Damián Vergara Wilson
Biographic Data
| ID | 1532018 |
|---|---|
| NAME | Damián Vergara Wilson |
| GIVEN NAMES | Damián Vergara |
| FAMILY NAME | Wilson |
| SIGNATURE | WILSON D V |
| AFFILIATIONS | University of New Mexico |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 1 |
Building Connections and Critical Language Awareness between Learning Communities Collaborating across Two Distant States
Can Critical Language Awareness (CLA) be increased through sociolinguistically based student projects in learning communities collaborating across distant states? If so, how can educators detect this increase in CLA? During the spring of 2020, students in mixed learning communities (SHL/L2) at the intermediate level at two large universities collaborated through online tools to deepen their sociolinguistic understanding of the Spanish of the Unit…
How Course Level, Gender, and Ethnic Identity Labels Interact with Language Attitudes towards Spanish as a Heritage Language
This study investigates correlations of course level, gender, and ethnic identity labels with attitudinal dimensions toward Spanish by Spanish as a Heritage Language Learners in New Mexico. Participants in first-semester (n = 327) and fourth-semester (n = 174) Spanish as a Heritage Language courses rated twelve items designed to index language attitudes (Instrumental, Sentimental, Communication, and Value) toward Spanish on a 5-point Likert scale…
Using the variationist comparative method to examine the role of language contact in synthetic and periphrastic verbs in Spanish
Language contact and linguistic change are thought to go hand in hand (e.g. Silva-Corvalán 1994), however there are methodological obstacles, such as collecting data at different points in time or the availability of monolingual data for comparison, that make claims about language change tenuous. The present study draws on two different corpora of spoken Spanish — bilingual New Mexican Spanish and monolingual Ecuadorian Spanish — in order to quan…
The emergent grammar of bilinguals: The Spanish verb hacer ‘do’ with a bare English infinitive
This study examines the bilingual compound verb hacer ‘to do’+Verb Eng , consisting of the Spanish verb hacer ‘do’ and a bare English infinitive (e.g. hacer smoke ‘to smoke’). In studies of Spanish/English bilingual speech, hacer+Verb Eng has received attention due to its linguistically hybrid nature. Examining 116 tokens of hacer+Verb Eng from 12 speakers of the New Mexico Spanish-English Bilingual Corpus, we test the claim that this constructio…
Developing a Placement Exam for Spanish Heritage Language Learners: Item Analysis and Learner Characteristics
This paper illustrates a method of item analysis used to identify discriminating multiple-choice items in placement data. The data come from two rounds of pilots given to both SHL students and Spanish as a Second Language (SSL) students. In the first round, 104 items were administered to 507 students. After discarding poor items, the second round presented 64 items to 330 students. Both graphical and statistical item analyses were employed. Graph…
Diversity in Definition: Integrating History and Student Attitudes in Understanding Heritage Learners of Spanish in New Mexico
Although the definition of heritage language learner (HLLs) has been widely explored, researchers tend to base their definitions on learner proficiency. While such a premise is a safe and conservative way to identify heritage students, it pays little mind to inclusivity. Indeed, it may place the university in the role of cultural gatekeeper, excluding on linguistic grounds learners who might otherwise identify with a given heritage language. This…
How Course Level, Gender, and Ethnic Identity Labels Interact with Language Attitudes towards Spanish as a Heritage Language
This study investigates correlations of course level, gender, and ethnic identity labels with attitudinal dimensions toward Spanish by Spanish as a Heritage Language Learners in New Mexico. Participants in first-semester (n = 327) and fourth-semester (n = 174) Spanish as a Heritage Language courses rated twelve items designed to index language attitudes (Instrumental, Sentimental, Communication, and Value) toward Spanish on a 5-point Likert scale…
Building Connections and Critical Language Awareness between Learning Communities Collaborating across Two Distant States
Can Critical Language Awareness (CLA) be increased through sociolinguistically based student projects in learning communities collaborating across distant states? If so, how can educators detect this increase in CLA? During the spring of 2020, students in mixed learning communities (SHL/L2) at the intermediate level at two large universities collaborated through online tools to deepen their sociolinguistic understanding of the Spanish of the Unit…
Diversity in Definition: Integrating History and Student Attitudes in Understanding Heritage Learners of Spanish in New Mexico
Although the definition of heritage language learner (HLLs) has been widely explored, researchers tend to base their definitions on learner proficiency. While such a premise is a safe and conservative way to identify heritage students, it pays little mind to inclusivity. Indeed, it may place the university in the role of cultural gatekeeper, excluding on linguistic grounds learners who might otherwise identify with a given heritage language. This…
Developing a Placement Exam for Spanish Heritage Language Learners: Item Analysis and Learner Characteristics
This paper illustrates a method of item analysis used to identify discriminating multiple-choice items in placement data. The data come from two rounds of pilots given to both SHL students and Spanish as a Second Language (SSL) students. In the first round, 104 items were administered to 507 students. After discarding poor items, the second round presented 64 items to 330 students. Both graphical and statistical item analyses were employed. Graph…
The emergent grammar of bilinguals: The Spanish verb hacer ‘do’ with a bare English infinitive
This study examines the bilingual compound verb hacer ‘to do’+Verb Eng , consisting of the Spanish verb hacer ‘do’ and a bare English infinitive (e.g. hacer smoke ‘to smoke’). In studies of Spanish/English bilingual speech, hacer+Verb Eng has received attention due to its linguistically hybrid nature. Examining 116 tokens of hacer+Verb Eng from 12 speakers of the New Mexico Spanish-English Bilingual Corpus, we test the claim that this constructio…
Using the variationist comparative method to examine the role of language contact in synthetic and periphrastic verbs in Spanish
Language contact and linguistic change are thought to go hand in hand (e.g. Silva-Corvalán 1994), however there are methodological obstacles, such as collecting data at different points in time or the availability of monolingual data for comparison, that make claims about language change tenuous. The present study draws on two different corpora of spoken Spanish — bilingual New Mexican Spanish and monolingual Ecuadorian Spanish — in order to quan…
How Course Level, Gender, and Ethnic Identity Labels Interact with Language Attitudes towards Spanish as a Heritage Language
This study investigates correlations of course level, gender, and ethnic identity labels with attitudinal dimensions toward Spanish by Spanish as a Heritage Language Learners in New Mexico. Participants in first-semester (n = 327) and fourth-semester (n = 174) Spanish as a Heritage Language courses rated twelve items designed to index language attitudes (Instrumental, Sentimental, Communication, and Value) toward Spanish on a 5-point Likert scale…
Building Connections and Critical Language Awareness between Learning Communities Collaborating across Two Distant States
Can Critical Language Awareness (CLA) be increased through sociolinguistically based student projects in learning communities collaborating across distant states? If so, how can educators detect this increase in CLA? During the spring of 2020, students in mixed learning communities (SHL/L2) at the intermediate level at two large universities collaborated through online tools to deepen their sociolinguistic understanding of the Spanish of the Unit…
Psychology (6 works) · Linguistics (4 works) · Multilingual Education and Policy (4 works) · Computer Science (3 works) · EFL/ESL Teaching and Learning (3 works) · Mathematics education (3 works) · Pedagogy (3 works) · Sociology (3 works) · Anthropology (2 works) · Epistemology (2 works)