Faculty in Hispanic Linguistics

Richard Cameron
Associate Professor and Head of the Department of Linguistics

 

Kay E. González-Vilbazo
Assistant Professor

 

Luis López
Professor and Head of the Department of Hispanic and Italian Studies

 

Kara Morgan-Short
Assistant Professor

 

Rafael Núñez-Cedeño
Professor and Director of Study Abroad Programs

 

Kim Potowski *In Mexico as a Fulbright Scholar for the 2011-2012 AY*
Associate Professor and Director of Bilingual/Heritage Basic Language Program

 

Inma Taboada
Clinical Assistant Professor and Director for Spanish, French and German Teacher Education; Advisor for Masters in the Teaching of Spanish

 

 

 

 

Richard Cameron
Associate Professor and Head of the Department of Linguistics
Joint Appointment in Linguistics / TESOL

PhD University of Pennsylvania

Contact Details:
Location: 1715 UH
Email: rcameron@uic.edu

 

Major Interests:
Variationist Sociolinguistics {Age, Gender, Language Change, Social Class}, Applied Linguistics/TESOL; Pragmatics & Discourse Analysis; Phonology & Phonetics.

 

Selected Publications:

Books

• Forthcoming: Bayley, Robert, Richard Cameron, & Ceil Lucas.(eds.) The Oxford Handbook of Sociolinguistics. Oxford: Oxford University Press.  
• Potowski, Kim and Richard Cameron (eds.) 2007. Spanish in Contact: Policy, Social, and Linguistic Inquiries. Amsterdam: John Benjamins.
• Núñez-Cedeño, Rafael, Luis López, and Richard Cameron (eds.). 2003.  A Romance Perspective on Language Knowledge and Use: Selected Papers from the 31st Linguistic Symposium on Romance Languages (LSRL), Chicago, 19-22 April 2001. Amsterdam: John Benjamins.

 

Articles

• Forthcoming. Coauthored with Scott Schwenter. Pragmatics and Variationist Sociolinguistics. In Bayley, Robert, Richard Cameron & Ceil Lucas (eds.). The Oxford Handbook of Sociolinguistics. Oxford: Oxford University Press.
• 2011. Aging, age, and sociolinguistics. In Díaz-Campos, Manuel (ed.) The Handbook of Hispanic Sociolinguistics. Wiley-Blackwell, Malden MA. Pp. 207-229.
• 2011. Growing up and apart: Gender divergences in a Chicagoland elementary school. Language Variation and Change. 22:279-319.
• 2010. Definition of “Dialect” in The Cambridge Encyclopedia of the Language Sciences. Patrick Colm Hogan, Editor. Cambridge: Cambridge University Press. Pp.254.
• 2007. Three approaches to finding the social in the linguistic. Holmquist, J., A. Lorenzino, & L. Sayahi (eds.) Selected Proceedings of the Third Workshop on Spanish Sociolinguistics. Somerville, MA: Cascadilla Press. Pp. 1-22. Electronic Version available at: http://www.lingref.com/cpp/wss/3/index.html
• 2006. Puerto Rico: Language Situation. In Volume 10, the  'Countries and Languages' section of the 2nd ed of the Encyclopedia of Languages and Linguistics. Keith Brown, Editor in Chief, Oxford : Elsevier Publishers. Pp. 285-286.
• 2005. Aging and gendering. Language in Society. 34(1): 23-61.
• 2004. Words of the Windy City. Language Magazine. 3(7): 49- 53. Reprinted in: Wolfram, Walt and Ben Ward (eds.) 2005. American voices: How dialects differ from coast to coast. Malden, Mass.: Blackwell Publishing Company. Pp. 112-117.
• 2004. With Nydia Flores Ferrán. Perseveration of Subject Expression across Regional Dialects of Spanish.  Spanish in Context. 1(1): 41-65.
• 2002. With Susanne Rott and Jessica Williams. The effect of multiple-choice L! glosses and input-output cycles on lexical acquisition and retention. Language Teaching Research. 6(3): 183-222.
• 2001. Language change or changing selves?: Direct quotation strategies in the Spanish of San Juan, Puerto Rico. Diachronica. 17(2): 249-292.  
• 1998. A variable syntax of speech, gesture, and sound effect: Direct quotations in Spanish. Language Variation and Change. 10(1): 43-83.
• 1998. A language-focused needs analysis for ESL-speaking nursing students in class and clinic. Foreign Language Annals. 31(2): 202-218.
• 1997. Accessibility theory in a variable syntax of Spanish. Journal of Pragmatics. 28:29-67.
• 1997. With Jessica Williams. Senténce to Ten Cent: A case study of relevance and communicative success in nonnative-native speaker interactions in a medical setting. Applied Linguistics. 18(4): 415-445.
• 1996. A community-based test of a linguistic hypothesis. Language in Society.  25(1): 61-111.
• 1995. The scope and limits of switch reference as a constraint on pronominal subject expression. Hispanic Linguistics. (6/7):1-27.
• 1995. "¿Cómo se dice blue jeans?": Using English to negotiate learning in an introductory Spanish language class. The Mid-Atlantic Journal of Foreign Language Pedagogy. 3:1-22.
• 1993. Ambiguous agreement, functional compensation, and nonspecific tú in the Spanish of San Juan, Puerto Rico and Madrid, Spain.  Language Variation and Change. 5(3): 305-334. 

 

Fellowships / Awards:

• 2006. WOW Award at UIC.
• 2005. Seed Grant from Office of Social Science Research at the University of Illinois at Chicago for Acoustic Measurement in Sociolinguistic Research of Chicago Englishes.

Luis López
Professor and Head of the Department of Hispanic and Italian Studies

PhD Cornell University
Luis López’s Personal Site

 

Contact :
Location: 1701 UH
Email: luislope@uic.edu

 

Major Interests:
Syntactic theory, including syntactic interfaces with other linguistic modules. Romance linguistics. Language ideologies in Spain.

 

Selected Publications:

 

Books

• 2009 A Derivational Syntax for Information Structure.Oxford Studies in Theoretical Linguistics 23, Oxford University Press. http://www.oup.com/uk/catalogue/?ci=9780199557400
• 2007 Locality and the Architecture of Syntactic Dependencies. London: Palgrave-MacMillan. http://www.palgrave.com/newsearch/

 

Articles and Book Chapters

• 2012 Little v and Parametric Variation. To appear in Natural Language and Linguistic Theory Vol 30.1. With Kay González-Vilbazo.
• 2011 “Some properties of light verbs in code-switching”. Lingua 121, 5: 832-850. With Kay González-Vilbazo.
• 2010 “Givenness and Discourse Anaphors”. In Carsten Breul and Edward Göbbel (eds) Contrastive Information Structure. Amsterdam/Philadelphia: John Benajamins. pp 51-76.
• 2009 "Ranking the Linear Correspondence Axiom". Linguistic Inquiry 40(2): 239-278.
• 2008 "The [person] restriction: why and why not". In Roberta D’Alessandro, Gunnar Hrafbjargarsson and Susann Fischer (eds) Agreement Restrictions. Berlin: Mouton de Gruyter, pp 129-157.

 

Fellowships and Awards:

• June 2010. Visiting Researcher at the Centre for Research in Bilingualism, University of Wales at Bangor.
• May 2009 – August 2009. Alexander von Humboldt fellowship. Guest researcher at Freie Universität Berlin.
• Jan 2005-May 2006. Alexander Von Humboldt Foundation Fellowship. Guest researcher at Zentrum für Allgemeine Sprachwissenschaft, Berlin.
• Summer 2003. Research Fellowship awarded by Deutscher Akademischer Austausch Dienst. Guest researcher at the University of Tübingen.

Kay E. González-Vilbazo
Assistant Professor
PhD University of Cologne, Germany

 

Contact Details:
Location: 1708 UH
Email: kgv@uic.edu

 

Major Interests:
Bilingualism, Code-Switching in syntax, morphology and phonology, syntax-semantics-interface, compositional semantics, Romance and Germanic languages.
Methodology, Philosophy of Science, Cognition and Language

 

Selected Works:

 

Books

• K.R. Popper. Berlin: Morgenbuch (with Wilhelm Baum), 1994.

 

Articles

• "Asymmetrien im Code-Switching: Eine DM-Lösung zur Partizipselektion" (Asymmetries in Code-Switching: a DM-solution to participle selection). In Mensching, G. & Remberger E. Romanistische Sprachwissenschaft – minimalistisch, Tübingen: G. Narr Verlag (with Volker Struckmeier), to appear.
• "Spuren des Verschwindens" (Traces of disappearance). In Pusse, T. (Ed.) Rethoriken des Verschwindens, Würzburg: Königshausen und Neumann (with Volker Struckmeier), to appear.
• "Die Kopula im Romanischen" (The copula in romance languages). In: Geist, L. & E. Löbel (Eds.): Kopulaverben und Kopulasätze (Copula verbs and copula sentences), Tübingen: Niemeyer. (with Eva-Maria Remberger), to appear.
• "Ser and estar: The syntax of stage level and individual level predicates in Spanish." - In: Maienborn, Claudia & Angelika Wöllstein (eds.): Event Arguments in Syntax, Semantics, and Discourse. Tübingen: Niemeyer 89-112. (with Eva-Maria Remberger), 2005.
• Die Syntax des Code-Switching. Esplugisch: Sprachwechsel an der Deutschen Schule Barcelona (The syntax of Code-Switching: Code-Switching at the German School of Barcelona). Doctoral Dissertation. Universität zu Köln. (to be published by Niemeyer: Linguistische Arbeiten), 2005.

 

 Fellowships and Awards:

• University of Illinois, Jr. Faculty Research and Travel Support, 2006.

Kara Morgan-Short
Assistant Professor
PhD Georgetown University

 

Contact details:
Location: 1706 UH
Email: karams@uic.edu

Cognition of Second Language Acquisition laboratory website: http://www.uic.edu/spanish/CogSLA_lab.shtml

 

Major Interests:
Issues in the adult second language acquisition, including the neurocognition of second languages, the effects of explicit and implicit training conditions on second language development, the effects of types of practice on second language development, and the use of verbal protocols in second language acquisition research.

 

Selected Publications:

• Morgan-Short, K., Faretta, M., Brill, K., Wong, F., Wong, P. (submitted). Declarative and procedural memory as individual differences in second language acquisition. Bilingualism: Language and Cognition. 

• Bowden, H. W., Morgan-Short, K. & Potowski, K. (under revision). Heritage Spanish linguistic performance: Evidence across linguistic domains. International Journal of Bilingualism.    

• Wong, P., Morgan-Short, K., Ettlinger, M., & Zheng, J. (under revision). Neurogenetics of individual differences in language learning. Cortex.   

• Morgan-Short, K., Finger, I., Grey, S. & Ullman, M. T. (under revision). Second language processing shows increased native-like neural responses after months of no exposure. PLoS ONE.    

• Potowski, K., Parada, M., & Morgan-Short, K. (accepted). Developing an online placement exam for Spanish heritage speakers and second language students. Heritage Language Journal.   

• Morgan-Short, K., Heil, J., Botero-Moriaty, A., & Ebert, S. (in press). Allocation of attention to second language form and meaning: Revisiting the use of think aloud protocols. Studies in Second Language Acquisition.     

• Morgan-Short, K., Steinhauer, K., Sanz, C., & Ullman, M. T. (in press). Explicit and implicit second language training differentially affect the achievement of native-like brain activation patterns. Journal of Cognitive Neuroscience.    

• Faretta-Stutenberg, M. & Morgan-Short, K. (in press). Learning without Awareness: Williams (2005) Reconsidered. Selected Proceedings of the 2010 Second Language Research Forum. 

• Morgan-Short, K. (in press). Declarative memory. In P. Robinson (Ed.), The Routledge Encyclopedia of Second Language Acquisition. New York/London: Routledge. 

• Morgan-Short, K. (in press). Procedural memory. In P. Robinson (Ed.), The Routledge Encyclopedia of Second Language Acquisition. New York/London: Routledge. 

• Morgan-Short, K., & Ullman, M.T. (2011). The neurocognition of second language. In S. M. Gass & A. Mackey (Eds.), The Handbook of Second Language Acquisition. New York: Routledge. 

• Morgan-Short, K., (2010). [Review of the book Pasaporte: Spanish for Advanced Beginners by LeMond, M., Barlow, C. & Foerster, S.]. Modern Language Journal, 94(4), 704-705. 

• Morgan-Short, K., Sanz, C., Steinhauer, K. & Ullman, M. T. (2010). Acquisition of Gender Agreement in Second Language Learners: An Event-Related Potential Study. Language Learning, 60(1), 154-193.  NIHMSID: 269511, PMCID: PMC3044320<http://www.pubmedcentral.gov/articlerender.fcgi?tool=nihms&artid=3044320

• Potowski, K., Jegerski, J., & Morgan-Short, K. (2009). The Effects of Instruction on Linguistic Development in Spanish Heritage Language Speakers. Language Learning, 59(3), 537-579. 

• Morgan-Short, K., & Bowden, H. W. (2006). Processing Instruction and Meaningful Output-Based Instruction: Effects on second language development. Studies in Second Language Acquisition, 28(1), 31-65. 

• Sanz, C., & Morgan-Short, K. (2005). Explicitness in pedagogical interventions: Input, practice, and feedback. In C. Sanz (Ed.), Mind and Context in Adult Second Language Acquisition: Methods, Theory, and Practice. Georgetown University Press.   

• Sanz, C., & Morgan-Short, K. (2004). Positive evidence vs. explicit rule presentation and explicit negative feedback: A computer-assisted study. Language Learning, 54(1), 35-78.   

• Leow, R., & Morgan-Short, K. (2004). To think aloud or not to think aloud: The issue of reactivity in SLA research methodology. Studies in Second Language Acquisition, 26(1), 35-57.

 

Fellowships and Awards:

• 2010 – The Language Learning Small Grants Research Program
• 2009 – Harold N. Glassman Dissertation Award for Social Sciences, Georgetown University
• 2006 – 2007 Georgetown University Dissertation Fellowship
• 2005 – 2007 Doctoral Dissertation Improvement Award, Grant # 0446836, Division of Behavioral and Cognitive Sciences, National Science Foundation
• 2003 – 2006 Ruth L. Kirschstein National Research Service Award, Grant # 5 F31 MH067407-02, National Institute of Mental Health, National Institute of Health

Rafael Núñez-Cedeño
Professor and Director of Study Abroad Programs
Co-editor, Probus: International Journal of Latin and Romance Linguistics (a Mouton de Gruyter Publication, Germany)
PhD University of Minnesota

Contact Details:
Location: 1721 UH
Email: rnunez@uic.edu

 

Major Interests:
Spanish phonology, morphology, dialectology, and the development of Spanish phonology.

 

Selected Publications:

 

Books

• La fonología moderna y el español de Santo Domingo. Santo Domingo: Editorial Taller (1980).
• Estudios sobre la fonología del español del Caribe. Co-authored with Páez Urdaneta & Jorge M. Guitart.Caracas: Fundación Casa de Bello (1986).
• Studies in Romance Languages, co-authored with Carol Neidle. Dordrecht, Holland: Foris Publications (1987).
• Morfología de la sufijación española. Santo Domingo: Universidad Nacional Pedro Henríquez Ureña (1993).
• Fonología generativa contemporánea de la lengua española. Co-authored with Alfonso Morales-Front. Georgetown University Press (1999).
• Language Knowledge and Use: a Romance Perspective. Co-authored with Luis López and Richard Cameron, Amsterdam/Philadelphia: John Benjamins Publishing (2003).

 

Fellowships and Awards:

• Premio Siboney del Ensayo in 1979 for La fonología moderna y el español de Santo Domingo.
• Premioc Nacional Pedro Henríquez Ureña in 1993 for Morfología de la sufijación española.
• Premio Nacional de Ciencias Sociales in 1994, Academia de Ciencias de la Rep. Dominicana.
• Street named for contribution to Hispanic linguistics and philology in 2010 at the XIII International Book Fair, Dominican Republic.

 

 

 

Kim Potowski *In Mexico as a Fulbright Scholar for the 2011-2012 AY*
Associate Professor and Director of the Spanish Heritage Language Program
PhD University of Illinois at Urbana-Champaign

 

Contact Details :
Location : 1707 UH
Email: kimpotow@uic.edu

 

Major Interests:
Heritage language development; Spanish in the U.S.; language & identity; dual immersion education.

 

Selected Publications:

 

Books

• Conversaciones escritas: Spanish composition for heritage and L2 students. (2011). John Wiley & Sons.
• Language diversity in the U.S.A. (Edited). (2010). Cambridge University Press.
• Bilingual youth: Spanish-speakers in English-speaking countries. (2010). Edited with Jason Rothman. John Benjamins.
• Spanish in Contact: Educational, Linguistic, and Social Inquiries. (2007). Edited with Richard Cameron. John Benjamins.
• Dicho y hecho, 8th edition. With Laila Dawson & Silvia Sobral. 2007. John Wiley & Sons.
• Language and identity in a dual immersion school. (2007). Multilingual Matters.
• Fundamentos de la enseñanza del español a los hablantes natives en los Estados Unidos (Foundations in teaching Spanish to native speakers in the United States). Arco/Libros, 2005.

 

Articles and Book Chapters

• Potowski, K. (Forthcoming). Intrafamilial dialect contact. In Díaz-Campos, M. (Ed.), Handbook of Hispanic Sociolinguistics. Wiley-Blackwell.
• Potowski, K. and Gorman, L. (Forthcoming). Quinceañeras: Hybridized tradition, language use, and identity in the U.S. In Potowski, K. & Rothman, J. (Eds.), Bilingual youth: Spanish in English-speaking societies. John Benjamins.
• Potowski, K. (2009). Forms and functions of code-switching by dual immersion students: A comparison of heritage speaker and L2 children. In M. Turnbull & Miles & J. Dailey-O’Cain (Eds.), First Language Use in Second and Foreign Language Learning (87-114). Bristol, UK: Multilingual Matters.
• Potowski, K., Jegerski, J. & Morgan-Short, K. (2009). The effects of instruction on subjunctive development among Spanish heritage language speakers. Language Learning 59 (3): 537-579.
• Torres, L. & Potowski, K. (2008). A comparative study of bilingual discourse markers in Chicago Mexican, Puerto Rican, and MexiRican Spanish. International Journal of Bilingualism, 12 (4), 263-279.
• Potowski, K. (2008) ¿Por qué ofrecen una clase para hispanohablantes? In Jennifer Ewald & Anne Edstrom (Eds.), El español a través de la lingüística: Preguntas y respuestas. Somerville, MA: Cascadilla (228-241).
• Potowski, K., Berne, J., Clark, A. and Hammerand, A. (2008). Spanish for K-8 Heritage Speakers: A Standards-Based Curriculum Project. Hispania, 91 (1), 25-41.
• Potowski, K. and Matts, J. (2008). Interethnic language and identity: MexiRicans in Chicago. Journal of Language, Identity and Education, 7 (2): 137-160.
• Potowsk, K. (2008). “I was raised talking like my mom”: The influence of mothers in the development of MexiRicans’ phonological and lexical features. In J. Rothman & M. Niño-Murcia (Eds.), Linguistic Identity and Bilingualism in Different Hispanic Contexts. New York: John Benjamins (201-220).
• Montrul, S. & Potowski, K.  (2007).  Command of gender agreement in school-age Spanish-English Bilingual Children. International Journal of Bilingualism, 11 (3), 301-328.
• Montrul, S. & Potowski, K. (2007). Command of gender agreement in school-age Spanish-English Bilingual Children. International Journal of Bilingualism, 11 (3), 301-328.
• Montrul, S. & Potowski, K. (2007). Command of gender agreement in school-age Spanish-English Bilingual Children. International Journal of Bilingualism, 11 (3), 301-328.
• Potowski, K. (2004). Spanish language shift in Chicago. Southwest Journal of Linguistics, 23 (1), 87-116.
• Potowski, K. (2004). Student Spanish use and investment in a dual immersion classroom: Implications for second language acquisition and heritage language maintenance. Modern Language Journal, 88 (1), 75-101.
• Potowski, K. (2003). Chicago's Heritage Language Teacher Corps: A model for improving Spanish teacher development. Hispania, 86 (2), 302-311.
• Potowski, K. (2002). Experiences of Spanish heritage speakers in university foreign language courses and implications for teacher training. ADFL Bulletin, 33 (3), 35-42.

Journal Editing

• Executive editor, Spanish in Context
• Co-editor, Heritage Language Journal

 

Fellowships and Awards:

• University of Illinois at Chicago, Great Cities Institute research fellowship. Arresting attrition: Spanish language maintenance in Chicago’s elementary schools. 2006-2007.
• American Association of University Women postdoctoral grant. Mexican and Puerto Rican Spanish in Chicago. 2006.
• University of Illinois at Chicago, Council for Excellence in Teaching and Learning’s Teaching Recognition Program award. 2003.

 

 

 

Inma Taboada
Clinical Assistant Professor

Director for Spanish, French and German Teacher Education; Advisor for Masters in the Teaching of Spanish
PhD University of the Basque Country

 

Contact Details :
Location : 1726 UH
Email: taboada@uic.edu

 

Major Interests:
Syntax, Determiner Phrase, Teaching Methodology, Integrating culture and Language in the FL classroom.  

 

Publications:

• Moreno, N. & I. Taboada (2009). Alófonos emergentes de /n/, /r/ y /&#955;/ entre grupos de diferentes edades en el español quiteño. Paper presented at the XXXVII Simposio de la Sociedad Española de Lingüística (SEL), Iruña. 

• Taboada, I. (2008). Adjectives: Distribution, Logical Type and Syntactic Nature. First International Colloquium of the Revue des Étudiants en Linguistique du Québec/Québec Students Journal of Linguistics (RELQ/QSJL), Montreal, Canada. PDF

• Taboada, I. (2007). “Prenominal and Postnominal Demonstratives in Spanish: A [± Deictic] Approach”. In Anuario del Seminario de Filología vasca Julio de Urquijo: International Journal of Basque Linguistics and Philology (ASJU), Vol. XLI-2, Bilbao, Spain. 

• Fernández-Rubiera, F. & I. Taboada, (2006). “On the Internal Structure of infinitival clauses: A comparative study in Asturian”. In Studies in Contrastive Linguistics, C. Mourón Figueroa and T.I. Moralejo  Gárate (Eds.),  Universidade de Santiago de Compostela, Spain. 

• Taboada, I. & F. Fernández-Rubiera, (2006). “Subjects, matrix interrogatives and the puzzle present in Spanish: the structure of wh-interrogatives in Spanish”. In Studies in Contrastive Linguistics, C. Mourón Figueroa and T.I. Moralejo  Gárate (Eds.), Universidade de Santiago de Compostela, Spain.  

• Taboada, I. (2006). Nominal and Adjectival Complementation in Spanish and English. Georgetown University Luso-Hispanic Linguistics Papers (GULLP), 1,  Washington, DC. PDF 

• Mascaró-Llabrés, M. & I. Taboada, (2006). Juicios paralelos. Didactic unit presented to the First International Prizes redELE on the Creation of Didactic Units of Spanish as a Foreign Language (Ministerio de Educación y Ciencia de España), Madrid. PDF

 

 

Honors and Awards:

• May 2006: Honorific mention in the 1st International Prizes redELE on the Creation of Didactic Units of Spanish as a Foreign Language (Ministerio de Educación y Ciencia de España): Mascaró-Llabrés, M. & I. Taboada, Juicios paralelos.