First-Year Writing Seminar (105-8-1)
Topic
What is it like speaking Spanish in the U.S.? An e
Instructors
César Enrique Hoyos Álvarez
Meeting Info
Kresge Centennial Hall 2-343: Mon, Wed, Fri 3:00PM - 3:50PM
Overview of class
What is it like speaking Spanish in the U.S.? An exploration of language and raciolinguistic ideologies
This writing seminar examines the intersections between language, identity, race, and power through the lived experiences of Spanish-speaking communities in the United States. Drawing on sociolinguistic and critical perspectives, we will explore how historical, social, and political forces have shaped perceptions of Spanish and its speakers, and how language ideologies are (re)produced and challenged through everyday discourse and institutional practices. Topics include the sociohistorical context of Spanish in the U.S., bilingualism, linguistic discrimination, racialization, language and identity, and inequalities in education.
Throughout the quarter, students will engage critically with academic readings and multimodal materials, including videos, podcasts, and examples of public discourse. Class discussions and collaborative activities will encourage students to examine different scholarly perspectives, question taken-for-granted assumptions about language, and connect theoretical concepts to everyday experiences.
As a writing seminar, the course emphasizes critical literacy, evidence-based argumentation, and academic writing development. Students will complete two analytical essays: a linguistic autoethnography examining their own language histories and identities, and an argumentative essay investigating language ideologies within their academic fields. They will also collaborate on a linguistic landscape project to examine how languages are represented and valued in public spaces. Writing workshops, peer feedback, and revision will be integrated throughout the quarter to help students develop their analytical skills and academic voice.
Learning Objectives
- Critically analyze language ideologies: Identify and critically examine how beliefs about language, race, and identity shape perceptions of Spanish-speaking communities and influence social and institutional practices in the United States.
- Apply sociolinguistic and raciolinguistic perspectives: Use key course concepts to analyze personal linguistic experiences, educational contexts, and representations of language in public spaces, connecting individual experiences to broader historical, social, and political structures.
- Construct evidence-based arguments: Develop clear, organized, and well-supported written arguments by critically evaluating, synthesizing, and integrating evidence from academic readings and other relevant sources.
- Make intentional rhetorical choices: Analyze how authors use language, style, and rhetorical strategies for different audiences and purposes, and apply these insights to develop their own academic writing and voice.
- Engage in writing as a process: Plan, draft, evaluate, and revise academic writing using peer and instructor feedback to strengthen the clarity, organization, and effectiveness of their arguments.
- Collaborative critical inquiry: Engage in constructive academic dialogue by discussing complex ideas, responding to differing perspectives, and providing evidence-based feedback to peers.
Class Materials (Required)
Speaking Spanish in the US: The Sociopolitics of Language by Janet M. Fuller, Jennifer Leeman
https://www.multilingual-matters.com/page/detail/Speaking-Spanish-in-the-US/?k=9781788928281
ISBN: 9781788928274
All other materials will be provided for students on Canvas.
Class Attributes
WCAS Writing Seminar
Enrollment Requirements
Enrollment Requirements: Weinberg First Year Seminars are only available to first-year students.
Add Consent: Department Consent Required