Opening up Educational Practices through Faculty, Librarian, and Student Collaboration in OER Creation: Moving from Labor-intensive to Supervisory Involvement

This article presents a case study for transitioning library-led open-educational resources (OER) initiatives away from labor-intensive activities to a model where library personnel focus on project management responsibilities. This shift from labour-intensive activities, such as workshops and training sessions, led to more collaborative partnerships with faculty and students to produce OER projects. In particular, we focus on labour implications for the various stakeholders involved and the sustainability of these initiatives. We describe several initiatives undertaken by the Ohio University Libraries to encourage open educational resource adoptions and projects, including a grant-funded initiative to provide support services for faculty creating OER. That funding, which was awarded to enhance undergraduate education, has been used to support the development of five OER projects that have directly involved students in the creation of those materials. We provide an overview of the various ways in which students have become involved in OER creation in partnership with faculty and librarians and discuss the impact these partnerships have had on student-faculty-librarian relationships and student engagement. Among these projects are an Hispanic linguistics open textbook created using only student-authored texts, student-generated test banks to accompany existing OER materials for a large-enrollment art history course, and several other projects in which hired student assistants are helping faculty to develop content for open textbooks. This article helps to address a gap in the literature by providing transparency regarding the personnel, costs, and workflow for Ohio University Libraries’ OER initiatives and addressing potential areas of concern surrounding student labour.

Sustantivos e interrogativas encubiertas en español

Since Baker (1968) suggested the term concealed question —which, following Autor (forthcoming), we translate as “interrogativa encubierta”— to refer to a DP that complements a verb and can be paraphrased by an indirect question (Preguntó el precio/Preguntó cuál era el precio), one of the most debated issues in the literature on languages other than Spanish has been, beside the concept of concealed question itself, what nouns can appear in this type of constructions. However, this issue has practically gone unnoticed in the descriptive grammar of Spanish. This article aims to deal with the ensuing shortcomings of Spanish grammar as well as to review the proposals that fall outside the context of Hispanic linguistics. Most importantly, on the assumption that concealed questions are predicate complements that are remaining elements of an elliptical specificational copular sentence within an indirect question, it will be shown that the type of noun, though irrelevant for the licensing of this kind of structure, plays an important role in its interpretation.

Multidisciplinary analysis of the phenomenon of phraseological variation in translation and interpreting

Focusing on the Spanish language, this paper aims to introduce the phenomenon of phraseological variation, presenting, on the basis of the studies carried out in the context of Hispanic linguistics, the theoretical aspects, the quantitative frequency of the variations and the phenomenon of geolinguistic or diatopic variation. The difficulty that phraseological translation represents is pointed out emphasizing the fact that this type of translation is not impossible and that the user should be able to count on phraseological tools and databases that will allow to find phraseological equivalents in other languages before thinking about using recurrent translation techniques.

Seeds of change

Intervocalic /s/ voicing is of much interest recently in Hispanic Linguistics for two principal reasons: this feature has been attested in diverse dialects of Spanish, and it has been shown to correlate in production and perception with social factors (Davidson 2014; Chappell 2016; García 2019; among others). One finding that often surfaces is that male speakers voice more than female speakers, and recent studies consider whether this may be due to physiological differences (File-Muriel, Brown, and Gradoville 2015; Chappell and García 2017). The present study examines the interaction of gender, age, and interspeaker variation in the voicing of intervocalic /s/ in the speech of 31 natives of Loja, Ecuador. While variationist studies overwhelmingly show women leading change in progress, I argue that young men are leading voicing in Lojano Spanish and that this study of a smaller, non-English speaking community further elucidates the intricacies of gender and linguistic change.

A distinctness approach to clitic combinations in Romance

This paper analyses the combinatorial restrictions that operate in clitic clusters in certain Eastern Iberian varieties (Aragonese, Spanish, and Catalan). In particular, I focus on the combination of third person clitics. As it is well known, in some Romance varieties the combination of a third person accusative clitic and a third person dative clitic is banned (the so-called ∗le lo restriction, Bonet, Eulàlia. 1991. Morphology after syntax: Pronominal clitics in Romance. Cambridge: Massachusetts Institute of Technology Dissertation; Cuervo, María Cristina. 2013. Spanish clitic clusters: Three of a perfect pair. Borealis: An International Journal of Hispanic Linguistics 2. 191–220; Nevins, Andrew. 2007. The representation of third person and its consequences for person-case effects. Natural Language & Linguistic Theory 25(2). 273–313; Ordóñez, Francisco. 2002. Some clitic combinations in the syntax of Romance. Catalan Journal of Linguistics 1. 201–224, Ordóñez, Francisco. 2012. Clitics in Spanish. In José I. Hualde, Antxon Olarrea & Erin O’Rouke (eds.), The handbook of Spanish Linguistics, 423–453. Malden: Wiley-Blackwell; Perlmutter, David. 1971. Deep and surface structure constraints in syntax. New York: Holt, Rinehart & Winston). In order to license this troublesome combination, languages resort to different ‘repair strategies’ modifying the structure of one of the merged clitics. In the literature on clitic combinations, there have been two main proposals of analysis: morphological and syntactical. In this paper, I put forward an analysis based on the Distinctness Condition (Hiraiwa, Ken. 2010. The syntactic OCP. In Yukio Otsu (ed.), The proceedings of the 11th Tokyo Conference on Psycholinguistics, 35–56. Hituzi: Tokyo; Neeleman, Ad & Hans van de Koot. 2005. Syntactic haplology. In Martin Everaert & Henk van Riemsdijk (eds.), The Blackwell companion to syntax, 685–710. Wiley-Blackwell; Perlmutter, David. 1971. Deep and surface structure constraints in syntax. New York: Holt, Rinehart & Winston; Richards, Norvin. 2010. Uttering trees, vol. 56. Cambridge, MA: MIT Press; Van Riemsdijk, Henk. 1998. Categorial feature magnetism: The endocentricity and distribution of projections. The Journal of Comparative Germanic Linguistics 2(1). 1–48; Yip, Moira. 1998. Identity avoxidance in phonology and morphology. In Steven G. Lapointe, Diane K. Brentari & Patrick M. Farell (eds.), Mophology and its relation to phonology and syntax, 216–246. Stanford, CA: CSLI). Specifically, I argue that the restrictions that constraint clitic combinations are due to the impossibility to linearize two identical syntactic objects, such as <XP, XP> (Chomsky, Noam. 2013. Problems of projection. Lingua 130. 33–49; Chomsky, Noam. 2015. Problems of projection. In Elisa Di Domenico, Cornelia Hamann & Simona Matteini (eds.), Structures, strategies and beyond: Studies in honour of Adriana Belletti, 1–16. Amsterdam: John Benjamins; Moro, Andrea. 2000. Dynamic antisymmetry (No. 38). Cambridge, MA: MIT Press; Richards, Norvin. 2010. Uttering trees, vol. 56. Cambridge, MA: MIT Press). From this perspective, cross-linguistic variation is the result of different ‘repair strategies’ languages deploy to make <XP, XP> objects linearizable (Richards, Norvin. 2010. Uttering trees, vol. 56. Cambridge, MA: MIT Press).

El tratamiento de las fórmulas en el diccionario de la Academia

We will examine the treatment that different editions of the Royal Spanish Academy dictionary give to one type of phraseological units: the formulae. First, we will review some research papers (phraseological and lexicographic) which, within the ambit of Hispanic linguistics, are interested in these phraseological units. Secondly, we will use the formulae information (features, functions and nomenclature) presented by the previous works to clarify the data that the dictionary of the Royal Spanish Academy provides regarding these phraseological units. For this purpose, we will focus on the names that formulae receive in the dictionary as well as the information related to the behaviour of these phraseological units in the discourse. The results show that the dictionary includes the formulae from their origin and defines them from the perspective of their function in the discourse.