Galician Dialectology

• Understand and know the basic concepts and methods in the study of linguistic variation
• Know the main regional variants of modern Galician
• Identify and analyze the variables that identify the geographical varieties of Galician
• Know and differentiate levels of linguistic analysis
• Correctly identify and use the terminology proper to linguistic description
• Train students in the analysis and interpretation of language variation
• Understand the processes of language variation and change
• Linking language variation to language change
• Getting started in the research of dialect variation

Block 1. Introduction and general concepts
1.1 The study of linguistic variation: previous concepts
1.2. Variation and levels of analysis
1.3. Internal and External Factors

Block 2. Dialectology: Principles and Methods
2.1. Spatial variation: dialectology and linguistic geography.
2.2 Dialect research methods
2.3. Tools and resources for dialect research

Block 3. - Dialect variation in Galician
3.1 History of Galician dialectology
3.2. Sources for the study of dialect variation Galician
3.3 Dialect varieties of Galician
3.3.1. The dialect variation of Galician in the Romance and Iberian landscape
3.3.2. Characterization of Galician dialect varieties: linguistic levels and variation
3.3.3 Proposal for classification of dialect varieties

Block 4. Language variation and change in dialectology
4.1 The study of language change and dialectology

Basic
Aitchison, Jean. 2001. Language change: progress or decay? Cambridge: Cambridge University Press. Versión en español: 1993. El cambio en las lenguas: ¿progreso o decadencia? Barcelona: Ariel.
Álvarez, Rosario & Xulio Sousa. 2017. A investigación sobre a variación lingüística do galego: desde o ALGa ata a actualidade. Labor Histórico 3(1), 63-75. PDF.
Cardeira, Esperança e Maria Helena Mira Mateus. 2008. Norma e variación. Lisboa: Caminho
Chambers, Jack . K. & Peter Trudgill. 2012 [1998]. Dialectology. Cambridge: Cambridge University Press. Versión en español: 1994. La dialectología. Madrid: Visor.
Fernández Rei, Francisco. 1990. Dialectoloxía da lingua galega. Vigo: Xerais.
Penny, Ralph. 2000. Variation and Change in Spanish. Cambridge: Cambridge University Press. Versión en español: 2004. Variación y cambio en español. Madrid: Gredos
Sánchez Rei, Xosé Manuel. 2011. Lingua galega e variación dialectal. Bertamiráns: Laiovento.
Santamarina, Anton. 1982. Dialectoloxía galega: historia e resultados. En R. Lorenzo & D. Kremer (eds.): Tradición, actualidade e futuro do galego. Actas do coloquio de Tréveris, 153-187. Santiago: Xunta de Galicia.
Sousa, Xulio. 2016. A xeolingüística e o estudo da historia da linguas. En A. Rodríguez Guerra (ed.), Lingüística histórica e dialectoloxía: coordenadas do cambio lingüístico. 35-52. Vigo: Servizo de Publicacións da Universidade de Vigo. PDF.
Sousa, Xulio. 2024. Dialectal variation. En Xulio Sousa & Ernesto González Seoane (eds.), Manual of Galician Linguistics. Berlin: de Gruyter.
Valcárcel Riveiro, Carlos. 2011. Lingua e territorio en Galicia. En María J. Piñeira Mantiñán/José M. Santos Solla (eds.), Xeografía de Galicia. Vigo, Xerais, 33–64.

Complementary
Álvarez, Rosario & Dubert García, Francisco & Xulio Sousa, (eds.). 2002. Dialectoloxía e léxico. Santiago de Compostela: CCG / ILG. PDF
Álvarez, Rosario & Dubert García, Francisco & Xulio Sousa, (eds.). 2005. Lingua e territorio. Santiago de Compostela: CCG / ILG. PDF
Auer, Peter & J. Schmidt, Jürgen (eds.). 2010. Language and space: an international handbook of linguistic variation. Vol. 1 – Theories and method. Berlin: Mouton de Gruyter.
Boberg, Charles, John Nerbonne & Dominic Watt. 2018. The handbook of dialectology. Malden, MA: Wiley-Blackwell.
Chambers, Jack & Natalie Schilling (eds.). 2002. Handbook of Language Variation and Change. Oxford: Wiley-Blackwell.
Goebl, Hans 2016. Romance linguistic geography and dialectometry. En A. Ledgeway & M. Maiden (eds.), The Oxford Guide to the Romance Languages. 73-87. Oxford: Oxford University Press. PDF
Lameli, Alfred & Kehrein, Roland & Stefan Rabanus (eds.). 2010. Language and Space: An International Handbook of Linguistic Variation. Vol. 2: Language Mapping. Berlin: De Gruyter Mouton.
Petyt, Keith Malcolm. 1980. The study of dialect: an introduction. London: André Deutsch.
Pop, Sever. 1950. La dialectologie. Aperçu historique et méthodes d’enquetes linguistiques. Gembloux : Duculot
Manzano, Francis. 2018. Romance dialectology: from the nineteenth century to the era of sociolinguistics. En Wendy Ayres-Bennett & Janice Carruthers (eds.), Manual of Romance Sociolinguistics. 134-170. Berlin: De Gruyter Mouton
Veny, Joan & Mar Massanell i Messalles. 2012. Dialectologia catalana. Barcelona: Fundació per a la Universitat Oberta de Catalunya.
Zamora Vicente, Alonso. 1986. Dialectología española. Madrid: Gredos.

• Expand knowledge about the analysis and interpretation of linguistic facts
• Properly assess language variation and dialect differences
• Apply methods that help describe language variation
• Expand knowledge about the analysis and interpretation of linguistic facts
• Acquire knowledge that allows you to design and develop a research work
• Collaborate with colleagues in teamwork
• Know and use linguistic documentation and analysis methods
• Design and develop a research paper

1. Exposure of the theoretical and methodological contents of the subject in exhibition classrooms
2. Comments on dialect texts
3. Design and elaboration of a linguistic documentation work
4. Individual and group tutoring
5. Written evidence on the contents of the subject
6. Independent student work.
In the virtual classroom, the references and materials necessary for monitoring these tasks will be offered.

The evaluation of the powers achieved will be carried out in accordance with the systems indicated.
I. Face-to-face system
FIRST CHANCE
Students must carry out all activities corresponding to the following items:
1. Control and comment on readings, dialect text commentary activities, and knowledge tests (20%).
2. Research initiation work (30%). To overcome the subject, a score equal to or greater than 5 must be obtained.
3. Final exam (50%). To overcome the subject, a score equal to or greater than 5 must be obtained.
Activities not delivered or delivered out of time will qualify with 0. To pass the subject, students must earn an overall score equal to or greater than 5.
SECOND CHANCE
Students must carry out all activities corresponding to the items indicated for the first opportunity. If they wish, they can repeat the work of initiation to the inquiry, if they have obtained a grade of less than 5 (they must be delivered 30 days before the date of the 2nd chance exam).
1. Control and comment on readings, dialect text commentary activities, and knowledge tests (20%).
2. Research initiation work (30%). To overcome the subject, a score equal to or greater than 5 must be obtained.
3. Final exam (50%). To overcome the subject, a score equal to or greater than 5 must be obtained.
Activities not delivered or delivered out of time will qualify with a 0. To pass the subject, students must earn an overall score equal to or greater than 5.
II. Non-face-to-face system
This system will apply exclusively to students who document the dispensation of class attendance and repeating students who also justify their situation. In all cases, students must arrange an appointment with the subject teacher by October 15.
1. Control and comment on readings, dialect text commentary activities, and knowledge tests (15%). Tasks must be delivered by December 15.
2. Research initiation work (15%). To overcome the subject, a score equal to or greater than 5 must be obtained. The work must be delivered by December 15.
3. Final exam (70%). To overcome the subject, a score equal to or greater than 5 must be obtained.
Activities not delivered or delivered out of time will qualify with a 0. To pass the subject, students must earn an overall score equal to or greater than 5.
Observations
1. Students who have two or more task grades will be assessed with the relevant grade (not as non-submitted), regardless of whether they do not submit to the final exam.
2. In oral and written evidence, language adequacy and correction will be taken into account and presentation in accordance with the style conventions of academic works.
3. Students who attend the second opportunity and have a grade below 5 in the research paper may submit a new version that will be evaluated (maximum grade 5).
For cases of fraudulent completion of exercises or tests, the provisions of the Student Academic Performance Assessment and Grade Review (https://cutt.ly/3pBmug3) Regulations shall apply.

50 hours for studying and preparing scheduled activities in class.
20 hours for scheduled readings.
25 hours for starting research.
15 hours for test preparation.