Degree | Type | Year |
---|---|---|
Spanish Language and Literature | OT | 3 |
Spanish Language and Literature | OT | 4 |
You can view this information at the end of this document.
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.
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.
American Spanish and the Hispanic norm: the concept of pan-Hispanism. Presence of pan-Hispanic language policy in academic works.
Projects on linguistic variation in Spanish: linguistic atlases and oral atlases of the Americas.
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.
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.
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.
Hypotheses on the formation of American Spanish. Brief history of the expansion of Spanish in the Americas (15th, 16th and 17th centuries).
Expansion of Spanish in the Americas (18th, 19th and 20th centuries). Fragmentation and unity.
Dialect zones in American Spanish: main varieties.
Phonetics and phonology of American Spanish.
Morphosyntax of American Spanish.
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:
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.
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.
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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
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Hualde, José Ignacio, Olarrea, Antxon, & O'Rourke, Erin (Eds.). (2012). The handbook of Hispanic linguistics. Oxford: Wiley-Blackwell.
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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
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Vaquero, María. (1996b). El español de América II. Morfosintaxis y léxico. Madrid: Arco Libros.
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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 |