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2020/2021

Social History of the Catalan Language

Code: 105825 ECTS Credits: 6
Degree Type Year Semester
2503998 Catalan Philology: Literary Studies and Linguistics FB 1 2
The proposed teaching and assessment methodology that appear in the guide may be subject to changes as a result of the restrictions to face-to-face class attendance imposed by the health authorities.

Contact

Name:
Daniel Casals Martorell
Email:
Daniel.Casals@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

Teachers

Mar Massanell Messalles

Prerequisites

There is not.

Objectives and Contextualisation

The aim of the subject Social history of the Catalan language is for students to obtain a clear perspective of the different stages of the history of the language and the external factors that have conditioned its internal evolution within the Catalan-speaking territories. This subject, which belongs to the Language area, is compulsory for students of the Degree in Catalan Language and Literature and elective for the English-Catalan and Catalan-Spanish cross-curricular degrees.

 

Competences

  • Act with ethical responsibility and respect for fundamental rights, diversity and democratic values.
  • Analyse the phonetic, phonological, morphological, syntactic, lexical and semantic properties of the Catalan language, its evolution over time and its present structure.
  • Critically read and interpret texts.
  • Demonstrate a mastery of the rules of the Catalan language, its linguistic bases and all its application in the academic and professional fields.
  • Innovate in the methods and processes of this area of knowledge in response to the needs and wishes of society.
  • Interpret the political, social and cultural factors that affect the use of the Catalan language and its evolution over time and at the present day.
  • Produce written work and oral presentations that are effective and framed in the appropriate register.
  • 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 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

  1. Apply the principles of correctness required in the standard language and the different registers and variants.
  2. Describe and interpret the historical evolution of the linguistic elements of the Catalan language.
  3. Describe the historical evolution of the use of the Catalan language.
  4. Gain a greater capacity for reading, interpreting and critically analysing literary and linguistic texts.
  5. Identify principal and secondary ideas and express them using correct language.
  6. Identify the contexts in which historical processes are immersed.
  7. Interpret texts in depth and provide standpoints from which to analyse them critically.
  8. Interpret the problem areas and factors that have conditioned the use of the Catalan language throughout history in a multicultural society.
  9. Make appropriate use of the knowledge acquired in order to collect data and handle documentary sources in the study of Catalan language and literature.
  10. Match the known internal and external properties of the language to the different conditions of use.
  11. Produce normatively correct written and oral texts.
  12. Produce written work and oral presentations that are effective and framed in the appropriate register.
  13. Respect the opinions, values, behaviour and customs of others.
  14. Situate oral and written Catalan texts in time and space.
  15. 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.
  16. Use technological resources (digital and audiovisual) to acquire knowledge and apply it in language and literature.
  17. Work self-sufficiently on the synchronic and diachronic study of Catalan language and literature.
  18. Write text commentaries from a critical standpoint.

Content

1. Introduction

2. Constitution, modification, and consolidation of the Catalan linguistic domain

3. Scripta and koiné

4. Repression and normalization

5. The legal framework of the Catalan language

Methodology

The calendar will be available on the first day of class. Students will find all information on the Virtual Campus: the description of the activities, teaching materials, and any necessary information for the proper follow-up of the subject. In case of a change of teaching modality for health reasons, teachers will make readjustments in the schedule and methodologies.

Activities

Title Hours ECTS Learning Outcomes
Type: Directed      
Theory classes, text discussion seminars, correction of exercises 45 1.8 10, 9, 1, 2, 3, 12, 6, 5, 8, 7, 13, 4, 11, 15, 18, 14, 16
Type: Supervised      
Preparation of exercises and tutored works 25.5 1.02 10, 9, 1, 2, 3, 12, 6, 5, 8, 7, 13, 4, 11, 15, 18, 14
Type: Autonomous      
Reading of bibliography, study 75 3 10, 3, 12, 6, 8, 7, 4, 15, 14, 17

Assessment

The evaluation will be based on three evidence types:

- Active participation in class / conferences / complementary activities (10%).

- Works and exercise delivery (40%).

- Written test (50%).

To pass the subject, a minimum grade of 5 must be achieved.

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

If a student has been evaluated of less than 2/3 of the subject, he will receive the consideration of "non-assessable". To qualify for the second-chance test, two conditions must be met: (1) the student must have been evaluated of at least 2/3 of the subject and (2) he must have a continuous evaluation mark between 3.5 and 4.9. The maximum second-chance test rating is 5.

In the event of a student committing any irregularity that may lead to a significant variation in the grade awarded to an assessment activity, the student will be given a zero for this activity, regardless of any disciplinary process that may take place. In the event of several irregularities in assessment activities of the same subject, the student will be given a zero as the final grade for this subject.

In the event that tests or exams cannot be taken onsite, they will be adapted to an online format made available through the UAB’s virtual tools (original weighting will be maintained). Homework, activities and class participation will be carried out through forums, wikis and/or discussion on Teams, etc. Lecturers will ensure that students are able to access these virtual tools, or will offer them feasible alternatives.

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Active participation in class / conferences / complementary activities 10% 1.5 0.06 9, 1, 3, 12, 6, 5, 8, 7, 13, 4, 11, 15, 18, 14, 17, 16
Work and exercise delivery 40% 1.5 0.06 10, 1, 2, 3, 12, 6, 5, 8, 7, 13, 4, 11, 15, 18, 14
Written test 50% 1.5 0.06 10, 1, 2, 3, 12, 6, 5, 8, 7, 13, 4, 11, 15, 18, 14

Bibliography

Alcover, Antoni Maria i Francesc de B. Moll (1930-1962). Diccionari català-valencià-balear, 10 vols. Palma: Moll.
Badia i Margarit, Antoni M. (1981). Gramàtica històrica catalana. València: Tres i Quatre.
Badia i Margarit, Antoni M. (1999). Les Regles de esquivar vocables i la "qüestió de la llengua". Barcelona: IEC.
Badia i Margarit, Antoni M. (2004). Moments clau de la història de la llengua catalana. València: Universitat de València.
Bruguera, Jordi (1985 [1986]2). Història del lèxic català. Barcelona: Enciclopèdia catalana.
Casals, Daniel; Faura, Neus (2010): El català als mitjans de comunicació. Barcelona: EdiUOC.
Casals, Daniel; Massanell, Mar [eds.] (2020): La premsa, la ràdio i la televisió com a agents difusors de coneixements lingüístics. Barcelona: Publicacions de l’Abadia de Montserrat (Biblioteca Milà i Fontanals, 67).

Casals, Daniel; Massanell, Mar; Segarra, Mila [eds.] (2018): L’extensió social de la normativa als mitjans de comunicació. Barcelona: Publicacions de l’Abadia de Montserrat (Biblioteca Milà i Fontanals, 65).

Casals, Daniel; Nogué, Neus [eds.] (2016): Cent anys de Normes ortogràfiques. Barcelona: Publicacions de l'Abadia de Montserrat (Biblioteca Milà i Fontanals, 63).
CICA. Corpus informatitzat del català antic. http://www.cica.cat/
Colomina i Castanyer, Jordi (1999). Dialectologia catalana. Introducció i guia bibliogràfica. Alacant: Universitat d'Alacant.
Colón, Germà (1976). El léxico catalán en la Romania. Madrid: Gredos.
COM ensenyar català als adults. Suplement 6. Mapes per a l'estudi de la llengua catalana (1989). Barcelona: Generalitat de Catalunya. Departament de Cultura. Gabinetde Didàctica.

Coromines, Joan (1980-2001). Diccionari etimològic i complementari de la llengua catalana, 10 vols. Barcelona: Edicions 62 i Caixa de Pensions "La Caixa".
Coromines, Joan (19894). Lleures i converses d'un filòleg. Barcelona: Club Editor.
Institut d'Estudis Catalans; Secció Filològica (1990 [1999]4). Proposta per a un estàndard oral de la llengua catalana. I. Fonètica. Barcelona: IEC.
Institut d'Estudis Catalans; Secció Filològica (1992 [1999]3). Proposta per a un estàndard oral de la llengua catalana. II. Morfologia. Barcelona: IEC.
Ferrando, Antoni i Miquel Nicolás (1993 [1997]2). Panorama d'història de la llengua. València: Tàndem.
Ferrando, Antoni i Miquel Nicolás (2011). Història de la llengua catalana. Barcelona: UOC.

Marcet, Pere (1987). Història de la llengua catalana. Barcelona: Teide.
Martí i Castell, Joan (1990). Gramàtica històrica. Problemes i mètodes. València: Universitat de València.
Martí i Castell, Joan i Josep Moran (1986). Documents d'història de la llengua catalana: dels orígens a Fabra. Barcelona: Empúries.
Moll, Francesc de Borja (1991). Gramàtica històrica catalana. València: Universitat de València.
Moran, Josep (2004). Estudis d'història de la llengua catalana. Barcelona: PAM.
Moran, Josep i Joan Anton Rabella (2001). Primers textos de la llengua catalana. Barcelona: Proa.
Nadal, Josep Maria (1993): Llengua escrita i llengua nacional. Barcelona: Quaderns Crema.
Nadal, Josep Maria i Modest Prats (1982 [1996]2). Història de la llengua catalana I. Dels inicis al segle XV. Barcelona: Edicions 62.
Nadal, Josep Maria i Modest Prats (1996). Història de la llengua catalana II. El segle XV. Barcelona: Edicions 62.
Pérez Saldanya, Manuel (1998). Del llatí al català. Morfosintaxi verbal històrica. València: Universitat de València.
Rasico, Philip D. (1982). Estudis sobre lafonologia del català preliterari. Barcelona: Curial; Publicacions de l'Abadia de Montserrat.
Solà, Joan (1977): Del català incorrecte al català correcte. Història dels criteris de correcció lingüística. Barcelona: Edicions 62.
Solà, Joan (1987): L'obra de Pompeu Fabra. Barcelona: Teide.
Veny, Joan i Mar Massanell i Messalles (2015). Dialectologia catalana. Aproximació als parlars catalans. Barcelona, Alacant i València: Universitat de Barcelona, Universitat d'Alacant i Universitat de València.