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The Cambridge Handbook of Spanish Linguistics

A state-of-the-art, in-depth survey of the topics, approaches, and theories in

Spanish linguistics today, in which the language is researched from a number
of different perspectives. This Handbook surveys the major advances and find-
ings, with a special focus on recent achievements in the field. It provides an
accurate and complete overview of research, as well as facilitating future
directions. It encourages the reader to make connections between chapters
and the parts into which they are organized, and promotes cross-theoretical
dialogue. The contributions are by a wide range of specialists, writing on topics
including corpus linguistics, phonology and phonetics, morphosyntax, prag-
matics, the role of the speaker and speech context, language acquisition, and
grammaticalization. This is a must-have volume for researchers looking to
contextualize their own research and for students seeking a one-stop resource
on Spanish linguistics.

KIMBERLY L. GEESLIN is Professor in the Department of Spanish and Portuguese

at Indiana University.

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Handbook of Spanish
Linguistics
Edited by
Kimberly L. Geeslin

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Title: The Cambridge handbook of Spanish linguistics / edited by Kimberly L.
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To Patty, Kippy, Mom and Dad, for the constant love and support
To Logan and Hayden, for pushing me to learn new things and making
me laugh
and
To Sean, for your love, perspective and partnership

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Contents

List of Figures page ix

List of Tables xiii
List of Contributors xv
Acknowledgements xxi
Abbreviations xxv

Introduction Kimberly L. Geeslin 1

Part I Theories and Approaches to Spanish Linguistics 7

1 Generative Linguistics: Syntax Paula Kempchinsky 9
2 Optimality Theory and Spanish/Hispanic
Linguistics D. Eric Holt 31
3 Usage-Based Approaches to Spanish Linguistics
Esther L. Brown 52
4 Functional-Typological Approaches to Hispanic
Linguistics Rosa Vallejos 72
5 Psycholinguistic Approaches to Hispanic Linguistics
Tania Leal and Christine Shea 95
6 Corpus Approaches to the Study of Language, Variation, and
Change Manuel Dı́az-Campos and Juan Escalona Torres 121

Part II The Spanish Sound System 143

7 Vowels Rebecca Ronquest 145
8 Consonants Rebeka Campos-Astorkiza 165
9 The Syllable Alfonso Morales-Front 190
10 Prosody: Stress, Rhythm, and Intonation Pilar Prieto and Paolo
Roseano 211
11 Speech Perception Amanda Boomershine and
Ji Young Kim 237

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viii Contents

Part III Spanish Morphosyntax and Meaning 259

12 Word Phenomena: Category Definition and Word
Formation Antonio Fábregas 261
13 Properties of Pronominal Subjects Pekka Posio 286
14 Properties of the Verb Phrase: Argument Structure, Ellipsis,
and Negation Iván Ortega-Santos 307
15 Properties of the Extended Verb Phrase: Agreement, the
Structure of INFL, and Subjects Julio Villa-Garcı́a 329
16 Properties of Nominal Expressions M. Emma Ticio Quesada 351
17 Information Structure Laura Domı́nguez 372
18 Syntax and its Interfaces Timothy Gupton 392
19 Lexis Grant Armstrong 415
20 Pragmatics Maria Hasler-Barker 437

Part IV Spanish in Social, Geographic, and Historical Contexts 457

21 Spanish in Contact with Other Languages and Bilingualism
across the Spanish-Speaking World Lotfi Sayahi 459
22 Spanish as a Heritage Language in the US: Core Issues and
Future Directions Diego Pascual y Cabo 478
23 Geographic Varieties of Spanish Elena Fernández de
Molina Ortés and Juan M. Hernández-Campoy 496
24 Sociolinguistic Approaches to Dialectal, Sociolectal, and
Idiolectal Variation in the Hispanophone World Daniel Erker 529
25 National and Diasporic Spanish Varieties as Evidence of Ethnic
Affiliations Almeida Jacqueline Toribio 563
26 Current Perspectives on Historical Linguistics Patrı́cia Amaral 582
27 Grammaticalization Chad Howe 603

Part V The Acquisition of Spanish 625

28 Child Language Acquisition Anna Gavarró 627
29 Theories of Second Language Acquisition Bill VanPatten 649
30 The Acquisition of Second Language Spanish
Sounds Megan Solon 668
31 The Acquisition of Second Language Spanish
Morphosyntax Jason Rothman, Jorge González Alonso,
and David Miller 689
32 Variation in Second Language Spanish Matthew Kanwit 716
33 Third Language Acquisition Jennifer Cabrelli Amaro
and Michael Iverson 737

Index 758

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Figures

1.1 The early Principles and Parameters framework page 13

1.2 Minimalist Program (Chomsky 1993, 1995) 15
1.3 A simplified structure for the derivation of Juan padece
amnesia ‘John suffers from amnesia’ 16
2.1 Strictness bands of NO CO D A and MA X following Hayes’
(2000) model (from Cutillas Espinosa 2004) 38
3.1 Spanish ~ English bilingual lexicon 64
5.1 Cognitive processes involved in lexical access 97
7.1 Articulatory classification of Spanish vowels 146
7.2 Acoustic distribution of Spanish vowels: mean formant
values of male speakers of Spanish 146
9.1 Depiction of prosodic hierarchy in Selkirk (1986) 191
9.2 Model of syllabic structure 192
9.3 Moraic view of the syllable 192
9.4 Moraic view of short and long vowels 193
9.5 Example representations of moraic structure 193
9.6 Structure of intermediate templates 193
9.7 Examples of sonority sequencing 195
9.8 Depiction of typical sonority scale 195
9.9 Maximum Onset Principle (Kahn 1976) 199
10.1 Prosodic features of the imperative question ¿Callaréis?
‘Will you be quiet?’ as uttered by a speaker of southern
Peninsular Spanish 218
10.2 F0 contour, spectrogram, orthographic transcription,
and prosodic annotation of the broad focus statement
Bebe una limonada ‘He/she’s drinking a [his/her]
lemonade’ in Castilian Spanish 222
10.3 F0 contour, spectrogram, orthographic transcription,
and prosodic annotation of the broad focus statement
Me encantó la pelı́cula ‘I loved the film’ as uttered by
a speaker of Mexican Spanish 223

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x List of Figures

10.4 F0 contour, spectrogram, orthographic transcription,

and prosodic annotation of the narrow focus statement No,
de LIMONES ‘No, [I want a kilo] of LEMONS’ as
uttered by a speaker of Castilian Spanish 224
10.5 F0 contour, spectrogram, orthographic transcription,
and prosodic annotation of the statement of the
obvious Sı́, mujer, ¡de Guillermo! ‘[It’s] Guillermo’s [of
course]!’ as uttered by a speaker of Castilian Spanish 225
10.6 F0 contour, spectrogram, orthographic transcription,
and prosodic annotation of the uncertainty statement
Puede que no le guste el regalo que le he comprado . . . ‘S/he
may not like the gift I have bought him/her’ as
uttered by a speaker of Castilian Spanish 226
10.7 F0 contour, spectrogram, orthographic transcription,
and prosodic annotation of the information-seeking
yes–no question ¿Tiene mermelada? ‘Do you have any
jam?’ as uttered by a speaker of Castilian Spanish 227
10.8 F0 contour, spectrogram, orthographic transcription,
and prosodic annotation of the information-seeking
yes–no question ¿Hay reunión mañana? ‘Is there a
meeting tomorrow?’ as uttered by a speaker of Puerto
Rican Spanish 227
10.9 F0 contour, spectrogram, orthographic transcription,
and prosodic annotation of the information-seeking
yes–no question ¿Tienen mandarinas? ‘Do you have any
tangerines?’ as uttered by a speaker of Argentine
Spanish 228
10.10 F0 contour, spectrogram, orthographic transcription,
and prosodic annotation of the confirmation question
¿Tienes frı́o? ‘Are you cold?’ as uttered by a speaker of
Castilian Spanish 228
10.11 F0 contour, spectrogram, orthographic transcription,
and prosodic annotation of the echo question ¿Las nueve?
‘Nine o’clock?’ as uttered by a speaker of Castilian
Spanish 229
10.12 F0 contour, spectrogram, orthographic transcription,
and prosodic annotation of the information-seeking
wh-question ¿De dónde has llegado? ‘Where have you arrived
from?’ as uttered by a speaker of Castilian
Spanish 230
10.13 F0 contour, spectrogram, orthographic transcription,
and prosodic annotation of the command ¡Ven! ‘Come
here!’ as uttered by a speaker of Castilian Spanish 231
10.14 F0 contour, spectrogram, orthographic transcription,
and prosodic annotation of the cajoling imperative
request Va, vente al cine, ¡hombre! ‘Come on, come to
the cinema, man!’ as uttered by a speaker of Castilian
Spanish 231

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List of Figures xi

10.15 F0 contour, spectrogram, orthographic transcription,

and prosodic annotation of the call ¡Marina! ‘Marina!’
uttered with the common calling contour 232
10.16 F0 contour, spectrogram, orthographic transcription,
and prosodic annotation of the insistent call ¡¡Marina!!
‘Marina!!’ 232
15.1 V-to-T movement 331
15.2 Subjects in Spec,AgrSP/TP 341
15.3 Subjects in Spec,CP 342
16.1 Graphic illustration of Determiner Phrase 352
16.2 Structural positions for different quantifiers and
determiners 363
18.1 VP assignation of Agent theta-role 394
18.2 Syntactic hierarchy with AspP between VP and TP 395
18.3 Mapping of theta-roles to arguments 396
18.4 Analysis of psychological predicates 397
18.5 Proposed hierarchy for the pronoun SE 398
18.6 “Big DP” proposal for languages with morphologically-rich
verb agreement 400
18.7 Position of preverbal subjects as Ā constituents 400
18.8 Two morphology-related functional projections
between the NP and the DP 401
18.9 Adjective–noun order in un mero accidente ‘a mere
accident’ 402
18.10 Adjective–noun order in la teorı́a sintáctica esa ‘that
syntactic theory’ 402
18.11 Corrective contrast constituents in Spec,FocP 405
18.12 [F] as a derived phrase marker 407
18.13 Simplified left-peripheral syntax model 408
23.1 Geographical distribution of Spanish in the world 497
23.2 Geographical distribution of seseo and ceceo in Andalusia 505
23.3 Southern European Spanish eight-vowel system 507
23.4 Tree model of Hispano-Romance varieties 511
23.5 Main dialect/language areas in Spain 512
23.6 European varieties of Spanish 512
23.7 Geographical varieties in Andalusian Spanish 513
23.8 Spanish-speaking areas in America 515
23.9 American varieties of Spanish 516
23.10 Asian and African varieties of Spanish 517
24.1a Rates of referential use of le and la across three
provinces in Castilla la Vieja 544
24.1b Rates of referential use of le and la across three
provinces in Castilla la Vieja: intra-provincial variation
along lines of social class 544
24.2 Degrees of difference between females and males
across the lifespan for word-final /s/ and intervocalic /d/ 546
24.3 Boxplots showing voicing rates 549
24.4a Subject pronoun rates of 140 speakers in New York City 551

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xii List of Figures

24.4b Subject pronoun rates of 140 speakers in New York

City – Caribbeans and Mainlanders 552
24.5a Duration and center of gravity of coda /s/ for
20 speakers in New York City 554
24.5b Duration and center of gravity of coda /s/ for
20 speakers in New York City – Newcomers compared
to Longtime residents 555

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Tables

2.1 Illustration of Optimality Theory tableau page 32

3.1 Syllable-initial /s/ reduction in New Mexican Spanish 63
4.1 Parameters of transitivity as adapted from Hopper and
Thompson (1980) 81
6.1 Distribution of periphrastic future and morphological
future across regions 133
6.2 Distribution of modal MF and temporal MF between
regions 134
6.3 Contribution of linguistic and extralinguistic factors
selected as significant predictor of PF across two
data sets 135
8.1 Main Spanish consonant phonemes 166
8.2 Neutralization of stop voicing contrast in coda
position 169
9.1 Complexity of the Spanish syllable 194
10.1 Schematic representation, Sp_ToBI labels, and
phonetic descriptions of the most common pitch
accents in Spanish 219
10.2 Schematic representation, Sp_ToBI labels, and
phonetic descriptions of the most common
boundary tones in Spanish 220
12.1 Word formation processes with category change
(sample) 276
12.2 Word formation processes involving semantic
change, but no category change (sample) 277
13.1 Variation in subject expression 287
13.2 Type of reference and subject expression in
second-person singular 297
18.1 Nuclear pitch accent contours for Italian and
German by topic type 409
23.1 Salient features in innovative and conservative
varieties of Spanish spoken in Spain 502

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xiv List of Tables

23.2 Realization of intervocalic /ð/ in European and

American Spanishes 504
23.3 Realization of postvocalic /s/ in European and
American Spanishes 506
23.4 Examples of neutralization of distinction between
liquid consonants 508
23.5 Examples of regressive assimilation in consonant
clusters in word-medial position 509
23.6 Phonotactics of southern varieties of European
Spanish in word-final position 509
23.7 Word-final /s/ in person marking 510
23.8 Usage rates (percent) of the subjunctive past perfect
forms in Spanish 514
24.1 Pronoun rates (percent) for three generational
groups in New York City 550
25.1 Characteristics of Hispanics with origins in Puerto
Rico, Cuba, and the Dominican Republic 566
27.1 Development of the periphrastic and simple past in
Romance Languages 607
27.2 Factor weights for temporal reference of present
perfect across three centuries (Peninsular Spanish) 616

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Contributors

Patrı́cia Amaral (Ph.D., The Ohio State University, 2007) is Assistant

Professor of Hispanic Linguistics in the Department of Spanish and
Portuguese at Indiana University. Her areas of research include syntactic
and semantic change, Romance linguistics, and language contact.
Grant Armstrong is Assistant Professor in the Department of Spanish
and Portuguese at the University of Wisconsin-Madison. His research
focuses on the lexicon, morphology, and syntax of Spanish and Yucatec
Maya.
Amanda Boomershine is Associate Professor of Spanish at the
University of North Carolina, Wilmington, where she teaches courses in
Hispanic linguistics, service-learning (community-based or community-
engaged learning), and seminars on topics such as immigration and linguis-
tic variation.
Esther L. Brown is Associate Professor of Hispanic Linguistics in the
Department of Spanish and Portuguese at the University of Colorado,
Boulder. Her research centers on usage-based approaches to phonological
variation and change.
Jennifer Cabrelli Amaro is Assistant Professor of Spanish Linguistics at
the University of Illinois at Chicago. Her research centers on adult phono-
logical acquisition and attrition, and current work examines longitudinal
phonological and morphosyntactic development in third language
acquisition.
Rebeka Campos-Astorkiza is Associate Professor at The Ohio State
University. She works on phonetics and phonology, both from
a theoretical and an experimental perspective. Her work illustrates how
phonetic data can help us develop theoretical models to explain sound
patterns. In addition, she is interested in second language acquisition of
phonology and sociophonetics.
Manuel Dı́az-Campos is Full Professor of Hispanic Sociolinguistics at
Indiana University. He has published on the acquisition of sociolinguistic

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xvi List of Contributors

variables in L1, sociolinguistics including phonological and morphosyn-

tactic variation, acquisition of second language phonology, and topics in
Spanish laboratory phonology.
Laura Domı́nguez is Associate Professor at the University of
Southampton (UK). Her research interests lie in the areas of syntactic
theory (syntax and its interfaces, information structure, Hispanic linguis-
tics) and language development (first and second language acquisition,
bilingualism, and language attrition). Her investigations have centered
on the analysis of information structure and focus, in particular how
word order in Spanish is affected by both prosodic and syntactic con-
straints. She is the co-director of the SPLLOC project (www.splloc.soton
.ac.uk/) and her research has appeared in Second Language Research, Lingua,
Linguistic Approaches to Bilingualism, Bilingualism: Language and Cognition,
The International Journal of Bilingualism, and Language Acquisition.
Daniel Erker is Assistant Professor of Spanish and Linguistics at Boston
University. His research focuses on language variation, contact, and
change, especially in Spanish spoken in the United States. He is the direc-
tor of the Spanish in Boston Project.
Juan Escalona Torres is currently a Ph.D. student of Spanish and
Portuguese at Indiana University. He works with language variation and
change with a special focus on the semantic and pragmatic factors that
contribute to the evolution of language.
Antonio Fábregas (Ph.D. in linguistics, Universidad Autónoma de
Madrid, 2005) is Full Professor of Hispanic Linguistics at UiT–Arctic
University of Norway. His research concentrates on Spanish morphology
and its syntactic analysis.
Elena Fernández de Molina Ortés is a Lecturer in Spanish sociolinguis-
tics and dialectology at the University of Granada. She is a specialist in
linguistic variation in the dialect of Extremadura and the presence of
regional features in social networks.
Anna Gavarró obtained her doctorate at the University of Edinburgh
and is Full Professor of Linguistics at the Universitat Autònoma de
Barcelona. Her work has been published in several international jour-
nals, and she is also the author of a chapter in the authoritative grammar
of contemporary Catalan.
Jorge González Alonso is a postdoctoral researcher in the LAVA group
(Language Acquisition, Variation and Attrition) at UiT–Arctic University of
Norway. His research interests include different types of bilingual and
multilingual acquisition, with a particular focus on the acquisition and
processing of morphology and morphosyntax by non-native speakers. He
has worked with speakers of Spanish, Basque, English, Russian, and Polish,
and is currently conducting research on the acquisition of Spanish as
a third or further language. Recent studies have appeared in the
journals Second Language Research, International Journal of Bilingualism, and
Frontiers in Psychology.

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List of Contributors xvii

Timothy Gupton is Associate Professor of Spanish Linguistics at the

University of Georgia. His research focuses on the proposed model of
elements that precede the verb in the speaker’s mind among mono- and
multilingual speakers of Western Iberian Romance.
Maria Hasler-Barker is Assistant Professor of Spanish at Sam Houston
State University. Her work focuses primarily on interlanguage pragmatics
and instruction of pragmatics. She also examines service encounters in
public institutions.
Juan M. Hernández-Campoy is Professor in English Sociolinguistics at
the University of Murcia. His books include Sociolinguistic Styles (2016), Style-
Shifting in Public (with J. A. Cutillas-Espinosa, 2012), The Handbook of Historical
Sociolinguistics (with J. C. Conde-Silvestre, 2012), Diccionario de Sociolingüı́stica
(with P. Trudgill, 2007), and Metodologı́a de la Investigación Sociolingüı́stica
(with M. Almeida, 2005).
D. Eric Holt is Associate Professor of Spanish and Linguistics at the
University of South Carolina. His scholarly work treats phonological the-
ory, language variation and change, Hispanic sociolinguistics, and lan-
guage acquisition. Among his publications is Optimality Theory and
Language Change (Kluwer, 2003).
Chad Howe is Associate Professor of Hispanic Linguistics in the
Department of Romance Languages at the University of Georgia. His pri-
mary areas of research include language variation and change and socio-
linguistics, mainly from a grammaticalization perspective.
Michael Iverson is a Lecturer in Second Language Studies at Indiana
University. His research investigates the knowledge of morphosyntax in
bi- and multilingualism, with current work focusing on the acquisition
and development of syntax and semantics in a third language.
Matthew Kanwit is Assistant Professor of Hispanic Linguistics in the
Department of Linguistics at the University of Pittsburgh. He researches
first and second language morphosyntactic variation and the effect of
study abroad on the acquisition of variation. His research combines varia-
tionist and functional, concept-oriented approaches.
Paula Kempchinsky is on the faculty of the Department of Spanish
and Portuguese and the Department of Linguistics at the University of
Iowa. Her research program is focused on the syntactic analysis of
Spanish and other Romance languages, with particular interest in
subjunctive clauses, constructions with the reflexive clitic SE, and
the clausal left periphery. She also collaborates on research projects
on syntactic acquisition in second languages, from the perspective of
generative linguistics.
Ji Young Kim is Assistant Professor in Spanish linguistics in the
Department of Spanish and Portuguese at the University of California,
Los Angeles. Her research focuses on how Spanish heritage speakers in
the US perceive and produce speech sounds in Spanish.

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xviii List of Contributors

Tania Leal is Assistant Professor at the University of Nevada, Reno, and

she received her Ph.D. in Second Language Acquisition (specialization in
linguistics) from the University of Iowa. She studies how L2 learners and
heritage speakers acquire and process syntactic, pragmatic, and morpho-
logical phenomena. Her work has appeared in Lingua, Studies in Second
Language Acquisition, Language Acquisition, LAB, and Applied Linguistics.
David Miller is a Ph.D. student at the University of Reading (UK) and
a member of the University of Reading Psycholinguistics and
Neurolinguistics Lab. His research interests are second language acquisi-
tion, bi- and multilingualism, as well as native language attrition. He has
worked on Spanish, German, English, Catalan, and Turkish using electro-
encephalography/event-related potentials (EEG/ERP), eye-tracking, and
self-paced reading methodologies. Currently, he is working on methodo-
logical approaches to testing scalar implicatures in native Spanish, as well
as the psycholinguistic basis for native language attrition testing this same
phenomenon. Recent studies have appeared in Journal of Experimental
Psychology: Learning, Memory and Cognition, International Journal of Bilingual
Education and Bilingualism, and Linguistic Approaches to Bilingualism.
Alfonso Morales-Front is Associate Professor in the Department of
Spanish and Portuguese at Georgetown University. His research interests
focus on prosodic aspects of Spanish phonology (syllable, stress, and into-
nation); on the acquisition of L1 and L2 phonology; and study abroad.
Iván Ortega-Santos is Associate Professor at the University of Memphis.
He focuses on Spanish syntax with an emphasis on information structure,
locality, and microvariation. His book Focus-Related Operations at the Right
Edge in Spanish: Subjects and Ellipsis has been published by John Benjamins.
Diego Pascual y Cabo is Assistant Professor and Director of the Spanish
Heritage Language Program at the University of Florida, where he teaches
courses related to heritage speaker bilingualism. Diego’s work on this
topic on has appeared in journals such as Foreign Language Annals, Applied
Linguistics, Linguistic Approaches to Bilingualism, and Heritage Language Journal
(among others).
Pekka Posio is Associate Professor of Spanish at the University of
Stockholm. His research interests include contrastive syntax and prag-
matics, variable subject expression in Spanish and Portuguese, human
impersonal constructions, and other ways of referring to human partici-
pants in spoken discourse.
Pilar Prieto is an ICREA (Catalan Institution for Research and Advanced
Studies) Research Professor at the Department of Translation and
Language Sciences at the Pompeu Fabra University in Barcelona. Her
main research interests revolve around prosody, facial and manual ges-
tures, and language acquisition.
Rebecca Ronquest is Assistant Professor of Spanish Linguistics at North
Carolina State University. Her main research interests include the Spanish

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List of Contributors xix

vowel system, the phonetic/phonological systems of heritage speakers of

Spanish, and Spanish in the Southeastern United States.
Paolo Roseano is a linguist working at the University of Barcelona (Phonetics
Laboratory and Department of Modern Languages and Literatures and of
English Studies) and at the University of South Africa (Department of
Linguistics and Modern Languages). His research interests include the prosody
of Romance languages, language contact, and morphology.
Jason Rothman is Professor of Multilingualism and Language
Development in the school of Psychology and Clinical Language Sciences
at the University of Reading (UK) as well as a Professor II of Linguistics at
UiT–Arctic University of Norway. His research program examines the
acquisition and processing of (mainly) morphosyntax and semantics in
various types of bilinguals (children and adults) and monolinguals.
In addition to work on languages such as Turkish, Greek, Swedish,
German, and more, he has carried out extensive research in the acquisi-
tion and processing of Spanish and Portuguese. He is editor of the journal
Linguistic Approaches to Bilingualism as well as the long-running book series
Studies in Bilingualism (SiBIL). Recent studies have appeared in the journals
Language, Cognition and Neuroscience, Studies in Second Language Acquisition, and
Bilingualism: Language and Cognition.
Lotfi Sayahi is Professor of Linguistics in the Hispanic Studies Program in
the Department of Languages, Literatures, and Cultures at the University
at Albany, State University of New York. His research focuses on Spanish in
contact with other languages.
Christine Shea is Assistant Professor of Spanish Linguistics in the
Spanish and Portuguese Department at the University of Iowa. She
researches speech perception and production, focusing on links between
the development of a sound system and the lexicon. Dr. Shea’s main area
of research has been on the role of variability in the acquisition of a new
phonological system. She conducts research with all types of bilingual
Spanish speakers, native and non-native.
Megan Solon is Assistant Professor of Spanish Linguistics at the
University at Albany, State University of New York. Her research focuses
on second language Spanish and the acquisition of phonetics and pho-
nology. Her publications have appeared in journals such as Studies
in Second Language Acquisition, Studies in Hispanic and Lusophone Linguistics,
and Hispania.
M. Emma Ticio Quesada is Associate Professor of Spanish and
Linguistics at Syracuse University. Her theoretical research has focused
on the syntactic properties of Romance languages, particularly Spanish.
She has examined the structure of nominal expressions, the cliticization
and ellipsis processes, the optionality of movement and its locality, and
the argument/adjunct distinction. She has compiled Spanish–English long-
itudinal databases to support research on Spanish–English bilingualism,
and she has conducted research on Bilingual First Language Acquisition.

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xx List of Contributors

Her research has appeared in several journals, edited volumes, and

a research monograph.
Almeida Jacqueline Toribio is Professor of Linguistics in the
Department of Spanish and Portuguese at the University of Texas. Her
research program follows two lines of inquiry: One thread addresses the
morphosyntactic and phonetic patterning of code-switching among
diverse bilingual populations. A second line of study examines the speech
of Dominicans in national and US diasporic settings, recording the inci-
dence and dissemination of linguistic features that serve important func-
tions as indices of ethnicity, race, and gender, among other variables.
Dr. Toribio’s investigations are informed by insights from disciplines in
the humanities and social sciences and draw on diverse approaches in
examining individuals’ speech and representative datasets, to include
field and laboratory as well as corpus linguistic methods.
Rosa Vallejos is Associate Professor of Linguistics at the University of New
Mexico. Interested in language contact in Amazonia, she conducts docu-
mentary-fieldwork on Kukama-Kukamiria, Secoya, and Amazonian
Spanish. Her publications include A Grammar of Kukama-Kukamiria (2016)
and Diccionario kukama-kukamiria/castellano (2015).
Bill VanPatten is former Professor at Michigan State University and
currently an independent scholar. He is widely known for his work on
both second language acquisition and second language instruction from
linguistic and psycholinguistic perspectives.
Julio Villa-Garcı́a is a permanent Lecturer in Spanish Linguistics and
Syntax at the University of Manchester (UK). His Ph.D. from the
University of Connecticut (2012) concentrated on Spanish syntax and
language acquisition. He is the author of a number of peer-reviewed
publications.

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Acknowledgements

More than most other projects, edited volumes require a team effort.
The authors who contributed to this volume have been highly respon-
sive, engaging, and good willed, and have produced amazing work in
a short period of time. I am grateful for their collaboration, their ques-
tions, their suggestions and ultimately for the care and attention each
paid to their individual contribution. There is some risk in identifying
authors through their work, rather than through a prior personal con-
nection but, in so doing, I believe the contents of this volume are
a testament that the risk has paid off. The chapters are uniformly excel-
lent and represent the leading edge of each sub-field included and,
through the process of cross-referencing and planning, new collabora-
tions have been established that will further enhance inquiry across
fields. I wish to express my heartfelt thanks to each and every author
who contributed to the Handbook.
Every volume begins with a dialogue between a handful of people,
but the ultimate quality of the final product depends heavily on the
input from many others. I am grateful to the anonymous reviewers of
the original proposal, whose comments helped to delimit the scope of
the volume even further. Additionally, I am indebted to the many
colleagues who agreed to review individual chapters, providing helpful
feedback for the authors along the way, often at a record pace. These
reviewers are listed here in recognition of the important service they
have provided:

Jessi Aaron
Patrı́cia Amaral
Mark Amengual
Meghan Armstrong-Abrami
Sonia Barnes
Silvina Bongiovanni

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xxii Acknowledgements

Melissa Bowles
Marı́a José Cabrera-Puche
José Camacho
Marı́a Cristina Cuervo
Lori Czerwionka
Justin Davidson
Gibran Delgado-Dı́az
Manuel Delicado Cantero
Antonio Fábregas
Timothy Face
Carolina González
John Grinstead
Tim Gupton
Manuel Gutiérrez
Daniel Jung
Matt Kanwit
Tania Leal
Bret Linford
Luis López
Kelley Lowther Pereira
Cristóbal Lozano
Jim Michnowicz
Joan C. Mora
Neil Myler
Chiyo Nishida
Erin O’Rourke
Rafael Orozco
Ana Pérez-Leroux
Marı́a Elena Placencia
Jorge Porcel
Margaret Quesada
Katherine Rehner
Marcos Rohena-Madrazo
Francisco Salgado-Robles
Elena Schoonmaker-Gates
Sandro Sessarego
Christine Shea
Alexandra Spalek
Gabriela Terrazas Duarte
Ellen Thompson
Natasha Tokowicz
Rena Torres Cacoullos
Catherine Travis
Jorge Valdés Kroff

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Acknowledgements xxiii

Julio Villa-Garcı́a
Mark Waltermire
Caroline Wiltshire
Karen Zagona
Sara Zahler

I am grateful to Andrew Winnard, Executive Publisher at Cambridge

University Press, for his guidance on this project from start to finish. From
our first coffee meeting in Indiana to the present, he has been upbeat and
has provided sound advice and valuable feedback. I am also thankful to
Editorial Assistant Stephanie Taylor, Content Manager Adam Hooper, and
Copy-editor Virginia Catmur, for their support and attention to detail.
These individuals, and likely many others that I do not know, have been
immensely helpful and have kept the volume moving forward.
In developing the proposal and addressing helpful reviewer comments,
I leaned heavily on colleagues across several fields for their insider knowl-
edge. Most especially, I am thankful to Tania Leal for her assistance and her
willingness to talk through some of the most vexing challenges with me.
In order to manage the work of this particular project, I have relied on the
help of several research assistants during this time period to help with
other professional demands. Whether directly or indirectly involved in the
Handbook, each has made this project possible. During the timeframe of
this project Silvina Bongiovanni, Danielle Daidone, Megan DiBartolomeo,
Juan Escalona Torres, Carly Henderson, Dylan Jarrett, Daniel Jung, Tess
Kuntz, Sean McKinnon, Ian Michalski, and Sara Zahler have all been
instrumental in keeping me afloat!
In addition to the many research assistants named above, there is one
individual who has been dedicated to this project from the very beginning
and has seen it through to today. My research assistant, Travis Evans-Sago,
has been involved in every step of the production of this volume and I am
especially grateful to him. He has helped manage records, correspondence,
the review process, multiple versions of papers, marketing materials, and
each editorial task along the way. What is more, he has done this with good
humor and genuine interest in the process and quality of the volume.
Working with him has made the Handbook project infinitely more enga-
ging and enjoyable.
In writing this I reflected on the last chance I had the opportunity to
individually and publicly acknowledge those who support my efforts to
produce worthwhile scholarship and to balance those demands against
other responsibilities, personal and professional. Although those demands
have changed, I was struck by how fortunate I am to have a steady, con-
tinuous network of support. In the Department of Spanish and Portuguese,
several colleagues continue to provide leadership, research and profes-
sional support, and an atmosphere of collegiality that makes
a demanding profession enjoyable. Likewise, I am fortunate to belong to

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xxiv Acknowledgements

a program in Hispanic Linguistics that is energetic, hard-working and

flexible enough to move forward in changing times. I am most especially
grateful for the support of family and friends outside the office. Without
each of them, the work–life balance would cease to exist.

Kimberly L. Geeslin

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Abbreviations

When necessary, linguistic concepts, such as variables and operators (e.g.

“Move”) are written with upper-case initials to distinguish them from
lexical items.

- prosody: for edge tones, association with utterance-

internal phrase boundaries
# infelicitous; semantically anomalous
% acceptable to some speakers as completely grammatical,
while rejected by others; prosody: for edge tones, asso-
ciation with final edges of utterances
* preceding: unattested, ungrammatical; following: recur-
sive; in prosody: for pitch accent, association with
stressed syllable
° head in a tree projection
2L1 early simultaneous bilingual
Ø empty/nothing
ƩP sigma phrase
θ role thematic role
φ phonological phrase
φ features semantic features of person, number, and gender
A attributive adjective; argument; agent
Ā non-argument
ACC accusative
ADVM adverbial marker
Agr; AGR agreement
AgrP agreement phrase
AgrSP agreement subject phrase
AH at-home (environment)
AL artificial language
ALL artificial language learning

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xxvi List of Abbreviations

AM adjective marker; autosegmental-metrical

A-movement argument movement
AMPER-ESP Atlas Multimédia de la Prosodie de l’Espace Roman, Spanish
section
AP adjectival phrase; adjective projection
ASALE Asociación de Academias de la Lengua Española
Asp° head of aspect
AspP aspectual projection
ATU attraction to the unmarked
BI break index/indices
BIA+ Bilingual Interactive Activation Plus model
BP Brazilian Portuguese
BT boundary tone
C consonant; complementizer
c-command constituent command
CDA constraint demotion algorithm
CEM cumulative enhancement model
C-I conceptual-intentional system
CL clitic
CLI cross-linguistic influence
CLLD, CLLDed clitic left-dislocation, clitic-left dislocated
CLRD clitic right-dislocation
CMC computer-mediated communication
COG center of gravity
CP complementizer phrase; complementizer projection
CS computational system
D determiner; distance
D/PM declarative/procedural model
D° determiner head
DAT dative
Deg; DegP degree; degree phrase
DIM diminutive
D-linked discourse-linked
DMAs direct modifier adjectives
DO direct object
DOM differential/direct object marking
DP determiner phrase; determiner projection
DPBE delay of Principle B effect
DRAE Diccionario de la lengua española (Real Academia Española)
D-structure deep structure
ECM exceptional case marking
EEG electroencephalography
EPP extended projection principle
ERP event-related potential
ESL English second language

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List of Abbreviations xxvii

ESR emphatic/contrastive stress rule

EVP extended verb phrase
EXP expression; experiencer
F focus; functional head
F0, F1, F2 fundamental frequency; first, second formant
FF focus fronted contrast
FIN finite verb
FocP focus projection
FP functional projection
FPR focus prominence rule
FRC frequency of use in a reducing context
FTA face-threatening act
FUT future
GB/P&P Government and Binding/Principles and Parameters
GLA gradual learning algorithm
H high
HL heritage language
HPSG Head-driven Phrase Structure Grammar
HS heritage language speaker
HTLD hanging-topic left-dislocation
i index
IMAs indirect modifier adjectives
IMP imperative
IMPF imperfect
IMPFV imperfective
INF infinitive
INFL inflection; the functional head that deals with inflection
IO indirect object
ip intermediate phrase
IP inflectional phrase; intonation(al) phrase
IP/TP-EPP inflectional phrase/ tense phrase-extended projection
principle
IS information structure
L low
L1, L2, L3, L4 first, second, third, fourth language
LAH lexical aspect hypothesis
LCS lexical-conceptual structures
LDG Lexical Decomposition Grammar
LDw/oRP left-dislocation without a resumptive pronoun
LE linking element
LF logical form
LFG Lexical Functional Grammar
LI lexical item
LPM linguistic proximity model
MASC masculine

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xxviii List of Abbreviations

MF morphological future
MLU mean length of utterance
MSp. medieval Spanish
N noun
NEG negation
NegP negation phrase
NM noun marker
NMS New Mexican Spanish
Nomexp largest structure containing (explicit or implicitly) a noun
NP noun phrase; noun projection
NPI negative polarity item
NS native speaker
NSP null subject parameter
NSR nuclear stress rule
NumP number phrase; number projection
n-word negative word
O; OBJ object
OBL oblique
OCP obligatory contour principle
O-O output-to-output
OP optimal paradigms
OPC overt pronoun constraint
OSp. Old Spanish
OT optimality theory
OVS object–verb–subject
Q quantifier
P phrase; power; preposition
p.c. personal communication
PA pitch accent
PAM perceptual assimilation model
PF phonological/phonetic form; periphrastic future
PFCV perfective
PFI principle of full interpretation
phi features
(also φ
features) semantic features of person, number, and gender
PL plural
PLUS percentage (of life) lived in US
p-movement prosodically motivated movement
POS poverty of the stimulus
PP prepositional phrase; prepositional projection; peri-
phrastic past; present perfect
PREP preposition
PRET preterit

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List of Abbreviations xxix

PRESEEA Proyecto para el estudio sociolingüı́stico del español de España

y de América
pro non-overt subject of finite sentences
proarb arbitrary null pronominal
proexpl obligatorily null expletive
PS phrase structure
PVS preverbal subject
PW prosodic word
RAE Real Academia Española
RExp dative experiencer
RHM revised hierarchical model
RNSR romance nuclear stress rule
RT reading time
s strong
S subject; sentence
SA study-abroad (context)
SBJV subjunctive
SG singular
SHL Spanish as a heritage language
SI scalar implicatures
SLM speech learning model
SM sensori-motor system
Sp_ToBI Spanish tones and break indices labeling system
Spec specifier position
SPP subject personal pronoun
SPRLT superlative
SSP sonority sequencing principle
S-structure surface structure
SUBJ subject
SVO subject–verb–object
T tense
TETU the emergence of the unmarked
theta role
(also θ role) thematic role
THV thematic vowel
TMA time, mood, and aspect
ToBI tones and break indices
TopP topic phrase; topic projection
TP tense phrase; tense projection
TPM typological primacy model
u uninterpretable/unvalued
UB usage-based
UG Universal Grammar
uK unvalued structural case feature
UTAH Uniformity of Theta Assignment Hypothesis

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xxx List of Abbreviations

v a light verb that introduces a verbal argument

v, V verb; vowel
V2 verb-second
VOS verb–object–subject
VOT voice onset time
VP verb phrase; verb projection
V-to-I/T verb-to-inflection/tense
V-to-T verb-to-tense
w weak
W weight of imposition
WCT written contextualized task
WMP word marker projection
X° minimal head
XP variable value maximal projection

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