Christina Isabelli, PhD
Illinois Wesleyan University
History of the Spanish Language (CHC)
Spanish 403
  - Fall 2013


Hispanic Studies
IL.Wesleyan University

PO Box 2900
Bloomington, IL 61702
USA 

309-556-3174
309-556-3284 (fax)

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TEXTBOOKS 
  Resnick, M. C., & Hammond, R., M. (2011).  Introducción a la historia de la lengua española, 2a edición.  Washington, DC: Georgetown Univ. Press.
 
An excellent bilingual dictionary (The New World)
COURSE DESCRIPTION
This lecture course traces the development of the Spanish language from Latin to the present focusing upon the cultural, literary and historical factors that have contributed to its evolution from Latin to early Romance, and then to the Modern language.   It is not a course in historical grammar, so it does not cover internal linguistic changes in detail, although the diachronic evolution of the phonological system is treated and illustrated with medieval literary texts.  The course is divided into four main parts:
1. The lexical expansion of Spanish from Vulgar Latin to Classical Latin to modern elements ; 
2. The development of the phonological system: from Latin to the medieval system, to the modern pronunciation of spoken Spanish; 
3. The development of the written language; from Alfonso El Sabio and Berceo to La Celestina, Valdés, Nebrija, and the language of the Golden Age; 
4. The overseas expansion of Spanish: Judeo-Spanish and the Spanish in the Americas.
Since this is a 400-level course, you will be expected to invest a great deal of time reading 400-level reading material.  This may mean to some of you the continual use of a  good bilingual dictionary (I have made suggestions above).  Some of the concepts are abstract, as any course at this level.  Your oral presentations, assignments, and final paper are to be representative of 400-level work, this means editing and re-editing your work so that errors in elementary grammar errors and problems with content and structure are avoided. Critical reflection is the process of analyzing, reconsidering, and questioning experiences within a broad context of issues and content knowledge.

Within the framework of this course, it is a powerful process of making meaning out of a purposeful combination of experiences and academic materials. It adds depth and breadth to meaning by challenging simplistic conclusions, comparing varying perspectives, examining causality, and raising more challenging questions.

GRADING SYSTEM
The final grade will be based on student performance in the following:
 1.  4 problem sets - 45% 
 21 textual analysis - 10% 
 3.  2 exams - 25% 
 4.  1 research paper - 20%
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