Department of Spanish and Portuguese José M. del Pino

Conference:GeorgeTicknor(‘1807)andhisLegacyinthe21stcentury.

Director:JoséM.delPino

DartmouthProfessorofSpanishFall2019-Spring2020

ThisconferencewillcelebratethelifeandworkofrenownedHispanistGeorgeTicknor‘1807,aswellashisscholarlylegacy.HisloveforclassicalandmodernlanguagesstartedatDartmouthin1805-07.Hecompletedhiseducationwithoneofthemostinfluentialliteraryhistoriansoftheday,FriedrichBouterwekatUniversityofGöttingeninGermany(1814-1818).AftertravellingtoFrance,SpainandPortugal,TicknorreturnedtotheUStobecomethefirstProfessorofFrenchandSpanishofthenewlycreatedSmithProfessorshipofRomanceLanguagesandLiteraturesatHarvardCollegein1819.Fromthatpositionandduringalmosttwodecades,TicknorgreatlycontributedtostrengtheningthestudyofmodernlanguagesandliteraturesandtheirinclusionintheHarvardcurriculum,aconsequentialstepthatwasfollowedbythemostprominentinstitutionsofhighereducationintheUSduringthe19thandearly20thcenturies.Someofhisworksincludehislectureon“TheBestMethodsofTeachingtheLivingLanguages”(1832)andhismonumentalHistoryofSpanishLiterature,3vols.(1849).Ticknor’sHistory,basedontheGermanidealistnotionofnationalliteratures,hadanenormousinfluence.TranslatedintoSpanishandFrench,itwasadoptedinEuropeandtheUnitedStatesasthemainguideforthestudyofSpanishLiterature.TicknorwasalsoaprominentfigureintheculturalsceneofhisnativeBoston.PartofhisimpressivepersonallibrarywasbequeathedtothenewlycreatedBostonPublicLibraryin1852,aninstitutionhehelpedestablish.OtherimportantfiguresverymuchinfluencedbyTicknorwereHenryWadsworthLongfellow,whosucceedhimattheSmithProfessorship,andhistorianWilliamH.Prescott(apioneerofmodernhistoriographicalresearchintheUnitedStateswhopublishedaseminalworkonthereignofFerdinandandIsabellaofSpain,aswellasgroundbreakingbooksabouttheconquestofMexicoandPeru).TheconferencewillalsopayattentiontothefiguresofotherAmericanscholars,bookcollectorsandphilanthropistswhoseactivitieshelpedpromoteanddisseminateHispanicletters,arts,andcultureintheUnitedStates,inparticularthefounderoftheHispanicSocietyofAmerica,ArcherMiltonHuntington.

Agroupofnotablespecialistsinthefield,plusacohortofDartmouthcolleagueswillparticipateinstudyingthecontributionsofTicknorandhiscircletotheestablishmentofthestudyofmodernlanguagesandtheconsolidationofliteraryhistoryandphilologyinAmericanuniversities,dominanttrendsuntilafewdecadesago.Inadditiontothiscentralperspective,participantswillalsoexpandthisdebatetootherareaslessdevelopedinTicknor’stime,liketheliteraryproductionofLatinAmericancountriesaswellasthecontestednotionofHispanismo.

6072 Dartmouth Hall Hanover, New Hampshire 03755 603-646-2105 jose.m.del.pino@dartmouth.edu

**Therewillbetwoevents:oneintheFallof2019andtheotherinSpringof2020(April16-18).ThefirstonewillbedevotedtoTicknoraslanguageteacherand

educatorandthesecondtohiscontributionstothestudyofSpanishliteratureandHispanicculturesintheUnitedStates,andhislegacyforthe21stCentury.

FALL2019GeorgeTicknorandtheTeachingoftheModernLanguages

CoordinatedwithSpanishLanguageProgramDirectorProf.RobertoReyAgudoThursday,October31st,2019.Haldeman041-4:00pmOpeningremarksDartmouth’sGeorgeTicknorandtheStartofAmerica’sSpanishCrazeRichardL.Kagan(AcademyProfessorandArthurO.LovejoyProfessorEmeritusofHistory,JohnsHopkinsUniversity).Friday,November1st.2019DCAL-Baker102-2:00pmFromGeorgeTicknor’sTheBestMethodsofTeachingtheLivingLanguages(1832)toBestMethodsin

2019.2:00-2:15.Presentation2:15-2:45TwohundredyearsofTicknor’slegacy:whatlanguageproficiencycantellusaboutpedagogyFernandoRubio(UniversityofUtah)Inthistalkwewillreviewthemajortrendsinlanguagepedagogyoverthepast200yearsandhowdifferentteachingapproacheshaveshapedtheproficiencyofpost-secondarystudents.Inparticular,wewilldiscussthefindingsoftwomajorinitiativestomeasurelanguageproficiencyofundergraduatesintheUnitedStates:thestudyconductedbyJohnB.Carrollin1967,andtheLanguageFlagshipProficiencyInitiative(2014-2017).Wewillalsoconsidertheimplicationsofthesefindingsforcurricularapproachesandwhattheymayrevealaboutthebestmethodofteachingthelivinglanguagesinthe21stcentury.2:45-3:15CognitiveLinguisticsandtheTeachingofLivingLanguages:from1832to2019ReyesLlopis-García(ColumbiaUniversity)Alreadyin1832,GeorgeTicknordeliveredanunequivocaltruth:Languageinstructioningeneral(andgrammarinparticular)mustbemethodologicallyadaptedtoseekqualityteachingandmeaningful

learningforthelearnersitaimstoteach.Hisviewsontheteachingofthe“living"languages(amuchmorefittingdescriptionthanthecurrent“foreign”nomenclature)werepedagogicallysoundandtothisday,manyofhisrecommendationsstillstand.Regardingthetreatmentofgrammarintheclassroom,Iwillarguethatthefieldhascomealongwayfromthedaysofsyntaxandprescriptiverules,andwillpresentthepossibilitiesofferedbyCognitiveLinguisticsforamoreeffectiveunderstandingofthesystem.WhatwewilldiscussisalongwayfromwhatTicknor’stimeafforded,butmanyoftheideasfromhislecturestillresonatewiththesenewapproaches.Ticknordefendedthatthe“essentialgeniusandpowerofeverylanguage”stemsfromtheactualuseofitsconstructions,idioms,orphrases.Acognitiveviewofgrammarpresentswindowsintoourmetaphoricalthinking,ourembodiedperceptionoftheworld,andabetterunderstandingoflanguageusethatistrulyalive.Q&A3:15-3:30CoffeeBreak3:45-4:15OrientationstoUSSpanishLanguageEducationinthe21stCentury:TeachingNational,GlobalizedandMinoritizedSpanishAlbertoBruzosMoro(PrincetonUniversity)DrawingonOfeliaGarcía’s(2011)threeorientationsinSpanishlanguageplanningandmanagement,thispresentationwillexaminetheinfluenceofnationalizing,globalizingandminoritizingperformancesofSpanishonUSSpanishlanguageeducation.First,IwillconsiderGeorgeTicknor’s1832lectureasanexampleofthenationalizingorientationthat,indifferentforms,persisteduntilthe1990s.Then,Iwilldiscussthegradualshifttowardtheglobalizedandproficiency-orientedapproachtoSpanishdominantatpresent.Finally,IwillexaminethecontradictionspresentedbytheminoritizedstatusofSpanishintheUStobothnationalizingandglobalizingorientationstoSpanishasaforeignlanguage.Toconclude,Iwillarguethat,whileeffectsproducedbythethreeorientationscoexistatpresent,thereislittleornoreflectionontheirradicallydiverseandoftenconflictualpremises.4:15-4:45BeyondMethodology:Inter-AmericanPoliticsandtheLivingLanguagesCarlosCortezMinchillo(DartmouthCollege)AboutonehundredyearsafterGeorgeTicknordeliveredhislectureon“TheBestMethodsofTeachingtheLivingLanguages,”defense,politicalandeconomicmotivationsledtostrongerculturaltiesbetweentheUnitedStatesandtheotherAmericanrepublics.WithintheframeworkofPan-AmericanismandtheGoodNeighborpolicy,theteachingofSpanishand,toalesserdegree,PortugueseintheUnitedStatesexpandedconsiderably.Bythesametoken,thetranslationofbooksfromsouthoftheRioGrandegainedmomentuminthe1940sandarguablypavedthewayfortheso-called“LatinAmericanboom”inthepost-CubanRevolutionera.However,despitethecurrentpopularityoflearningSpanishasasecondlanguage,theresultsofthemid-20th-centuryeffortstofosterculturalexchangesacrossthehemisphereareuneven.IwillexaminehowtheU.S.culturaldiplomacyinthelastcenturyattemptedtopromotetheteachingofSpanishandPortugueseandthetranslationofLatinAmericanliteraryworksintoEnglish.Inaddressingthesetopics,Iwilldiscusshowandtowhatextentpowerstructuresinterfereintheteachingoflanguagesandliteraturesandshapehowsymbolicgoodsproducedbyotherculturesareperceived.Q&A4:45-5:00

5:10-5:50TicknorandtheexperientiallanguageprojectofFall2018.Theculturaladaptationofthestudent'senvironment:applyingTicknor'sphilosophytoteachinglanguagestodayPalomaAsensio,CarmenBascuñán,GemaMayo-Prada,RosaM.Matorras,NataliaMonetti,IrasemaSaucedo(DartmouthCollege)Ticknor’sphilosophyofteachingofforeignlanguagesintheearlytomid-eighteenhundredsmeantarevolutionaryapproachinlanguageacquisition.Accordingtohim,“thereisnoonemodeofteachinglanguages”andheconsideredthattheidealwaytolearnitwouldbeto“residewhereitisconstantlyspoken”.Sincenoteverybodywouldhavetheopportunitytoreachthatgoal,heproposedsomewhat“moreartificialandindirect”waystoteachit,whilestillkeepingtheideaoflanguageacquisitionasa“living”and“spoken”experience.TheSpanishLanguageprojectwecreatedintheFallof2018reflectsthisphilosophy.Itspurposewastoadaptthegeneralenvironmentinwhichthestudentsliveinawaythatcreatesamini-immersionexperiencethatfostersthelearningandpracticeoftheSpanishlanguage.TheprojectconnectedallthreeSpanishcourseswitheachother,withtheSpanishDepartment,withLaCasa,withtheCollege,itscommunityanditsresources,andwiththegenerallocalHanovercommunity.Theresultwasalearningexperiencethattookthestudentsbeyondtheclassroomsand,whilestillintheircollegesurroundings,providedacreativeandeffectivewaytousetheirforeignlanguageskillsinreal-life,inacross-culturalapproach.Q&A5:50-6:05ClosingremarksParticipants:PalomaAsensio-SeniorLecturerofSpanish,DepartmentofSpanishandPortugueseatDartmouthCarmenBascuñán-SeniorLecturerofSpanish,DepartmentofSpanishandPortugueseatDartmouthAlbertoBruzosMoro-DirectoroftheSpanishLanguageProgram,DepartmentofSpanishandPortugueseatPrincetonUniversityCarlosCortezMinchillo-AssociateProfessorofPortuguese,DepartmentofSpanishandPortugueseatDartmouthReyesLlopisGarcía-SeniorLecturerofSpanish,DepartmentofLatinAmericanandIberianCulturesatColumbiaUniversityRichardL.Kagan-ProfessorofHistory-Emeritus,JohnsHopkinsUniversityRosaM.Matorras-SeniorLecturerofSpanish,DepartmentofSpanishandPortugueseatDartmouthGemaM.Mayo-Prada-SeniorLecturerofSpanish,DepartmentofSpanishandPortugueseatDartmouth

NataliaX.Monetti-SeniorLecturerofSpanish,DepartmentofSpanishandPortugueseatDartmouthFernandoRubio-ProfessorofSpanishLinguisticsintheDepartmentofWorldLanguagesandCultures,andDirectorofSecondLanguageTeachingandResearchCenterandUOnlineCurriculumEnhancementandInnovationattheUniversityofUtahIrasemaSaucedo-SeniorLecturerofSpanish,DepartmentofSpanishandPortugueseatDartmouth

Spring2020GeorgeTicknorandthestudyofSpanishliteratureandHispanicculturesinthe

UnitedStates:ALegacyforthe21stCentury

[ProgramtobeannouncedinWinterof2020]ThiseventissponsoredbyDartmouth250AnniversaryInitiative,LeslieCenterfortheHumanities,DepartmentofSpanishandPortuguese,AssociateDeanfortheArtsandHumanities,andDCAL.