This version of the course guide is provisional until the period for editing the new course guides ends.

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Spanish Language in America

Code: 106375 ECTS Credits: 6
2025/2026
Degree Type Year
Spanish Language and Literature OT 3
Spanish Language and Literature OT 4

Contact

Name:
Lourdes Aguilar Cuevas
Email:
lourdes.aguilar@uab.cat

Teaching groups languages

You can view this information at the end of this document.


Prerequisites

Since the student has successfully obtained the necessary credits in basic training subjects and compulsory courses, it is expected that they have acquired the essential language skills to effectively express themselves in Spanish, both orally and in writing.

It is essential to emphasize that any spelling or expression errors made by the student will result in a deduction of points from the final grade (a deduction of 0.25 per error in evaluation assessments).

In this course, originality holds great significance, and it is strictly forbidden to engage in complete or partial plagiarism of external materials published in any medium. Failure to appropriately attribute non-original content will automatically lead to a failing grade (0).

Furthermore, it is assumed that the student is familiar with the general guidelines for presenting academic work. However, if the professor deems it necessary, specific instructions may be provided, and it is expected that the student will comply with them accordingly.


Objectives and Contextualisation

The aim of this course is to deepen our understanding of the linguistic features of Latin American Spanish within the broader context of the Spanish language. By the end of the course, students will have the ability to identify the main variations of Spanish spoken in the Americas, describe their unique characteristics, and provide concrete examples from both oral and written sources. Furthermore, students will develop a comprehensive understanding of the sociolinguistic dynamics in different Latin American countries, exploring the language's interactions with other languages and its impact on the cultural identity of its speakers. While the course primarily focuses on synchronic analysis, it also incorporates historical aspects that have shaped the diverse range of Latin American Spanish dialects. Throughout the course, students will encounter various theories aimed at explaining the distinctions between American variants and European Spanish.


Competences

    Spanish Language and Literature
  • Act in one's own field of knowledge evaluating inequalities based on sex/gender.
  • Advise organisations and institutions on linguistic or literary issues.
  • Analyse the main phenomena of linguistic variation in Spanish (historical, diatopic, semantic and pragmatic variation).
  • Analyse the main phonetic, phonological, morphological, syntactic, lexical and semantic properties of the Spanish language, its evolution throughout history and its current structure.
  • Demonstrate a normative knowledge of the Spanish language and a command of it in all its applications in the academic and professional spheres.
  • Identify the linguistic characteristics of the different periods in the evolution of the Spanish language.
  • Introduce changes in the methods and processes of the field of knowledge to provide innovative responses to the needs and demands of society.
  • 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 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

  1. Acquire knowledge of techniques and methods of dialectal linguistic analysis for their application in the learning and teaching of the Spanish language.
  2. Acquire techniques and methods of linguistic analysis related to variation.
  3. Analyse inequalities due to sex or gender and gender bias in the field of social-historical knowledge.
  4. Apply the knowledge and methodological uses of discourse analysis and pragmatics to interpret texts and communicative intentions and argue accordingly.
  5. Appreciate the importance of the Pan-Hispanic norm in the international context.
  6. Be able to solve problems related to discourse analysis in professional linguistic situations (political communication, electoral campaigns, business interaction, language teaching, etc.).
  7. Be tolerant of linguistic diversity and richness.
  8. Communicate using a non-sexist use of language.
  9. Describe and analyse pragmatic variation taking into account verbal, paraverbal and non-verbal communication.
  10. Identify different theoretical and methodological perspectives in discourse analysis.
  11. Know the current geolectal varieties of Spanish in the world, with special attention to the sociolinguistic varieties of Spanish in America.
  12. 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.
  13. Learn the necessary skills to carry out discourse analysis of oral and written texts.
  14. Learn to use linguistic terminology related to norm and variation accurately.
  15. Manage databases and Internet sources or materials for the analysis of linguistic variation in Spanish.
  16. Place linguistic changes in their chronological context.
  17. Recognise the processes of linguistic change.
  18. Relate the linguistic norm with other grammatical disciplines.
  19. Solve problems of the Spanish language, and carry out linguistic analysis and commentary, from both a synchronic and historical-comparative perspective.
  20. To gain theoretical and practical knowledge of the linguistic diversity of Spanish.
  21. Use discourse analysis to take a critical stance on different social linguistic uses (discourse of power, discourse of gender and sexism, etc.).

Content

  1. American Spanish and the Hispanic norm: the concept of pan-Hispanism. Presence of pan-Hispanic language policy in academic works.

  2. Projects on linguistic variation in Spanish: linguistic atlases and oral atlases of the Americas.

  3. The sociolinguistic situation in Hispanic America. The languages of Latin America: linguistic diversity at risk of extinction. Contacts between the Spanish language and the indigenous languages of Latin America.

  4. Spanish as a heritage language and the situation of Spanish heritage speakers in Europe. Survival/use of indigenous languages of Latin America in Spanish-speaking contexts.

  5. Spanish in/from the United States. Hispanic varieties in the United States. The presence of English in Hispanic dialects of the United States. Spanglish: linguistic and cultural fusion.

  6. Hypotheses on the formation of American Spanish. Brief history of the expansion of Spanish in the Americas (15th, 16th and 17th centuries).

  7. Expansion of Spanish in the Americas (18th, 19th and 20th centuries). Fragmentation and unity.

  8. Dialect zones in American Spanish: main varieties.

  9. Phonetics and phonology of American Spanish.

  10. Morphosyntax of American Spanish.

  11. Lexicon of American Spanish.

Activities and Methodology

Title Hours ECTS Learning Outcomes
Type: Directed      
Theory and practice classes 62 2.48 2, 3, 4, 14, 13, 8, 20, 12, 11, 9, 21, 1, 10, 15, 17, 18, 19, 6, 7, 16, 5
Type: Supervised      
Tutorials 15 0.6 14, 8, 20, 11, 15, 18, 7, 5
Type: Autonomous      
Class and exam preparation 65 2.6 14, 8, 20, 11, 15, 18, 7, 5

The students activities are distributed as follows:

  • Teacher-directed activities (35%): they include classroom classes, practical classes and seminars, with a combination of theoretical presentations and discussion of all kind of texts.
  • Tutorials (10%): devoted to the comment and correction of problems and exercises.
  • Autonomous and cooperative activities (50%), which include individual study, the elaboration of reports and exercises and the resolution of problems, as well as the preparation of an oral presentation.
  • Evaluation activities (5%): the evaluation of this subject will be carried out through oral presentations and written tests.

 

 

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
Individual or small group coursework 30% 3 0.12 8, 20, 11, 15, 18, 7, 5
Written exam 35% 2.5 0.1 2, 14, 8, 20, 12, 11, 15, 18, 19, 7, 5
Written exam 35% 2.5 0.1 2, 3, 4, 13, 8, 20, 11, 9, 21, 1, 10, 15, 17, 18, 19, 6, 7, 16, 5

Final Assessment
The final grade will be based on an individual or group coursework paper (30%) and two on-site written exams (35% each).

Requirements to Pass the Course
A final average grade of 5 or higher (on a scale of 10) is required to pass.
Any student who has completed or taken part in more than 30% of the assessment activities will be evaluated, applying the corresponding weightings in each case.
Regarding resits, according to the regulations, students who have previously completed two-thirds of the assessment activities are entitled to participate. To be eligible for a resit, they must have obtained a minimum weighted grade of 3.5 or higher.

Remarks
For written expression, students are expected to produce full-content paragraphs and texts. Spelling, punctuation, and text structure errors will be penalized (-0.25 per error).
It is assumed that students are familiar with general standards for the presentation and submission of academic work.

Irregularities in Assessment Activities
If a student commits any irregularity that may significantly alter the evaluation of an activity, that activity will be graded with a 0, regardless of any disciplinary actions that may follow.
If multiple irregularities are detected in the assessment activities of the same course, the final grade will be 0.
Any assessment activity where irregularities occur (e.g., plagiarism, misuse of AI, etc.) cannot be resat.

Use of Artificial Intelligence (AI) Technologies
The use of Artificial Intelligence (AI) tools is permitted as part of the learning process, provided that the final result reflects a significant contribution from the student in terms of analysis and personal reflection. The student must:
(i) identify which parts were generated using AI;
(ii) specify which tools were used; and
(iii) include a critical reflection on how these tools influenced the process and final outcome of the activity.
Lack of transparency in the use of AI in assessable activities will be considered academic dishonesty and will result in a grade of 0 for the activity, with no option to resit, or more severe sanctions in serious cases.

Assessment Activities andReview Process
At the beginning of the course, the methodology and assessment components will be explained. Specific guidelines for each assessment will be provided later. Detailed descriptions, grading criteria, and deadlines will be available in the course’s virtual learning environment.
The review process will vary depending on the type of assessment and will be announced in due course.

Assessment Schedule
The schedule of assessments will be published during the first week of the course in the virtual learning environment.

Single Assessment Option
The single assessment entails a single assessment date, but not a single activity. It consists of the following components: submission of the coursework paper (30%) and two on-site written exams (35% each). 

Everything will take place on a single day, which will be announced along with the exam schedule during the first week of the course on the subject's virtual platform.
The same resit rules as for continuous assessment will apply.


Bibliography

Águila Escobar, Gonzalo. (2016). Del español del norte al panhispanismo: un viaje transatlántico de ida y vuelta. Revista Letral, (16), 121–129.

Aleza Izquierdo, Milagros, & Enguita Utrilla, José María (Coords.). (2010). La lengua española en América. Normas y usos actuales. Valencia: Universitat de València.

Alonso, Amado. (1953). Estudios lingüísticos. Temas hispanoamericanos. Madrid: Gredos.

Alvar, Manuel (Ed.). (1996). Manual de dialectología hispánica. El español de América. Barcelona: Ariel.

Alvar, Manuel. (2000). América. La lengua. Valladolid: Universidad de Valladolid.

Asociación de Academias de la Lengua Española (ASALE). (2010). Diccionario de americanismos. Madrid: Santillana.

Centro Virtual Cervantes. (s. f.). Congresos de la lengua. http://congresosdelalengua.es/; http://cvc.cervantes.es/obref/congresos

Cestero Mancera, Ana María, Molina Martos, Isabel, & Paredes García, Florentino. (2006). Estudios sociolingüísticos del español de España y América. Madrid: Arco Libros.

Eckkrammer, Eva Martha (Ed.). (2021). Manual del español en América. Berlín: De Gruyter.

Frago, Juan Antonio, & Franco, Mariano. (2001). El español de América. Cádiz: Universidad de Cádiz.

García Mouton, Pilar. (2003). El español de América. Madrid: CSIC.

Granda, Germán de. (1994). Español de América, español de África y hablas criollas hispánicas: Cambios, contactos y contextos. Madrid: Gredos.

Haensch, Günther. (2001a). Español de América y español de Europa (1ª parte). Panace@, 2(6), 63–72. http://www.medtrad.org/panacea/IndiceGeneral/n6_G_Haensch.pdf

Haensch, Günther. (2001b). Español de América y español de Europa (2ª parte). Panace@, 2(7), 37–64. http://www.medtrad.org/panacea/IndiceGeneral/n7_G_Haensch7.pdf

Hualde, José Ignacio, Olarrea, Antxon, & O'Rourke, Erin (Eds.). (2012). The handbook of Hispanic linguistics. Oxford: Wiley-Blackwell.

Lipski, John M. (1994). El español de América. Madrid: Cátedra.

Lynch, Andrew (Ed.). (2019). The Routledge handbook of Spanish in the global city. Abingdon and New York: Routledge.

López García, Ángel. (2020). Monocentrismo y policentrismo en la lengua española. En W. Nowikow, A. M. López González, M. Pawlikowska, M. Baran & W. Sobczak (Eds.), Lingüística hispánica teórica y aplicada. Estudios léxico-gramaticales, didácticos y traductológicos (pp. 185–205). Łódź-Kraków: Wydawnictwo Uniwersytetu Łódzkiego. https://doi.org/10.18778/8220-201-4.14

Malmberg, Bertil. (1992). La América hispanohablante: unidad y diferenciación del castellano. Madrid: Istmo.

Medina López, Javier. (2002). Lenguas en contacto (Cuadernos de Lengua Española, Núm. 47). Madrid: Arco Libros.

Montrul, Silvina, & Polinsky, Maria (Eds.). (2021). The Cambridge handbook of heritage languages and linguistics. Cambridge: Cambridge University Press.

Moreno de Alba, José G. (1988). El español en América. México: Fondo de Cultura Económica.

Moreno de Alba, José G. (2007). Introducción al español americano. Madrid: Arco Libros.

Moreno-Fernández, Francisco, & Caravedo, Rocío. (2022). Dialectología hispánica. En The Routledge handbook of Spanish dialectology. Routledge.

Moreno Fernández, Francisco. (2017). Las variedades de la lengua española y su enseñanza. Madrid: Arco Libros.

Muñoz-Basols, Javier, Moreno, Nina, Taboada, Inma, & Lacorte, Manel. (2017). Introducción a la lingüística hispánica actual: teoría y práctica. Nueva York: Routledge.

Palacios, Azucena (Coord.). (2008). El español en América. Contactos lingüísticos en Hispanoamérica. Barcelona: Ariel.

Ramírez Luengo, José Luis. (2007). Breve historia del español de América. Madrid: Arco Libros.

Vaquero, María. (1996a). El español de América I. Pronunciación. Madrid: Arco Libros.

Vaquero, María. (1996b). El español de América II. Morfosintaxis y léxico. Madrid: Arco Libros.


Software

No specific software is required.


Groups and Languages

Please note that this information is provisional until 30 November 2025. You can check it through this link. To consult the language you will need to enter the CODE of the subject.

Name Group Language Semester Turn
(PAUL) Classroom practices 1 Spanish first semester morning-mixed
(TE) Theory 1 Spanish first semester morning-mixed