Juan J. Colomina-Almiñana
Assistant Professor — Ph.D., University of La Laguna (Tenerife, Spain)
Assistant Professor of Sociolinguistics
- E-mail: Colomina-Alminana_Juan@austin.utexas.edu
- Phone: 512-471-4053
- Office: GWB 1.106
- Campus Mail Code: F9200
Juan J. Colomina received his PhD in Philosophy from the University of La Laguna (Tenerife, Spain) in 2009. He is an Assistant Professor at the Department of African and African Diaspora Studies (AADS) and the Center for Mexican American Studies (CMAS), and he is an affiliate of the Department of Philosophy at UT-Austin. His books include Los problemas de las teorías representacionales de la conciencia (Tenerife: Universidad de La Laguna, 2010) and Implicaciones de la teoría de los actos de habla (Madrid: EAE, 2011), and he has coedited (with V. Raga) La filosofía de Richard Rorty (Madrid: Biblioteca Nueva, 2010.) He has also published more than fifty articles in several collected books and international journals. His research areas of interest focus on the boundaries between Semantics and Pragmatics, Philosophy of Language, Linguistic Anthropology, Philosophy of Mind and Consciousness, Philosophy of Science, and Logic. In 2012, he received the Young Researcher Award from the Spanish Society of Logic. He is a member of the Research Group for Logic, Language, Epistemology, Mind, and Action (LEMA) at the University of La Laguna in Spain, whose main project is “Points of View and Temporal Structures” (FII2011-24549).
MAS 309 • Bilingualism In The Americas
TTH 1100am-1230pm MEZ 2.118
(also listed as
LIN 312 )
FLAGS: Wr | CD | GC
Bilingualism is a complex phenomenon that refers to the capacity to speak and communicate indistinctly in two or more different languages. Then, it is not a semantic feature of the natural language; it is a pragmatic characteristic of its use. Since language is a property of groups of speakers, bilingualism is a skill showed and belonging to certain individuals. Because of the nature of our contemporary society, this phenomenon is a lived reality for a number of individuals in several communities inside and outside the US. This is to say, the fact that several communities in the Américas conserve a native language besides the official one extends between the members of these communities the knowledge and use of different ways to communicate.
The main purpose of this course is to analyze the linguistic, cognitive, social, and cultural aspects of this complex phenomenon. To do so, the course supposes that the main characteristics of the (different variables of the different) languages are independent of the origin of these communities. The course will primarily focus on the relationship that is established between English (as the vernacular language) and the second co-existent language, especially the binomial with Spanish (approximately 70% of course material) and other common US bilingual language experiences as well. The idea is to analyze the bilingual speaker in context within the community to which she belongs, especially relating to Mexican American and US-Latino communities.
Multiple Voices. An Introduction to Bilingualism, by Carol Myers-Scotton (Oxford: Blackwell, 2006). Additional texts will be available on the Blackboard.
25% Final Paper
25% Two Short Essays (12.5% each)
10% Peer-Review Sessions
10% Oral Presentation
30% Attendance and Participation
(5% additional extra-credit short essay)
MAS 374 • Socioling:mex Amer/Lat Studies
TTH 1100am-1230pm GWB 1.130
Description: "Sociolinguistics for MALS Majors" examines the presence and use of English, Spanish, Portuguese, and other "indigenous" languages in the US, focusing particularly on those aspects that characterize Latina/o communities, such as language acquisition; language maintenance, change, and loss; language contact phenomena such as code-switching or lexical borrowing; linguistic identity and ideology, linguistic attitudes, and the interaction between language, gender, race, ethnicity, and social class.
Students will explore the different linguistics aspects that help shaping identity, identify and illustrate historical developments relevant to the presence of Latina/o populations in the US, discuss the diversity of US Latina/o communities and its linguistics implications, and explain and analyze important language policy challenges posed by the presence of other language speaking communities in the US (mainly those involving Hispanic and Latina/o populations). Students will also have the option to complete written assignments in Spanish, since instructor is Spanish and Catalan native speaker (plus also speaks other 6 languages).
Therefore, this is not only a course about language but also about the Latina/o populations that speak those languages.
Texts/Readings:The Handbook of Hispanic Sociolinguistics, edited by M. Diaz-Campos (specially Part V, which analyzes Spanish in US Latino communities); The handbook of Hispanic Linguistics, edited by J.l. Hualde, A. Olarrea, and E. O'Rourke, Wiley, 2012 (specially Parts 3 and 4, which analyze aspects of US Spanish); "Fighting words: Latina girls, gangs, and Language Attitudes," by Norma Mendoza-Denton, in Speaking Chicana, edited by L. Galindo, University of Arizona Press, 1999.
Grading: 25% Final exam; 25% Final research paper; 25% Short review essays; 25% A&P