Kim Potowski
Biographic Data
| ID | 1198433 |
|---|---|
| NAME | Kim Potowski |
| GIVEN NAMES | Kim |
| FAMILY NAME | Potowski |
| SIGNATURE | POTOWSKI K |
| AFFILIATIONS | University of Illinois Chicago |
| ORCID | 0000-0002-0535-409X |
| VERIFIED | Yes |
| TOTAL WORKS | 24 |
| TOTAL CITATIONS | 44 |
| AUTHOR COUNT | 24 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2016 |
| H-INDEX | 4 |
Phonetic accommodation in a situation of Spanish dialect contact: Coda /s/ and /r̄/ in Chicago
Work on Spanish in the U.S. has increasingly examined the results of dialect contact. This paper analyzes realizations of syllable-final /s/ and word and syllable-initial /r̄/ in naturalistic interviews among 88 individuals in Chicago belonging to three generations of Mexicans and Puerto Ricans and two generations of “MexiRicans.” It explores: (1) whether realizations change depending on the dialect of the interviewer – that is, whether accommoda…
Bilingual Youth: Spanish‐speakers at the Beginning of the 21st Century
Spanish is spoken by approximately 406 million people, making it the second most commonly spoken language in the world. A fair estimate is that approximately one‐third of this population is bilingual. This article focuses on Spanish‐speaking bilingual youth in a variety of sociolinguistic situations around the world, summarizing a sample of research in four broad areas – linguistic structure, family language policy, education, and identity – and …
El Español de los Estados Unidos
How long has Spanish been spoken in the US and how many people speak it today? Is Spanish being passed down through generations? What role does Spanish play in US Latino identity? Analysing and synthesising data from a wide variety of sources, Escobar and Potowski explore these questions and more in this up-to-date textbook for students of Spanish language, linguistics, bilingualism, sociolinguistics, culture, and history.Over 150 exercises help …
La valoración del habla bilingüe en los Estados Unidos: Fundamentos sociolingüísticos y pedagógicos en Hablando bien se entiende la gente
Para muchas personas e instituciones, la Academia de la Lengua Española se considera una máxima autoridad en materia de lengua española y ejerce una fuerte influencia en la percepción y apreciación lingüísticas a través del mundo hispánico. La Academia Norteamericana de la Lengua Española (ANLE), la más nueva de las 22 academias que conforman la Asociación de Academias de la Lengua Española, puede jugar un papel fundamental en la normalización de…
Developing an Online Placement Exam for Spanish Heritage Speakers and L2 Students
This paper reports on the development and piloting of an adaptive, online placement exam that will be administered to L2 and heritage learners of Spanish at the University of Illinois at Chicago. Particular attention is given to the structure of the exam and the linguistic strategies employed to distinguish heritage speakers from L2 learners. Results obtained from three pilot phases are presented along with a description of modifications made dur…
Editors' Foreword
Commentary: Pedagogical Implications of Experimental SNS Research
Editors’ Foreword
Linguistic and cultural authenticity of ‘Spanglish’ greeting cards
Past scholarly work has examined commercial greeting cards as an important cultural practice. The growing presence in the USA of bilingual greeting cards offers a site for understanding public uses of contact varieties of language. This paper analyses the reactions of 30 college educated US-raised bilingual Latinos to 17 intrasententially codeswitched Spanish–English greeting cards. Despite a few exceptions, there were correlations between the fe…
Sounding chola: Gangs as linguistic communities of practice Homegirls, by Norma Mendoza-Denton
Article Sounding chola: gangs as linguistic communities of practice Homegirls, by Norma Mendoza-Denton was published on May 1, 2010 in the journal International Journal of the Sociology of Language (volume 2010, issue 203
Lipski: Varieties of Spanish in the United States
The Effects of Instruction on Linguistic Development in Spanish Heritage Language Speakers
The current study compared the effects of two second language (L2) instruction types-processing instruction (VanPatten, 2004) and traditional output-based instruction-on the development of the Spanish past subjunctive among U.S. Spanish heritage language speakers and traditional L2 learners. After exposure to instruction, both the heritage learners and the L2 learners showed significant improvement on interpretation and production tasks. Only the…
Globalization and Language in the Spanish-Speaking World: Clare Mar‐Molinero & Miranda Stewart (Eds.), New York: Palgrave MacMillan, 2006, 256 pages, $74.95 (hardcover)
A comparative study of bilingual discourse markers in Chicago Mexican, Puerto Rican, and MexiRican Spanish
This study examines the use of Spanish and English discourse markers among first, second, and third generation Spanish-speakers in Chicago, Illinois, comparing Mexican, Puerto Rican, and MexiRican speakers. We find that so is a core borrowing for all groups, although there were some differences in the frequency of usage of the discourse markers across the different Spanish dialect varieties. We also find that of all the variables analyzed, weaker…
MexiRicans: Interethnic Language and Identity
Studies of Mexican and Puerto Rican communities living in the same United States cities suggest that a combination of historical factors and local conditions strongly influence to what extent these two groups interact and form a shared sense of pan-ethnic Latino unity. However, few studies have examined “MexiRican” individuals, those who have one Mexican and one Puerto Rican parent and who experience both cultures and dialects in their homes. Thi…
Latino Crossings: Mexicans, Puerto Ricans, and the Politics of Race and Citizenship
Language and Identity in a Dual Immersion School
This book describes the experiences of a group of students in Chicago, Illinois, who are attending one of the first Spanish-English dual immersion schools in the US. The author follows the group during two school years, documenting their Spanish use and proficiency and how their two languages intersect with the production of their identities.
Command of gender agreement in school-age Spanish-English Bilingual Children
By age three to four, monolingual Spanish-speaking children master gender marking and agreement in noun phrases. It is unclear whether bilingual children acquire gender marking rules by the same age as do monolingual children, and whether they in fact ever acquire these rules with 100% accuracy. This study tested sixty 6 to 11-year-old bilingual children attending a Spanish-English two-way immersion school in Chicago divided into two main age gro…
Characteristics of the Spanish grammar and sociolinguistic proficiency of dual immersion graduates
Dual immersion schools in the United States, which combine native Spanish speakers and students learning Spanish as an L2, encourage English development while promoting Spanish learning. However, relatively little is known about the levels of Spanish attained by dual immersion graduates. This case study describes the performance on a number of measures of a graduating class at a Spanish-English dual immersion school. It analyzes their proficiency…
Fundamentos de la enseñanza del español a hispanohablantes en los EE.UU
Student Spanish Use and Investment in a Dual Immersion Classroom: Implications for Second Language Acquisition and Heritage Language Maintenance
In dual immersion classrooms, students from different language backgrounds are immersed in the minority language for large portions of the school day with the expectation that they will become equally proficient in their first language (L1) and in their second language (L2). Research on dual immersion indicates that students reach above‐average levels of academic achievement and linguistic proficiency, but, to date, very few quantifications have …
Teacher Development and National Standards for Spanish as a Heritage Language
Given the increasing presence of heritage speakers at both the high school and postsecondary levels, greater numbers of preservice and in‐service Spanish teachers need exposure to Spanish for native speakers (SNS) issues. This is because well‐structured SNS courses should look more like native language arts courses than like Spanish as a foreign language (SFL) courses. Therefore, traditional foreign language methodology courses are insufficient t…
"Chicago's "Heritage Language Teacher Corps: A Model for Improving Spanish Teacher Development
Few postsecondary foreign language teacher-training programs include coursework on teaching Spanish to native speakers (SNS), even at institutions that offer SNS tracks for their own undergraduates and that prepare high school teachers to work in areas with high Latino concentrations. This article describes a model of in-service SNS teacher training called the Heritage Language Teacher Corps offered through a collaboration between the University …
Identity and Language Learning: Gender, Ethnicity, and Educational Change by B. Norton
(2001). Identity and Language Learning: Gender, Ethnicity, and Educational Change by B. Norton. Bilingual Research Journal: Vol. 25, Celebrating 25 Years of Achievement in Bilingual Education Scholarship, pp. 239-244
Teacher Development and National Standards for Spanish as a Heritage Language
Given the increasing presence of heritage speakers at both the high school and postsecondary levels, greater numbers of preservice and in‐service Spanish teachers need exposure to Spanish for native speakers (SNS) issues. This is because well‐structured SNS courses should look more like native language arts courses than like Spanish as a foreign language (SFL) courses. Therefore, traditional foreign language methodology courses are insufficient t…
The Effects of Instruction on Linguistic Development in Spanish Heritage Language Speakers
The current study compared the effects of two second language (L2) instruction types-processing instruction (VanPatten, 2004) and traditional output-based instruction-on the development of the Spanish past subjunctive among U.S. Spanish heritage language speakers and traditional L2 learners. After exposure to instruction, both the heritage learners and the L2 learners showed significant improvement on interpretation and production tasks. Only the…
MexiRicans: Interethnic Language and Identity
Studies of Mexican and Puerto Rican communities living in the same United States cities suggest that a combination of historical factors and local conditions strongly influence to what extent these two groups interact and form a shared sense of pan-ethnic Latino unity. However, few studies have examined “MexiRican” individuals, those who have one Mexican and one Puerto Rican parent and who experience both cultures and dialects in their homes. Thi…
"Chicago's "Heritage Language Teacher Corps: A Model for Improving Spanish Teacher Development
Few postsecondary foreign language teacher-training programs include coursework on teaching Spanish to native speakers (SNS), even at institutions that offer SNS tracks for their own undergraduates and that prepare high school teachers to work in areas with high Latino concentrations. This article describes a model of in-service SNS teacher training called the Heritage Language Teacher Corps offered through a collaboration between the University …
La valoración del habla bilingüe en los Estados Unidos: Fundamentos sociolingüísticos y pedagógicos en Hablando bien se entiende la gente
Para muchas personas e instituciones, la Academia de la Lengua Española se considera una máxima autoridad en materia de lengua española y ejerce una fuerte influencia en la percepción y apreciación lingüísticas a través del mundo hispánico. La Academia Norteamericana de la Lengua Española (ANLE), la más nueva de las 22 academias que conforman la Asociación de Academias de la Lengua Española, puede jugar un papel fundamental en la normalización de…
Identity and Language Learning: Gender, Ethnicity, and Educational Change by B. Norton
(2001). Identity and Language Learning: Gender, Ethnicity, and Educational Change by B. Norton. Bilingual Research Journal: Vol. 25, Celebrating 25 Years of Achievement in Bilingual Education Scholarship, pp. 239-244
Identity and Language Learning: Gender, Ethnicity, and Educational Change by B. Norton
(2001). Identity and Language Learning: Gender, Ethnicity, and Educational Change by B. Norton. Bilingual Research Journal: Vol. 25, Celebrating 25 Years of Achievement in Bilingual Education Scholarship, pp. 239-244
"Chicago's "Heritage Language Teacher Corps: A Model for Improving Spanish Teacher Development
Few postsecondary foreign language teacher-training programs include coursework on teaching Spanish to native speakers (SNS), even at institutions that offer SNS tracks for their own undergraduates and that prepare high school teachers to work in areas with high Latino concentrations. This article describes a model of in-service SNS teacher training called the Heritage Language Teacher Corps offered through a collaboration between the University …
Student Spanish Use and Investment in a Dual Immersion Classroom: Implications for Second Language Acquisition and Heritage Language Maintenance
In dual immersion classrooms, students from different language backgrounds are immersed in the minority language for large portions of the school day with the expectation that they will become equally proficient in their first language (L1) and in their second language (L2). Research on dual immersion indicates that students reach above‐average levels of academic achievement and linguistic proficiency, but, to date, very few quantifications have …
Teacher Development and National Standards for Spanish as a Heritage Language
Given the increasing presence of heritage speakers at both the high school and postsecondary levels, greater numbers of preservice and in‐service Spanish teachers need exposure to Spanish for native speakers (SNS) issues. This is because well‐structured SNS courses should look more like native language arts courses than like Spanish as a foreign language (SFL) courses. Therefore, traditional foreign language methodology courses are insufficient t…
Language and Identity in a Dual Immersion School
This book describes the experiences of a group of students in Chicago, Illinois, who are attending one of the first Spanish-English dual immersion schools in the US. The author follows the group during two school years, documenting their Spanish use and proficiency and how their two languages intersect with the production of their identities.
Command of gender agreement in school-age Spanish-English Bilingual Children
By age three to four, monolingual Spanish-speaking children master gender marking and agreement in noun phrases. It is unclear whether bilingual children acquire gender marking rules by the same age as do monolingual children, and whether they in fact ever acquire these rules with 100% accuracy. This study tested sixty 6 to 11-year-old bilingual children attending a Spanish-English two-way immersion school in Chicago divided into two main age gro…
Characteristics of the Spanish grammar and sociolinguistic proficiency of dual immersion graduates
Dual immersion schools in the United States, which combine native Spanish speakers and students learning Spanish as an L2, encourage English development while promoting Spanish learning. However, relatively little is known about the levels of Spanish attained by dual immersion graduates. This case study describes the performance on a number of measures of a graduating class at a Spanish-English dual immersion school. It analyzes their proficiency…
Fundamentos de la enseñanza del español a hispanohablantes en los EE.UU
Globalization and Language in the Spanish-Speaking World: Clare Mar‐Molinero & Miranda Stewart (Eds.), New York: Palgrave MacMillan, 2006, 256 pages, $74.95 (hardcover)
A comparative study of bilingual discourse markers in Chicago Mexican, Puerto Rican, and MexiRican Spanish
This study examines the use of Spanish and English discourse markers among first, second, and third generation Spanish-speakers in Chicago, Illinois, comparing Mexican, Puerto Rican, and MexiRican speakers. We find that so is a core borrowing for all groups, although there were some differences in the frequency of usage of the discourse markers across the different Spanish dialect varieties. We also find that of all the variables analyzed, weaker…
MexiRicans: Interethnic Language and Identity
Studies of Mexican and Puerto Rican communities living in the same United States cities suggest that a combination of historical factors and local conditions strongly influence to what extent these two groups interact and form a shared sense of pan-ethnic Latino unity. However, few studies have examined “MexiRican” individuals, those who have one Mexican and one Puerto Rican parent and who experience both cultures and dialects in their homes. Thi…
Latino Crossings: Mexicans, Puerto Ricans, and the Politics of Race and Citizenship
Lipski: Varieties of Spanish in the United States
The Effects of Instruction on Linguistic Development in Spanish Heritage Language Speakers
The current study compared the effects of two second language (L2) instruction types-processing instruction (VanPatten, 2004) and traditional output-based instruction-on the development of the Spanish past subjunctive among U.S. Spanish heritage language speakers and traditional L2 learners. After exposure to instruction, both the heritage learners and the L2 learners showed significant improvement on interpretation and production tasks. Only the…
Sounding chola: Gangs as linguistic communities of practice Homegirls, by Norma Mendoza-Denton
Article Sounding chola: gangs as linguistic communities of practice Homegirls, by Norma Mendoza-Denton was published on May 1, 2010 in the journal International Journal of the Sociology of Language (volume 2010, issue 203
Commentary: Pedagogical Implications of Experimental SNS Research
Editors’ Foreword
Linguistic and cultural authenticity of ‘Spanglish’ greeting cards
Past scholarly work has examined commercial greeting cards as an important cultural practice. The growing presence in the USA of bilingual greeting cards offers a site for understanding public uses of contact varieties of language. This paper analyses the reactions of 30 college educated US-raised bilingual Latinos to 17 intrasententially codeswitched Spanish–English greeting cards. Despite a few exceptions, there were correlations between the fe…
Developing an Online Placement Exam for Spanish Heritage Speakers and L2 Students
This paper reports on the development and piloting of an adaptive, online placement exam that will be administered to L2 and heritage learners of Spanish at the University of Illinois at Chicago. Particular attention is given to the structure of the exam and the linguistic strategies employed to distinguish heritage speakers from L2 learners. Results obtained from three pilot phases are presented along with a description of modifications made dur…
Editors' Foreword
La valoración del habla bilingüe en los Estados Unidos: Fundamentos sociolingüísticos y pedagógicos en Hablando bien se entiende la gente
Para muchas personas e instituciones, la Academia de la Lengua Española se considera una máxima autoridad en materia de lengua española y ejerce una fuerte influencia en la percepción y apreciación lingüísticas a través del mundo hispánico. La Academia Norteamericana de la Lengua Española (ANLE), la más nueva de las 22 academias que conforman la Asociación de Academias de la Lengua Española, puede jugar un papel fundamental en la normalización de…
El Español de los Estados Unidos
How long has Spanish been spoken in the US and how many people speak it today? Is Spanish being passed down through generations? What role does Spanish play in US Latino identity? Analysing and synthesising data from a wide variety of sources, Escobar and Potowski explore these questions and more in this up-to-date textbook for students of Spanish language, linguistics, bilingualism, sociolinguistics, culture, and history.Over 150 exercises help …
Phonetic accommodation in a situation of Spanish dialect contact: Coda /s/ and /r̄/ in Chicago
Work on Spanish in the U.S. has increasingly examined the results of dialect contact. This paper analyzes realizations of syllable-final /s/ and word and syllable-initial /r̄/ in naturalistic interviews among 88 individuals in Chicago belonging to three generations of Mexicans and Puerto Ricans and two generations of “MexiRicans.” It explores: (1) whether realizations change depending on the dialect of the interviewer – that is, whether accommoda…
Bilingual Youth: Spanish‐speakers at the Beginning of the 21st Century
Spanish is spoken by approximately 406 million people, making it the second most commonly spoken language in the world. A fair estimate is that approximately one‐third of this population is bilingual. This article focuses on Spanish‐speaking bilingual youth in a variety of sociolinguistic situations around the world, summarizing a sample of research in four broad areas – linguistic structure, family language policy, education, and identity – and …
Psychology (16 works) · Linguistics (15 works) · Philosophy (13 works) · Sociology (12 works) · Multilingual Education and Policy (11 works) · Pedagogy (9 works) · EFL/ESL Teaching and Learning (8 works) · Mathematics education (8 works) · Political science (8 works) · Second Language Learning and Teaching (8 works)