of an area of study built on the basis of general secondary education, and while it relies on some advanced textbooks it also includes some aspects coming from the forefront of its field of study.

Learning Outcomes

Apply appropriate and thoughtfully prescriptive principles of oral and written standard Catalan.
Be able to situate the Catalan oral and written texts in time and space.
Being able to situate the Catalan oral and written texts in time and space.
Dominate oral and written expression in Catalan.
Empower reading, interpretation and critical analysis of literary texts and language
Get linguistic differences between different dialects of the language.
Identify the context in which the historical processes enroll.
Identifying the context of the historical processes.
Interpret texts in depth and provide arguments for critical analysis
Interpret texts in depth and provide arguments for critical analysis.
Knowing the linguistic differences between the various dialects of the language.
Master oral and written expression in Catalan.
Producing a written text that is grammatically and lexically correct.
Producing an oral text that is grammatically and lexically correct.
Properly apply the knowledge gained to data collection and management of documentary sources application to the study of Catalan language and literature.
Strengthen the capacity of reading, interpretation and critical analysis of literary texts and language.
Understanding the historical evolution of the use of the Catalan language.

Content

1. Introduction.
										
											
										
											1.1. Basic concepts.
										
											
										
											1.2. The Catalan language domain.
										
											
										
											1.3. The dialectal division of Catalan.
										
											
										
											1.4. The Atles Lingüístic del Domini Català and the Petit Atles Lingüístic del Domini Català.
										
											
										
											2. Description of Catalan dialects.
										
											
										
											2.1. Western Catalan.
										
											
										
											2.1.1. Northwestern Catalan.
										
											
										
											2.1.2. Valencian Catalan.
										
											
										
											2.2. Eastern Catalan.
										
											
										
											2.2.1. Central Catalan.
										
											
										
											2.2.2. Northern Catalan or Rossellonese.
										
											
										
											2.2.3. Balearic Catalan.
										
											
										
											2.2.4. Alguerese Catalan.
										
											
										
											2.3. Interdialectal comparison.

Methodology

The dedication required to follow this subject of 6 ECTS credits is about 150 hours of student's work, 45 of which spent in directed activities (theory classes, text discussion seminars, correction of exercises) and 102 in autonomous activities (reading of bibliography, elaboration of exercises, study).

Activities

Title	Hours	ECTS	Learning Outcomes
Type: Directed
Theory classes, text discussion seminars, correction of exercises	45	1.8	15, 1, 13, 14, 17, 11, 6, 4, 12, 8, 7, 9, 10, 5, 16, 3, 2
Type: Autonomous
Reading of bibliography, elaboration of exercises, study	102	4.08	15, 1, 13, 17, 11, 6, 4, 12, 8, 7, 9, 10, 5, 16, 3, 2

Assessment

The evaluation will be based on three evidence types:

- Short answer questions (30%).

- Resolution of practical exercises (30%).

- Tests (40%).

At the beginning of each evaluation activity, the teacher will inform the students about review of grade procedure and date.

If a student has been evaluated of less than 66,6% of the subject, he will receive the consideration of "non-assessable". To qualify for the re-evaluation, two conditions must be met: (1) the student must have been evaluated of at least 66,6% of the subject and (2) he must have a continuous evaluation mark between 3.5 and 4.9. Students meeting these conditions may be re-evaluated of at least 50% of the continuous evaluation activities. The maximum reassessment rating is 5.

In case of irregularities such as plagiarism or copying found in an evaluation activity, the mark of this evaluation activity will be 0. In case of irregularities in various evaluation activities, the final mark of the subject will be 0.

Assessment Activities

Title	Weighting	Hours	ECTS	Learning Outcomes
Resolution of practical exercises	30%	1	0.04	15, 1, 13, 14, 17, 11, 6, 4, 12, 8, 7, 9, 10, 5, 16, 3, 2
Short answer questions	30%	1	0.04	15, 1, 13, 17, 11, 6, 4, 12, 8, 7, 9, 10, 5, 16, 3, 2
Tests	40%	1	0.04	15, 1, 13, 17, 11, 6, 4, 12, 8, 7, 9, 10, 5, 16, 3, 2

Bibliography

Manuals of Catalan dialectology:

Colomina i Castanyer, Jordi (1999). Dialectologia catalana. Introducció i guia bibliogràfica. Alacant: Universitat d’Alacant.

Veny, Joan (1978 [1998¹²]). Els parlars catalans (Síntesi de dialectologia). Palma de Mallorca: Moll ("Tomir", 38).

Veny, Joan (1986 [1986²]). Introducció a la dialectologia catalana. Barcelona: Enciclopèdia Catalana ("Biblioteca Universitària", 4).

Veny, Joan & Mar Massanell (2015). Dialectologia catalana. Aproximació pràctica als parlars catalans. Barcelona / Alacant / València: Universitat de Barcelona / Universitat d'Alacant / Universitat de València.

Dialectal and historical Catalan dictionaries:

Alcover, Antoni Maria & Francesc de Borja Moll (1926-68, 1975-1977² [1993]). Diccionari català-valencià-balear [= DCVB], 10 vol. Palma de Mallorca: Moll. Accessible in: http://dcvb.iecat.net/

Coromines, Joan (1980-2001 [1995-2001]). Diccionari etimològic i complementari de la llengua catalana [= DECat], 10 vol. Barcelona: Curial / La Caixa.

Catalan geolinguistic works:

Alcover, Antoni M. & Francesc de B. Moll (1929-1932): "La flexió verbal en els dialectes catalans". Anuari de l’Oficina Romànica de Lingüística i Literatura, II [1929], p. 73-184; III [1930], p. 73-168; IV [1931], p. 9-104; V [1932], p. 9-72. Accessible in: http://alcover.iec.cat/

Badia i Margarit, Antoni M., Lídia Pons i Griera & Joan Veny (1993). Atles Lingüístic del Domini Català. Qüestionari. Barcelona: Institut d'Estudis Catalans ("Bibliotecade Dialectologiai Sociolingüística", 2).

Veny, Joan (2007-2017). Petit Atles Lingüístic del Domini Català, vol. 1-6. Barcelona: Institut d'Estudis Catalans. Accessible in: https://aldc.espais.iec.cat/

Veny, Joan & Lídia Pons (1998). Atles Lingüístic del Domini Català. Etnotextos del català oriental. Barcelona: Institut d'Estudis Catalans ("Biblioteca de Dialectologia i Sociolingüística", 5).

Veny, Joan & Lídia Pons (2001-2018). Atles Lingüístic del Domini Català, IX vol. Barcelona: Institut d'Estudis Catalans. Accessible in: https://aldc.espais.iec.cat/

Catalan normative works:

Institut d’Estudis Catalans; Secció Filològica (1990 [1999³]). Proposta per a un estàndard oral de la llengua catalana, I. Fonètica. Barcelona: Institut d'Estudis Catalans. Accessible in: https://publicacions.iec.cat/repository/pdf/00000039/00000072.pdf

Institut d’Estudis Catalans; Secció Filològica (1992 [1999⁴]). Proposta per a un estàndard oral de la llengua catalana, II. Morfologia. Barcelona: Institut d'Estudis Catalans. Accessible in: https://publicacions.iec.cat/repository/pdf/00000039/00000073.pdf

Institut d’Estudis Catalans (2003). El català de l’Alguer: un model d’àmbit restringit. Barcelona: IEC. Accessible in: https://publicacions.iec.cat/repository/pdf/00000040/00000028.pdf

Institut d'Estudis Catalans; Secció Filològica (2007). Diccionari de la llengua catalana. Barcelona: Edicions 62; Enciclopèdia Catalana. Accessible in: https://mdlc.iec.cat/

Institut d'Estudis Catalans; Secció Filològica (2016). Gramàtica de la llengua catalana. Barcelona: Institut d'Estudis Catalans.

Institut d'Estudis Catalans; Secció Filològica (2017). Ortografia catalana. Barcelona: Institut d'Estudis Catalans. Accessible in: https://www.iec.cat/llengua/documents/ortografia_catalana_versio_digital.pdf

Institut d’Estudis Catalans; Secció Filològica (2018a). Proposta per a un estàndard oral de la llengua catalana, III. Lèxic. Barcelona: Institut d'Estudis Catalans. Accessible in: https://estandard-oral.llocs.iec.cat/

Institut d'Estudis Catalans; Secció Filològica (2018b). Gramàtica essencial de la llengua catalana. Barcelona: Institut d'Estudis Catalans. Accessible in: https://geiec.iec.cat/

Manuals of historical grammar of Catalan:

Badia i Margarit, Antoni Maria (1951, trad. 1981 [1994³]). Gramàtica històrica catalana. València:Tres i Quatre ("Biblioteca d’Estudis i Investigacions", 4).

Batlle, Mar, Joan Martí i Castell, Josep Moran & Joan Anton Rabella (2016). Gramàtica històrica de la llengua catalana. Barcelona: Publicacions de l'Abadia de Montserrat ("Biblioteca Abat Oliba", 299).

Moll, Francesc de Borja (1952, trad. 1991, corrected and annotated ed. 2006). Gramàtica històrica catalana. València: Universitat de València.

Manuals of the history of Catalan language:

Ferrando, Antoni & Miquel Nicolás (1993 [1997²]). Panorama d’història de la llengua. València: Tàndem.

Nadal, Josep M. & Modest Prats (1982 [1996⁵]). Història de la llengua catalana, vol. I. Dels inicis al segle XV. Barcelona: Edicions 62.

Nadal, Josep M. & Modest Prats (1996). Història de la llengua catalana, vol. II. El segle XV. Barcelona: Edicions 62.

Other reference works:

Associació de Sociolingüistes de Llengua Catalana (2007). La situació sociolingüística als territoris de parla catalana a l’inici del segle XXI. Barcelona: Secretaria de Política Lingüística de la Generalitat de Catalunya / Institut d’EstudisCatalans / Acció Cultural del País Valencià. Accessible in: http://www.ub.edu/slc/socio/situacioactualcatala.pdf

COM ensenyar català als adults. Suplement 6. Mapes per a l’estudi de la llengua catalana (1989). Barcelona: Generalitat de Catalunya. Departament de Cultura. Gabinet de Didàctica. Accessible in: http://llengua.gencat.cat/web/.content/documents/aprendre/arxius/com_6_mapes.pdf

Institut d’Estudis Catalans; Secció Filològica (1999). Aplicació al català dels principis de transcripció fonètica de l’Associació Fonètica Internacional. Barcelona: Institut d'Estudis Catalans. Accessible in: https://publicacions.iec.cat/repository/pdf/00000041/00000087.pdf

Massanell i Messalles, Mar (2012). «Feve temps que no diva tants verbs!» Manteniment i transformació de paradigmes verbals en el català nord-occidental del tombant de segle. Barcelona: Publicacions de l'Abadia de Montserrat.

Pradilla i Cardona, Miquel Àngel (ed.) (1999). La llengua catalana al tombant del mil·lenni. Aproximació sociolingüística. Barcelona: Empúries.

Solà, Joan, Maria Rosa Lloret, Joan Mascaró & Manuel Pérez Saldanya (dir.) (2002). Gramàtica del català contemporani, 3 vol. Barcelona: Empúries.