Contacto
Profesora: Valentyna Filimonova
Contacto: [email protected]
Oficina: Global & International Studies 2113
Horas de consulta: lunes 9:30-10:30, miercoles 12:30-1:30 y por cita (primavera 2017)
Foto: Las trajineras de Xochimilco, Ciudad de México, México (agosto, 2016)
EDUCATION
Indiana University Bloomington (IU)
Ph.D., Linguistics and Hispanic Linguistics (dual) (Anticipated December 2019)
M.A., Hispanic Linguistics (December 2013)
M.A., General Linguistics (May 2014)
The University of North Carolina at Greensboro (UNCG)
B.A., Linguistics and Spanish (Honors) (May 2011)
Honors Thesis: Effect of affective Factors on the Process of Constructing Bilingual Identity
PUBLICATIONS AND CONFERENCE PRESENTATIONS
Contacto: [email protected]
Oficina: Global & International Studies 2113
Horas de consulta: lunes 9:30-10:30, miercoles 12:30-1:30 y por cita (primavera 2017)
Foto: Las trajineras de Xochimilco, Ciudad de México, México (agosto, 2016)
EDUCATION
Indiana University Bloomington (IU)
Ph.D., Linguistics and Hispanic Linguistics (dual) (Anticipated December 2019)
M.A., Hispanic Linguistics (December 2013)
M.A., General Linguistics (May 2014)
The University of North Carolina at Greensboro (UNCG)
B.A., Linguistics and Spanish (Honors) (May 2011)
Honors Thesis: Effect of affective Factors on the Process of Constructing Bilingual Identity
PUBLICATIONS AND CONFERENCE PRESENTATIONS
- Díaz-Campos, M., & Filimonova, V. (in press). Un enfoque sociolingüístico sobre la enseñanza de la variación y la diversidad lingüística. In J. Muñoz-Basols, E. Gironzetti and M. Lacorte (Eds.), The Routledge handbook of Spanish language teaching. London: Routledge.
- Filimonova, V. (2016). Russian and Spanish apologies: A contrastive pragmalinguistic study. IULC Working Papers, 15(2), 62-102.
- Filimonova, V., & Berkson, K. (2016, July). Variable aspiration of Spanish coda /s/: Laboratory evidence and Stochastic OT modeling. Paper presented at the annual conference on Laboratory Phonology (LabPhon 15), Cornell University, Ithaca, NY.
- Fedonkina, V. & Filimonova, V. (2015, February). Exile and border identity: Linguistic evidence from leísmo in works of Cecilia G. de Gilarte. Paper presented at the annual graduate student conference of Diálogos, Indiana University, Bloomington, IN.
- Elías, V., Filimonova, V., & Mojedano, A. (2014, November). La alternancia de las formas del imperfecto de subjuntivo en español: Un estudio pancrónico. Poster presented at the annual Hispanic Linguistics Symposium, Purdue University, West Lafayette, IN.
- Elías, V., Filimonova, V., & Mojedano, A. (2014, October). Prescription vs. praxis: The evolution of Spanish imperfect subjunctive. Paper presented at the annual conference on New Ways of Analyzing Variation, Chicago, IL. Abstract retrieved from http://www.nwav43.illinois.edu/program/documents/EliasFilimonovaMojedano-longabstract.pdf.
- Fedonkina, V. & Filimonova, V. (2014). Exile and border identity: Linguistic evidence from leísmo in works of Cecilia G. de Gilarte. Hiedra Magazine, 3, 74-83.
- Filimonova, V. (2014). Variación en el uso de deber (de) en la Ciudad de México. IU Linguistics Club Working Papers, 14(2), 138-157.
- Filimonova, V. (2014). Russian and Spanish apologies: A contrastive pragmalinguistic and sociopragmatic study. Oral presentation at Pragmatics and Language Learning (PLL) conference. (Bloomington, IN; 4/24/2014-4/27/2014).
Syllabus (Primavera 2017)
s326-s17-mwf_syllabus-filimonova-1.6.17.pdf | |
File Size: | 837 kb |
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Descripción y objetivos del curso
Esta introducción general a la lingüística hispánica tiene como objetivo ayudar al estudiante a comprender y a apreciar el sistema lingüístico que empleamos para codificar el mundo que nos rodea y para comunicarnos entre nosotros. El curso es diseñado para introducir conceptos básicos de la teoría y metodología lingüística y ponerlos en práctica en varios proyectos que usan los lingüistas en la vida real. El tiempo de la clase se dividirá entre presentación de la información, ejercicios prácticos y discusión mientras que la tarea incluirá lecturas y proyectos escritos para reforzar y avanzar el aprendizaje.
Al completar este curso de forma exitosa, los estudiantes podrán:
Al completar este curso de forma exitosa, los estudiantes podrán:
Temas
Libro de texto (fuente principal del material expuesto a continuación)
Azevedo, M. M. (2009). Introducción a la lingüística española (3rd ed). Upper Saddle River, NJ: Prentice Hall.
Problem-Based Learning (PBL) Pedagogy
This course integrates parts of the Problem-Based Learning (PBL) pedagogy, which uses complex real-world problems to promote student learning of concepts and principles beyond simple lecture and memorization. Some benefits of PBL include the development of critical thinking skills, problem-solving abilities, and communication skills, as well as opportunities for working in groups, finding and evaluating research materials, and life-long learning (cf. International Journal of Problem-Based Learning).
- Rol de la profesora: ofrecer oportunidades para aprender, estar disponible y ofrecer feedback para facilitar el aprendizaje
- Rol del estudiante: hacer su mejor esfuerzo, explorar el material y las estrategias de aprendizaje para alcanzar los objetivos del curso de la manera más productiva y satisfactoria para el estudiante mismo
mega_ronconi___de_beni_2014._what_makes_a_good_student.pdf | |
File Size: | 419 kb |
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Es normal sentirte retado (challenged) en este curso. Es así como descubres tus límites y tus capacidades y es así como los extiendes. El mejor estudiante no es el que siempre saca una A en todo, sino el que busca superarse a sí mismo.
While PBL is notorious for the students’ feeling of discomfort when faced with complex real-world problems, there is robust empirical evidence of multiple benefits of this approach over traditional lectures for learning. Here is what students from Fall 2016 have to say about the lab sessions, field notes assignments, forensic reports, and profesional development workshops:
While PBL is notorious for the students’ feeling of discomfort when faced with complex real-world problems, there is robust empirical evidence of multiple benefits of this approach over traditional lectures for learning. Here is what students from Fall 2016 have to say about the lab sessions, field notes assignments, forensic reports, and profesional development workshops:
OVERALL STUDENT IMPRESSIONS OF PBL COURSE COMPONENTS (Fall 2016):
- They put what we were learning into a real-life context, giving us a better sense of what a real linguist would do in the field.
- I found these activities beneficial because it not only helped me learn the topics of the class, but it taught me valuable lessons on problem solving, critical thinking, and tackling a task that may seem overwhelming. These activities benefited me more than a classic "fill in the blank" worksheet because it gave me insight on how to face problems in the real world, and for that, I am glad to have completed these assignments and this class in general. I feel as if I learned more than just Spanish in this class, and I am grateful for that.
- I found them to be beneficial because I could see how the ideas and concepts we learned in class could be applied in real-world situations, instead of just remembering things it helped that it could be applied.
- I actually had to use my new classroom knowledge in a practical way. It challenged me and helped me to see how the material actually can be applied to the real world.
- ... I think they work because they take book work and apply it in different ways forcing one to think critically and as you would with more real-world problems.
- I found them beneficial because it caused you to think outside of the box in a way you’re not used to. I applied skills that have never been practiced & feel at advantage because of it.
- It makes it easier to connect your learning with real-life examples, so the concepts don’t seem as abstract.
- I think this approach helped me really delve in to the topic and gain a better understanding because it provided a greater sense of urgency. I learned more about the material because these projects required me to further my depth of knowledge and apply it to a real-world problem rather than just a test.
- They are definitely more hands-on and challenging which makes you think more.
- They were beneficial because they forced you to actually APPLY what you were learning. Oftentimes, we learn things and have no idea how they could be applied to the real world, but working with this approach definitely provides a better understanding & makes it more interesting/engaging.
- Solving a problem requires knowledge and experience for these sessions and assignments. Forced me to really know the material in order to come up with answers.
- I find them beneficial because they are true experience. We all will go through problems in life and need to know how to resolve them. The Problem-based learning doesn’t just help with individual courses, but also in real life.
- They helped me to see linguistics as a real-world application and although they were very strenuous and sometimes frustrating to do, they were quite helpful in allowing me to have a deeper understanding of linguistics as a whole.
- They helped me because they gave me a reason to do my work as best as I could because they showed me that I could actually use this material in the future.
- They helped me actually think deeper into the material that I was supposed to be learning.
- They helped an overall growth in learning for ways students do not typically learn.
INFORMES FORENSES (FORENSIC REPORTS)
Razonamiento/objetivo:
La lingüística forense es una de las ramas aplicadas que usa el conocimiento formal de los sistemas lingüísticos para resolver casos legales y criminales. El propósito de estos informes a lo largo del semestre es precisamente proporcionar la oportunidad de aplicar el conocimiento adquirido en cada sección a los problemas del mundo real, más específicamente a un caso criminal de una desaparición. Este es el componente central del Problem-Based Learning (PBL) del curso que promueve el pensamiento crítico y el desarrollo de las habilidades de la investigación y argumentación científica. |
- The forensic reports were useful as cumulative class topics. Utilizing all that has been learned in a class section on one problem definitely helped the content solidify & better relate to itself.
- … I did think that the forensic reports did a good job having us actually apply what we are learning to real-world problems. It gave us an idea of how what we are learning can be used in the work force.
- The forensic reports were beneficial (most) because it was a difficult assignment, but it taught you everything you needed to know but in an interesting way.
- I found the forensic reports beneficial because it made me apply what I was learning into a more “real-world” context.
- I think the most beneficial (and tedious) were the forensic reports. They made me put into action why people study linguistics and it helped to remember and solidify all that I knew about the topic even as much as I didn't want to do them.
- I think the forensic reports helped me understand the context of each unit because they applied what we had learned and I had to explain and back up my reasoning to every answer (translated).
- They made me think about what we learned and apply that to real-world situations. The forensic reports helped the most because you really had to put in a lot of effort to finish it.
PRÁCTICA EN LABORATORIO (LAB SESSIONS)
- I enjoyed the lab sessions most because I felt I was able to fully engage as an individual with the class material. But I also liked class discussions and lectures because it gave me the opportunity to hear … my classmates’ reasoning and understanding of the material.
- I personally liked the labs a lot because they gave us the much needed practice to understand the material in the course.
- I liked the audiolab because it let me practice with the different sounds. I felt like the labs gave more practice with the material. ...
- I found the lab sessions beneficial because they were interactive and it was helpful to work with others when I was wrong.
- I really enjoyed the lab sessions. I felt they were beneficial because it would give me constant feedback if I was correct or not, then help me figure out how to improve.
NOTAS DE CAMPO (FIELD NOTES)
Razonamiento/objetivo:
Las notas de campo (field notes) son un método de investigación cualitativo basado en la observación. Este método se usa en varias ciencias sociales, tales como la etnografía, la antropología, la sociología y la lingüística, entre otras. De ahí, el propósito de estos ejercicios es ofrecerles a los estudiantes la oportunidad de observar y reflexionar sobre los fenómenos estudiados en clase desde un ángulo aplicado. Estos ejercicios promoverán un aprendizaje más profundo al mismo tiempo que proporcionarán una práctica con algunos métodos de investigación importantes.
Las notas de campo (field notes) son un método de investigación cualitativo basado en la observación. Este método se usa en varias ciencias sociales, tales como la etnografía, la antropología, la sociología y la lingüística, entre otras. De ahí, el propósito de estos ejercicios es ofrecerles a los estudiantes la oportunidad de observar y reflexionar sobre los fenómenos estudiados en clase desde un ángulo aplicado. Estos ejercicios promoverán un aprendizaje más profundo al mismo tiempo que proporcionarán una práctica con algunos métodos de investigación importantes.
- The field notes were the most useful & were beneficial because we got to use/research for outside sources rather than be stuck in the confines of a textbook.
- I… found the field note assignments to be beneficial because it exposed students to Spanish in the real world, which is critical for many who in a classroom setting may not usually regularly come in contact with popular Spanish.
- Specifically the forensic reports and field work assignments were most beneficial to me because they gave me an opportunity to apply the concepts we were using in class with the best feedback.
- The field notes were helpful because it required us to look into real-world problems which can be more practical than the book.
TALLERES DEL DESARROLLO PROFESIONAL
(PROFESSIONAL DEVELOPMENT WORKSHOPS)
(PROFESSIONAL DEVELOPMENT WORKSHOPS)
- I found the [professional] development workshops and the field notes most beneficial because I was able to read and look at examples of a real-world application of linguistics.
- I especially liked the workshops because it gave me the opportunity to research how the material we learned in class could be used in my everyday life.
- I think the workshops are helpful because it was a realistic and informative application of linguistics (translated).
- The workshops were beneficial because I can use those skills anywhere.
Life & Career Skills
According to P21 Partnership for 21st Century Learning, “today’s life and work environments require far more than thinking skills and content knowledge. The ability to navigate the complex life and work environments in the globally competitive information age requires students to pay rigorous attention to developing adequate life and career skills,” including flexibility, initiative, leadership, social skills, collaboration, positivity, time management, professionalism, among others.
Here is what students from Fall 2016 have identified as their personal achievements in the areas of professional development, success strategies, and communication skills:
Here is what students from Fall 2016 have identified as their personal achievements in the areas of professional development, success strategies, and communication skills:
PROFESSIONAL DEVELOPMENT:
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I've discovered that linguistics and its concepts are everywhere in everyday life. |
SUCCESS STRATEGIES:
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I've discovered that by taking initiative and asking questions will help me take control of my learning. |
COMMUNICATION SKILLS:
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I've discovered that along with social interactions people change the way that they speak and communicate in order to efficiently have good people relations. |