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Spanish language: Unit and Diversity

Code: 106344
Credits: 6
2026/2027
Degree programme Type Course
Spanish Language and Literature FB 1
English and Spanish Studies OB 2
Catalan and Spanish Studies OB 2

Contact lecturer

Name :
Carlos Eliseo Sanchez Lancis
Email :
carlos.sanchez@uab.cat

Teaching staff

Ángel J. Gallego Bartolomé

Group languages

You can consult this information at the end of the document.

Prerequisites

This subject requires a command of oral and written expression in Spanish equivalent to that obtained at the end of bachelor studies. Therefore the ability to express correctly verbally and in writing is essential. You are strongly advised to carefully read the regulations for Spanish (the equivalents to level B2 of the Common European Framework of Reference for Languages/CEFR).

Objectives

This subject has been configured as an introductory and panoramic course, that can serve the student as a theoretical base and a practical development for his/her later specialization in other subjects of the Degree.

The aim of the subject is, then, that the student acquires a general vision of different approaches to the study of the Spanish language in the panhispanic context, as well as with respect to its different levels of analysis.

Learning outcomes

  1. Identify the component of grammar to which the basic linguistic phenomena of the analysis of the linguistic variety of Spanish belong.
  2. Distinguish the systematic from the normative aspects in the study of language.
  3. Interpret the different linguistic levels from a pan-Hispanic and pluri-centric perspective.
  4. Detect the characteristics of Spanish in bilingual or multilingual contexts.
  5. Recognise and describe the varieties of Spanish and evaluate them in the context of diversity.
  6. Interpret and use the main linguistic concepts and relate them to pan-Hispanic and pluri-centric variation.
  7. Characterise linguistic phenomena taking into account the different forms acquired by Spanish according to the pan-Hispanic context (unity in diversity) and the channel of transmission (oral and written discourse).
  8. Analyse a situation from a linguistic point of view and identify points for improvement.
  9. Analyse inequalities due to sex or gender from a linguistic point of view.
  10. Communicate using a non-sexist use of language.
  11. Use digital tools to collect, classify, interpret and analyse relevant data related to the study of linguistic variety.
  12. Express ideas with a specific vocabulary appropriate to the discipline, following the rules of the Spanish language.
  13. Correctly use the different registers of Spanish according to the context of which they form part.
  14. Analyse inequalities due to sex or gender from a linguistic point of view.
  15. Know the linguistic phenomena according to the social, geographical and stylistic variability of the Spanish language and know how to relate them to the normative.
  16. To gain theoretical and practical knowledge of the linguistic diversity of Spanish.
  17. Acquire techniques and methods of linguistic analysis related to variation.
  18. Communicate using non-sexist language.

Contents

1. The Spanish language in diversity: diachronic, diatopic, diastratic and diaphasic varieties


2. The pan-Hispanic context: unity in diversity


3. Characteristics of Spanish in bilingual or multilingual contexts


4. The linguistic levels of the Spanish language: systematic aspects and variety


    4.1. Phonic properties 


    4.2. Morphological properties


    4.3. Lexical, phraseological and semantic properties 


    4.4. Syntactic properties 


These contents will be adapted to the grade the students are doing.

Learning activities and methodology

Title Hours ECTS Learning outcomes
Tutorials 15 0.6 3, 4, 5, 6, 9, 10, 11, 12, 13
Theoretical-practical classes 55.5 2.22 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13
Study and preparation of written tests and papers 75 3 2, 3, 4, 5, 7, 8, 9, 10, 11, 12, 13

The learning of this subject by the students is distributed as follows:

  • Directed activities (35%). These activities are divided into master classes and seminars and classroom practices led by the faculty, in which theoretical explanation is combined with discussion of all types of texts through a non-sexist use of language.
  • Supervised activities (10%). These tutorials are programmed by the teacher, dedicated to correcting and commenting on problems at different levels of linguistic analysis through a non-sexist use of language.
  • Autonomous activities (50%). These activities include both time devoted to individual study and possible preparation of reviews, papers and analytical comments written, as well as oral presentations; all through a non-sexist use of language. 
  • Evaluation activities (5%). The evaluation of the subject can be carried out through oral presentations and/or written tests through a non-sexist use of language.

Note: 15 minutes of a class will be reserved, within the timetable established by the centre/title, for the complementation by the students of the assessment surveys of the teaching staff's performance and the assessment of the subject.

Annotation: within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.

Assessment

Continuous assessment activities

Title Weight Hours ECTS Learning outcomes
Practical test 40% 1.5 0.06 2, 3, 4, 5, 6, 8, 10, 11, 13, 14, 15, 17
Theoretical-practical test 40% 1.5 0.06 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 15, 16, 17, 18
Academic essay 20% 1.5 0.06 3, 4, 7, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18

The faculty will evaluate this subject on an ongoing basis by developing three evaluation activities on theoretical and practical aspects. The evaluation will be distributed as follows:

  1. Theoretical-practical test: 40%
  2. Practical test: 40%
  3. Academic essay: 20%

This subject does not allow a single assessment.

0.25 points of penalty will be given, without limits, for each error of spelling, expression, lexicon and syntax committed on the final grade of the different tests.

To pass the subject, the final grade, once all the notes have been added and the percentages indicated above applied, must be equal to or greater than 5.

While it is the responsibility of the students to bring the subject up to date, the faculty will indicate with sufficient notice the date of each test.

Students will obtain a Not assessed/Not submitted course grade unless they have submitted more than 30% of the assessment items.

All evaluation activities are recoverable, except academic essay. The student will lose the right toreassess if the average of the tests performed with the corresponding percentage is less than 3.5 points. If the student has the right to reassessment, he can only reassess at most two tests. Moreover, it should be taken into account that in order to be eligible for re-evaluation, students are obliged to attend 2/3 of the evaluable tests.

In case of requesting anwers for exams or presentations of activities, papers, etc., everything must be original and the total or partial copy of materials already published in any medium is not allowed. In the event of a student committing any irregularity that may lead to a significant variation in the grade awarded to an assessment activity, the student will be given a zero for this activity, regardless of any disciplinary process that may take place. In the event of several irregularities in assessment activities of the same subject, the student will be given a zero as the final grade for this subject.

This subject entirely prohibits the use of AI technologies in all of its activities. Any submitted work that contains content generated using AI will be considered academic dishonesty; the corresponding grade will be awarded a zero, without the possibility of reassessment. In cases of greater infringement, more serious action may be taken.

On carrying out each evaluation activity, lecturers will inform students (on Moodle) of the procedures to be followed for reviewing all grades awarded, and the date on which such a review will take place.

Erasmus and exchange students who request to advance an exam must present a document from their home university justifying their request.

Bibliography

  • Adelstein, Andreína & Guiomar Elena Ciapuscio (coords.) (2022): La lingüística. Una introducción a sus principales preguntas. Buenos Aires: Editorial Universitaria de Buenos Aires (EUDEBA).
  • Alcoba, Santiago (coord.) (2000): La expresión oral. Barcelona: Ariel.
  • Aleza Izquierdo, Milagros (coord.) (2013): Normas y usos correctos del español actual, 2.ª ed. Valencia: Tirant lo Blanch.
  • Aleza Izquierdo, Milagros & José M.ª Enguita Utrilla (coords.) (2010): La lengua española en América: normas y usos actuales. València: Universitat, pp. 95-132. Disponible en: http://www.uv.es/aleza/esp.am.pdf
  • Alvar, Manuel (dir.) (1996): Manual de dialectología hispánica: el español de España. Barcelona: Ariel.
  • Alvar, Manuel (dir.) (1996): Manual de dialectología hispánica: el español de América. Barcelona: Ariel.
  • Azofra Sierra, M.ª Elena (2022): El español en su historia. Textos y contextos. Madrid: UNED.
  • Battaner Arias, Paz & Carmen López Ferrero (2019): Introducción al léxico, componente transversal de la lengua. Madrid: Cátedra (Colección: Lingüística).
  • Camus, Bruno (2022): La formación de palabras. Madrid: Arco/Libros (Colección “El español en contraste\").
  • De Miguel, Elena (2009) (ed.): Panorama de la lexicología. Barcelona: Ariel.
  • Di Tullio, Ángela (2014): Manual de gramática del español. Nueva Edición. Buenos Aires, Waldhuter Editores. Disponible en https://espa3295.weebly.com/uploads/1/5/4/0/15408852/di_tullio_2014_manual_de_gramatica_del_espanol.pdf
  • Echenique, M.ª Teresa & M.ª José Martínez (2011): Diacronía y gramática histórica de la lengua española. Valencia: Tirant Humanidades.
  • Estrada, Ana, Beatriz Martín & Carlota de Benito (eds.) (2022): Como dicen en mi pueblo. El habla de los pueblos españoles. Madrid: Pie de Página (Colección: Tinta Roja).
  • García Rodríguez, Joseph (2020): La fraseología del español y el catalán: semántica cognitiva, simbolismo y contrastividad. Frankfurtam Main: Peter Lang. Dispone de edición digital.
  • Gil Fernández, Juana (2007): Fonética para profesores de español: de la teoría a la práctica. Madrid: Arco/Libros.
  • Hernández Muñoz, Natividad, Javier Muñoz-Basols & Carlos Soler Montes (2021): La diversidad del español y su enseñanza. Londres-Nueva York: Routledge. Dispone de edición digital.
  • Hualde, José Ignacio et al. (2010): Introducción a la lingüística hispánica. 2ª ed., corregida y aumentada. Cambridge: Cambridge University Press.
  • Instituto Cervantes & Francisco Moreno Fernández (2015): La maravillosa historia del español. Barcelona: Instituto Cervantes y Espasa Libros. Dispone de edición digital.
  • Instituto Cervantes & Julio Borrego Nieto (dir.) (2016): Cocodrilos en el diccionario. Hacia dónde camina el español. Barcelona: Editorial Espasa Libros. Disponible en línea.
  • Instituto Cervantes (2021): Lo uno y lo diverso. Barcelona: Editorial Planeta.
  • Jiménez-Yáñez, Ricardo-María (2020): Comunicar en la Universidad y en la vida profesional. Pamplona: EUNSA.
  • Marqueta Gracia, Bárbara, Natalia López Cortés & Andrea Ariño Bizarro (eds.) (2022): Avances de la lingüística y su aplicación didáctica. Madrid (España): Akal. Dispone de edición digital.
  • Mellado Blanco, Carmen, Carsten Sinner & Encarnación Tabares Plasencia (eds.) (2026): Contradicciones, incoherencias y paradojas en la fraseología del español. Berlín: Peter Lang. Disponible en: https://www.peterlang.com/document/1718808.
  • Moreno Cabrera, Juan Carlos (2025): Lengua, dialectos, hablas. Crítica de la dialectoideología española. Granada: Hojas Monfíes (Colección Madraza).
  • Moreno Fernández, Francisco (2020): La lengua española en su geografía, 5ª ed., actualizada y corregida. Madrid: Arco/Libros.
  • Moreno Fernández, Francisco (2019): Variedades de la lengua española. Londres-Nueva York: Routledge. Disponible en línea.
  • Muñoz-Basols, Javier, Nina Moreno, Imma Taboada & Manel Lacorte (2017): Introducción a la lingüística hispánica actual: teoría y práctica. Londres: Routledge. Disponible en línea.
  • Palacios, Azucena (coord.) (2008): El español en América: contactos lingüísticos en Hispanoamérica. Barcelona: Ariel.
  • Penas Ibáñez, M.ª Azucena (ed.) (2014): Panorama de la fonética española actual. Madrid: Arco/Libros.
  • Penny, Ralph (2004): Variación y cambio en español. Madrid: Gredos.
  • Poch, Dolors (ed.) (2016): El español en contacto con las otras lenguas peninsulares. Madrid/Frankfurt: Iberoamericana/Vervuert.
  • Real Academia Española & ASALE (2010): Nueva gramática de la lengua española. MANUAL. Madrid: Espasa.
  • Real Academia Española & ASALE (2011): Nueva gramática de la lengua española. Fonética y fonología. Madrid: Espasa.
  • Real Academia Española & ASALE (2014): Diccionario de la lengua española (DLE). 23.ª ed. Madrid: Espasa. Disponible en: https://dle.rae.es/
  • Real Academia Española & ASALE (2018): Libro de estilo de la lengua española según la norma panhispánica. Madrid: Espasa.
  • Real Academia Española & ASALE (2019): Glosario de términos gramaticales. Salamanca: Universidad de Salamanca.
  • Real Academia Española & ASALE (2025): Diccionario panhispánico de dudas. Nueva edición ampliada y actualizada. Madrid: Santillana.
  • Real Academia Española & ASALE (2025): Nueva gramática de la lengua española. Morfología y sintaxis. Fonética y fonología. Edición revisada y ampliada. 4 vols. Barcelona: Espasa.
  • Real Academia Española & ASALE (2026): Diccionario de sinónimos, antónimos y voces afines. Barcelona: Espasa.
  • Reyes, Graciela (2006): «Registros, estilos y tipos de textos (cuáles son las variedades de la lengua escrita)». En: Cómo escribir bien en español: manual de redacción. Madrid: Arco/Libros, pp. 47-69.
  • Ridruejo, Emilio (ed.) (2019): Manual de lingüística española. Berlín-Boston: De Gruyter. Dispone de edición digital.
  • Rodríguez Ramalle, M.ª Teresa (2005): Manual de sintaxis del español. Madrid: Castalia.
  • Torrens Álvarez, M.ª Jesús (2018): Evolución e historia de la lengua española. Madrid: Arco/Libros. 2.ª ed. actualizada.
  • Tusón, Amparo (1991): «Iguales ante la lengua – desiguales en el uso. Bases sociolingüísticas para el desarrollo discursivo», Signos: teoría y práctica de la educación, 2, pp. 50-59.

A more specific bibliography will be provided for each of the subjects of the course.


Software

It is important to have a computer with camera, microphone and headphones so as to be able to connect to class and to tutorials if it's necessary.

Course groups and languages

The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE

Type of teaching Group Language Semester Shift
(TE) Theory 1 Spanish first semester morning-mixed
(PAUL) Classroom practices 1 Spanish first semester morning-mixed
(TE) Theory 2 Spanish second semester morning-mixed
(PAUL) Classroom practices 2 Spanish second semester morning-mixed