Catalan Dialectology
Code: 105834 ECTS Credits: 6| Degree | Type | Year |
|---|---|---|
| 2503998 Catalan Philology: Literary Studies and Linguistics | OB | 4 |
| 2504380 English and Catalan Studies | OB | 4 |
| 2504388 Catalan and Spanish Studies | OB | 4 |
Contact
- Name:
- Maria del Mar Massanell Messalles
- Email:
- mar.massanell@uab.cat
Teaching groups languages
You can view this information at the end of this document.
Prerequisites
None.
Objectives and Contextualisation
Describe the variation of Catalan language in the different territories in which it is spoken.
Competences
- Catalan Philology: Literary Studies and Linguistics
- 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.
- Assess gender inequalities when acting in this field of knowledge.
- 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.
- Produce written work and oral presentations that are effective and framed in the appropriate register.
- 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.
- English and Catalan Studies
- Act in one's own field of knowledge, assessing the social, economic and environmental impact.
- Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values.
- Analyse the main phonetic, phonological, morphological, syntactic, lexical and semantic properties of the Catalan and English languages, their evolution throughout history and their current structures.
- Carry out effective written work or oral presentations adapted to the appropriate register in different languages.
- Demonstrate knowledge of the rules of Catalan and mastery of its foundations and applications in the academic and professional fields.
- Demonstrate the ability to work autonomously and in teams with the aim of attaining the planned objectives in multicultural and interdisciplinary contexts.
- Innovate in the methods and processes of this area of knowledge in response to the needs and wishes of society.
- 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.
- Use digital tools and specific documentary sources to gather and organise information.
- Catalan and Spanish Studies
- Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values.
- Analyse the main phonetic, phonological, morphological, syntactic, lexical and semantic properties of the Catalan and Spanish languages, their historical evolution and their current structure.
- Carry out effective written work or oral presentations adapted to the appropriate register in different languages.
- Demonstrate knowledge of the rules of Catalan and Spanish and mastery of their applications in the academic and professional fields.
- Demonstrate the ability to work autonomously and in teams with the aim of attaining the planned objectives in multicultural and interdisciplinary contexts.
- Innovate in the methods and processes of this area of knowledge in response to the needs and wishes of society.
- Students must develop the necessary learning skills in order to undertake further training with a high degree of autonomy.
- Use digital tools and specific documentary sources to gather and organise information.
Learning Outcomes
- Actively reflect on the ethical dilemmas of sociolinguistic research.
- Apply the principles of correctness required in the standard language and the different registers and variants.
- Be tolerant of linguistic diversity and richness.
- Describe the linguistic differences between the different dialectsz of the language.
- Describe the linguistic differences between the distinct dialectal varieties of the language.
- Determine register types on the basis of phonology, morphology, syntax and semantics.
- Distinguish between grammatical gender and natural gender.
- Gain a greater capacity for reading, interpreting and critically analysing literary and linguistic texts.
- Identify causes of variation deriving from register.
- Identify principal and secondary ideas and express them using correct language.
- Identify the causes of variation derived from the register.
- Identify the linguistic differences between the various dialectal variants of the language.
- Identify the main and secondary ideas and express them with linguistic correctness.
- Identifying the main and secondary ideas and expressing them with linguistic correctness.
- Interpret texts in depth and provide standpoints from which to analyse them critically.
- Know the linguistic phenomena according to the social, geographical and stylistic variability of the Spanish language and know how to relate them to the normative.
- Locate specialised and academic information and select this according to its relevance.
- Maintain an attitude of respect for the opinions, values, behaviors and practices of others.
- Make appropriate use of the knowledge acquired in order to collect data and handle documentary sources in the study of Catalan language and literature.
- Plan work effectively, individually or in groups, in order to fulfil the planned objectives.
- Plan, organise and carry out work in a team.
- Produce normatively correct written and oral texts.
- Produce written work and oral presentations that are effective and framed in the appropriate register.
- Properly apply the knowledge gained to data collection and management of documentary sources application to the study of Catalan language and literature.
- Respect the opinions, values, behaviour and customs of others.
- Strengthen the capacity of reading, interpretation and critical analysis of literary texts and language.
- Use digital tools to collect, classify, interpret and analyse relevant data related to the study of linguistic variety.
- Use technological resources (digital and audiovisual) to acquire knowledge and apply it in language and literature.
- Work independently in the synchronic and diachronic study of Catalan language and literature.
- Work self-sufficiently on the synchronic and diachronic study of Catalan language and literature.
- Write text commentaries from a critical standpoint.
Content
- Structuring the domain: dialects and subdialects.
- Phonic, morphological and syntactic properties of the great dialects.
- Dialect analysis of oral and written texts.
Activities and Methodology
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Flipped classroom, master classes, seminars | 45 | 1.8 | 19, 2, 12, 6, 7, 23, 9, 10, 15, 25, 8, 31, 30, 28 |
| Type: Supervised | |||
| Resolution of exercises / problems / cases, tutorials | 30 | 1.2 | 19, 2, 12, 6, 7, 23, 9, 10, 15, 25, 8, 31, 30, 28 |
| Type: Autonomous | |||
| Preparation of individual / team work, study and personal work | 75 | 3 | 19, 2, 12, 6, 7, 23, 9, 10, 15, 25, 8, 31, 30, 28 |
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 (flipped classroom, master classes, seminars), 30 in supervised activities (resolution of exercises / problems / cases, tutorials) and 75 in autonomous activities (preparation of individual / team work, study and personal work).
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Assessment
Continous Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Attendance and active participation in class/conferences/complementary activities | 10% | 0 | 0 | 19, 24, 2, 16, 12, 4, 5, 6, 7, 27, 23, 9, 11, 10, 13, 14, 15, 17, 18, 25, 20, 21, 8, 26, 22, 31, 1, 3, 30, 29, 28 |
| Delivery of exercises and work | 40% | 0 | 0 | 19, 24, 2, 16, 12, 4, 5, 6, 7, 27, 23, 9, 11, 10, 13, 14, 15, 17, 18, 25, 20, 21, 8, 26, 22, 31, 1, 3, 30, 29, 28 |
| Written tests | 50% | 0 | 0 | 19, 24, 2, 16, 12, 4, 5, 6, 7, 27, 23, 9, 11, 10, 13, 14, 15, 17, 18, 25, 20, 21, 8, 26, 22, 31, 1, 3, 30, 29, 28 |
The evaluation will be based on three evidence types:
- Attendance and active participation in class/conferences/complementary activities (10%).
- Delivery of exercises and work (40%).
- Written test (50%).
At the beginning of each evaluation activity, the professor will inform the students about review of grade procedure and date. The minimum grade to pass the course is 5.
If a student has been evaluated of less than 2/3 of the total grade of the course, 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 total grade of the course and (2) he must have a continuous evaluation mark between 3.5 and 4.9. The maximum second-chance test rating is 5. The second-change text will consist of a global test on the contents of the subject.
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.
Single assessment
The single assessment will be based on three types ofevidence, which must be carried out or delivered on the same day:
- Resolution of a practice (10%).
- Delivery of exercises and work (40%).
- Written test (50%).
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 (2007-2023). Petit Atles Lingüístic del Domini Català, IX vol. 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. Accessible in: https://giec.iec.cat/inici
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/
Institut d'Estudis Catalans; Secció Filològica (2019). Gramàtica bàsica i d'ús de la llengua catalana. Barcelona: Institut d'Estudis Catalans. Accessible a: https://gbu.iec.cat/inici
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.
Software
None specific.
Language list
| Name | Group | Language | Semester | Turn |
|---|---|---|---|---|
| (PAUL) Classroom practices | 1 | Catalan | first semester | morning-mixed |
| (TE) Theory | 1 | Catalan | first semester | morning-mixed |