Bloomsbury is running a February sale: ¿Por qué? is available at 40% off thru February 25. This is a real bargain — 40% is their usual author discount. If you live in the U.S. your total price, including tax and shipping, will be under $25.
In a workshop I recently gave in Atlantic City, I distributed the following list of possible linguistics-based projects for the foreign language classroom. They are adaptable for a variety of languages and levels of instruction. To download a PDF version, click here.
This list is a subset of the projects included in the companion website for my book, ¿Por qué? 101 Questions about Spanish. Here I divided them into the four categories of “Language history,” “The target language in the world,” “Language learning,” and “Language use”.
If you make use of this list, as an instructor or a student, please write back and let me know how the project(s) turned out.
- Examine a few pages written in an older form of the target language. What are obvious ways that the language has changed?
- Look up the origins of the words in either (i) a sample of text from the target language, or (ii) a specific vocabulary domain, such as clothing or animals. Where do the words come from, and what does this teach about the history of your language?
- Research and create an infographic about a phase in the history of your language, such as the Golden Age of Spain or the Napoleonic period in France. What were the linguistic landmarks of these periods?
- Research vocabulary borrowings into English from the target language. What do they tell you about how the two cultures have interacted?
- Research the etymology of a dozen place names (names of cities, towns, etc.) in a country that speaks your target language. What does it this exercise teach you about the language’s history? Summarize your findings on a map or other infographic.
The target language in the world
- Use Ethnologue (an on-line database about world languages) to gather data on where the target language is spoken and what other languages are spoken in those countries. Present as an infographic or a slideshow.
- Profile a language academy such as the Académie française or the United States branch of the Real Academia Española. Who are the members? What are their activities and/or publications? What would you ask if you could interview them?
- Research and present information about a language controversy, such as Catalan versus Castilian in Catalonia, or the historical tussle between French and Alsatian in Alsace.
- What information does the most recent USA census provide about speakers of your target language in our country?
- Try to predict which features of English are most hardest to learn for speakers of other languages. Interview an ESL teacher to test your predictions.
- Try a few lessons in the target language from Duolingo, Rosetta Stone, or other language learning software. How does the software try to teach the language? How is this different from classroom learning?
- How might you reform the spelling of your target language to make it easier? Argue for your changes and transform a sample page using your proposed changes.
- Pick your favorite language rule: ser vs. estar, passé composé vs. imparfait, and so on. Analyze actual text (perhaps a newspaper article) to see if the rules taught in class explain the actual usage.
- Learn how to speak “Pig Latin” in the target language (e.g. Spanish jerigonza). A speed contest may be in order! What do you have to think about as you speak in order to accomplish this?
- Find, watch, and compare instructional videos on some difficult aspect of pronouncing your language (like rolling your r’s). Make your own instructional video.
It was a real thrill to participate in this weekend’s Feria del Libro Hispana/Latina, organized by the Hispano/Latino Cultural Center of New York. Here are some takeaways from the event.
- There was genuine interest in my book! I sold several copies, and my talk on “Aspectos sobresalientes del español” (video below, text here) was well received. While I have always believed that ¿Por qué? should be of interest to Hispanics as well as Spanish teachers, students, and linguists, this is my first proof. I will continue to work to identify other ways of reaching this community, and welcome any reader suggestions.
2. I fell in love with this year’s Feria’s honoree, the poet and translator Rhina Espaillat. She is one warm and classy lady, both accomplished and approachable. She gave a wonderful talk about the art of translation which included several examples of poems she has translated from English to Spanish and vice versa.
3. Another highlight was, surprisingly, a presentation by Mayra Faña on her new book El vino, La bebida intelectual. I say “surprising” because a wine book was the last thing I would have expected to be on the program, which leaned toward poetry. However, Sra. Faña is passionate about wine — her day job is, I think, in engineering, but she gives wine appreciation classes — and wrote the book as part of her crusade to increase appreciation and consumption of wine in the Hispanic community. Her talk was excellent; my favorite part was her discussion of the difference between Argentinian and Chilean wines.
I am myself rather lazy/timid in the wine department, and buy only through established wine clubs. But if I wanted to read a book about wine, it would be this one.
4. I shared a table with Altagracia Cabrera, who has recently published a novel, ¡Dios hazme blanca!, about racial prejudice in the Dominican Republic. She brought her adorable granddaughter and grand-niece to the fair. In this picture you can see them holding copies of the book while wearing their abuela’s promotional T-shirts.
5. The event was catered by La Brisa restaurant in Jackson Heights. So good! But after three days of eating roast pork and tostones (fried plantains), it was a relief to cook up a batch of one of my favorite vegan soups, featuring yellow split peas and lots of vegetables.
For those of you in the New York area, I’ll be speaking 8:00 pm Saturday night at the 11th Feria del Libro Hispana/Latina in Jackson Heights, Queens. You can see the flyer below. I will also have a table to sell my book on Friday, Saturday, and Sunday. Here is more information about the fair.
The organizers asked me to provide an interesting title for the talk, which I did, but I think the result is a bit confusing because it looks like this is the title for the BOOK. Whatever. Also, they added an (incorrect) accent on lingüista — but at least they remembered the diaeresis (double dots) on the u. As a final linguistic note, note that in the name of the fair the organization went with feminine hispana/latina (to agree with feria) rather than masculine hispano/latino (to agree with libro). I find this disconcerting every time I read or say the name of the fair because the adjectives immediately follow libro.
This talk will be a real challenge for me because it will be (i) to a non-academic audience, (ii) in Spanish, and (iii) without PowerPoint. It will be my first real attempt to promote my book to a Spanish-speaking, non-academic audience. Wish me luck!
The website includes two different kinds of materials. First, there are ideas for research projects, tied to the 101 questions, that might be appropriate in a Spanish class, or Hispanic linguistics class, that uses ¿Por qué? as a textbook. These include:
- Library/internet research projects (e.g. profile the current members of the United States branch of the Real Academia)
- Database research projects (e.g. report on Spanish language usage data as presented in the United States census)
- Text analyses (e.g. compare the uses of ser and estar in a newspaper article)
- Surveys (e.g. survey native Spanish speakers about how well they understand different dialects)
- Interviews/interactions (e.g. interview Spanish speakers about their use of different second person pronouns)
- Corpus research (e.g. use Google search and other tools to compare the use of the term castellano in different Spanish-speaking countries.)
Second, there are materials that I trimmed from the book to keep it from getting too long or digressive. These include:
- links to online information about minority language conflicts in Spain
- a UNESCO study about linguistic diversity on the Internet
- more on “doublets” (Spanish word pairs from the same Latin root)
- what happened to the Jews who were expelled in 1492
- a competing theory on the geography of proto-Indo-European
- Columbus’s first use of canoa
- Spanish “motherese” (how Spanish-speaking parents speak to their kids)
- more on native speech errors
- more on differences between Spanish and English prepositions
- examples of ñ in the oldest El Cid manuscript
- screenshots of the original Real Academia documents inventing ¿ and ¡
- more examples of the use of le and lo in El Cid
- the frequencies of the different “boot” verb types, cross-correlated with conjugation class
- the origin of the six unpredictably irregular present tense subjunctives (sea, sepa, dé, esté, haya, and vaya)
- a quantitative look at adjectives before and after the noun
Babel Magazine, a British quarterly about language and linguistics for a popular audience (think Scientific American), has just reviewed ¿Por qué? — and it’s a rave! I’m not hugely surprised, because Babel‘s linguistic consultant, David Crystal, already contributed a favorable blurb for the book’s back cover. But I am absolutely thrilled nevertheless. I thought that the reviewer, Iulia Bobăilă, really captured my intention to present technical material in an approachable way.
When I read that Dr. Bobăilă is a Lecturer at Babeş-Bolyai University in Cluj-Napoca, Romania, I had to look up this wonderfully-named city. It turns out to be, according to Wikipedia, not only the second-largest city in Romania, but also “the unofficial capital of the Transylvania region”. How cool is that? It looks like a beautiful city, too — definitely one for the bucket list.
Here’s the review:
I lived in Los Alamos, New Mexico, from 1989 to 2000. I’ve written a bit about this experience in posts here, here, and here. A reporter for the Los Alamos Monitor recently interviewed me about ¿Por qué?; the resulting article is here. There are a few corrections I would make, but it’s still really nice coverage. Thank you Monitor!
On Friday and Saturday I had a wonderful time at the annual NECTFL conference here in New York. NECTFL stands for the NorthEast Conference on the Teaching of Foreign Languages. It started as an independent conference, but is now the largest of the regional conferences under the umbrella of ACTFL, the American Council on the Teaching of Foreign Languages. I’ve attended NECTFL several times, and this year, for the first time, presented a talk.
The talk was based, not surprisingly, on my book, but with an appropriately pedagogical twist, to focus on how foreign language teachers can bring linguistics into the classroom. The conference theme was standards for foreign language teaching, so I shaped my talk around two of ACTFL’s official standards: Comparisons (with other languages) and Connections (to other disciplines). In the talk I managed to work in two other standards: Cultural comparisons and — the big one! — Communication. The abstract is below.
My talk had a decent turnout, especially since there were more than a dozen concurrent talks for attendees to choose from, and was well received. I had some promising follow-up conversations, including an offer of collaboration and an invitation to speak at another conference. I’m also planning to write up my talk and submit it to one of the ACTFL journals.
Bloomsbury Linguistics had rented a table in the conference’s book exhibit, and sold every copy of my book that they had with them, in addition to taking advance orders. This made me very happy. I figured that if I couldn’t sell my book at a conference for language teachers, I was in big trouble.
As in previous years I learned a lot from the talks I attended. My chore today is to go over my notes and the handouts I accumulated, and digest the specific techniques that I can implement (i) immediately and (ii) later in my own teaching. In many talks I was struck afresh by the dramatic differences between K-12 and college teaching. Most attendees, and all the presenters I heard, are K-12 teachers. They have lots of time to work with their students, and usually have a classroom to call their own. As a college Spanish teacher I have less time to cover more material, and share an anonymous classroom. On the other hand, my students are more mature who are strongly motivated to do the work and earn good grades. These environmental differences will play a large role in how I adapt the techniques I learned in the conference.
I had a final dose of Spanish after the conference, when I struck up a conversation with an Argentinian family at an excellent taquería where I stopped for a bite on my way to the train station. (It isn’t hard to recognize Argentinian Spanish, but of course I was pleased, and these tourists somewhat surprised, when I guessed their nationality.) We chatted a bit about my two idiosyncratic Argentinian obsessions: pato, the gaucho version of polo originally played with a live duck, and the linguistic isolation of Argentinian Spanish during the formative colonial period, which was the subject of my first blog post back in 2013. Now I have friends to see when I eventually visit Buenos Aires!
My home-town newspaper, the Scarsdale Inquirer, just published this article about ¿Por qué?. My dad, my biggest fan, was thrilled to see the article, even though it completely sidestepped his role in my ancestry. This is ironic since it was his abiding interest in Spanish that inspired me to take up the language in the first place, whereas my mom had studied French and barely spoke a word of Spanish. That wrinkle aside, it’s a nice article.
I’m still planning to get around to that “Cervantes on the beach” series, but first have to fulfill my civic duty this weekend and protest in Washington, DC. Will be back on Sunday if not in jail.
Times Higher Education, the British equivalent of The Chronicle of Higher Education, has cited ¿Por qué? as one of its “Best new books of the week”. It would be tons more exciting if it were the year instead, but I’ll settle for the week!
Screen clip below, link here.
It’s funny that both this review and the one in El diario mention the “la la rule”, which is one of the myths I debunk in the book rather than an actual rule of Spanish. Hopefully readers will get the point.