Running head: FINAL PAPER/PROJECT 1

Final Paper/Project

Melissa K. Campbell

The University of Southern Mississippi

Running head: FINAL PAPER/PROJECT 2

Abstract

Pronunciation and accent are two things that can instantly give away a non-native Spanish

speaker. If pronunciation is such an important piece of being a good Spanish speaker, why isnt

there more emphasis on it in second language classes? This paper discusses the linguistic aspect

of Spanish pronunciation, in particular, the five vowel sounds but also looks at the incorporation

of pronunciation teaching in Spanish courses. There are several studies out there that suggest

that incorporating lessons on pronunciation can be extremely beneficial, even from the beginning

levels. Some of these studies suggest methods that can be used in Spanish courses and these will

be summarized. Finally, two instructional activities are included for the instruction of

pronunciation in a first-year Spanish course.

Final Paper/Project 3

Linguistic Introduction

Pronunciation and accent are two factors that can be used to easily identify non-native

speakers of a language or the origin of a native speaker of a language. According to Stewart

(2012), factors such as geographical location, socio-economic group, ethnic group, gender, or

age can explain variations in the pronunciation of the same language or even variations within

one particular speaker. Phonetic rules and pronunciation change among different languages so

this paper will only examine Spanish phonetics and pronunciation, in particular, Spanish vowels.

First, an overview of the definition and rules of Spanish phonetics in regards to vowels will be

presented and then there will be a brief overview of the history of the vowels and the

phonological changes that occurred between Latin and Medieval Spanish.

Articulatory Phonetics

Stewart (2012) states that there are two main varieties of Spanish, Castilian and Latin

American, and the phonological system of Spanish is an idealization of the language. Spanish

exhibits a relatively simple system of vowels with only five in comparison to sixteen for French.

Before looking at the vowel system in particular, it is necessary to define articulatory phonetics.

According to Salcedo (2010), articulatory phonetics is a branch of linguistics that studies the

sounds produced by a human vocal apparatus. In linguistics, the phonetic classification of a

speech sound primarily depends on three variables. These variables include the activity of the

larynx in terms of a sound that is voiced or voiceless, the point of articulation which is the place

of maximum constriction in the mouth or pharynx, and the manner of articulation or the type of

modifying mechanism in the mouth or pharynx (Salcedo, 2010). The tongue and roof of the

mouth play an important role in pronunciation and they are each split into four portions. The

roof of the mouth is split into the alveolar, the palate, the velum and the uvula. The tongue is
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divided into four sections based on the point of contact for each. Those four sections are the

apex, the front, the back or dorsum and the root (Salcedo, 2010). In addition to the roof of the

mouth, tongue, and pharynx, the diaphragm and abdominal muscles also play a part in

pronunciation. All speech requires the inhalation and exhalation of air but vowels require a

larger amount of air than consonants.

What exactly is the difference between a vowel and a consonant? According to Pharies

(2008), a vowel is a sound produced when air passes, through the mouth or nose, without audible

obstruction. The audible obstruction excludes the vibration of the vocal chords. In contrast, a

consonant depends on the obstruction of air by another speech organ. The five vowels of

Spanish are described using the terms high/mid/low and front/central/back which refer to the

position of the tongue height and location. Pharies (2008) stated that front vowels are unrounded

while back vowels are rounded which refers to the lips. In articulatory phonetics, vowels are

named by their horizontal axis first and then the vertical. The vowel [i] is a high front vowel, [u]

is a high back vowel, [e] is a mid front vowel, [o] is a mid back vowel and [a] is a low central

vowel. Again, the distinction comes from the position of the tongue in the mouth.

Dipthongs and Tripthongs

When two vowels are found together in one syllable, they form a dipthong and when

three vowels are found together in one syllable, they form a tripthong. According to Salcedo

(2010), a dipthong must consist of a strong vowel and a weak vowel. The strong vowels include

[a], [e], and [o] while the weak vowels include [u] and [i]. There are thirteen possible dipthongs

in Spanish and they are ie, ia, io, iu, ui, ue, ua, uo, ei, ai, oi, eu, and au. While dipthongs occur

in one syllable of a word, they can also be formed across words when a vowel ends one word and

beings another such as in mi amigo. The words blend together to form the dipthong ia.
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Tripthongs are not common in Spanish but they do exist. Most tripthongs occur in the second

person plural form of vosotros. For example, leis and estudiis are tripthongs meaning you all

read and you all study. Another example of a tripthong that is not a second person plural form of

a verb is miau which is the Spanish equivalent of meow in English.

Phonological change

Many phonological changes go unnoticed because the ability to hear and describe

phonetic changes is difficult and requires training in articulatory phonetics (Pharies, 2008).

There were several phonological changes that took place in Spanish but because the focus of this

paper is vowels, those are the changes that will be described. Of the main phonological changes

that took place during the Romance Period, three of them included the vowels. Those changes

include vocalic mergers, dipthongization and the loss of intertonic vowels (Pharies, 2008).

In Latin, thirteen vocalic phonemes exist. They include /a e i o u/, short and long, and

three dipthongs (Pharies, 2008). Through the vocalic mergers, the thirteen phonemes are

reduced to seven in tonic or stressed position, to five in atonic or unstressed position (initial or

final), and to three in intertonic position (unstressed, neither initial nor final) (Pharies, 2008, p.

79). After this change, vowels were eventually distinguished by their quality which led to the

description of vowels by tongue height and location.

Another change that happened from Latin to Spanish is the dipthongization of the low

mid vowels [] and [] to [j] and [w] in Castilian (Pharies, 2008). Unlike French and Italian,

Castilian has dipthongization in open and closed syllables. Open syllables end in a vowel, while

closed syllables end in a consonant. According to Pharies (2008), some examples of these

changes include bene in Latin to bien in Spanish and bonu in Latin to bueno in Spanish.
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The final vocalic change Pharies (2008) looks at is the loss of intertonic vowels between

Latin and Spanish. Intertonic vowels occur between two stressed syllables. Examples of this

change between Latin and Spanish include populu to pueblo and tempornu to temprano.

Conclusion

Because the Spanish phonological system covers all of the consonants and vowels, the

topic is too broad to cover in one sitting. Even studying just the vowels takes time and effort but

is much easier to handle than looking at all phonemes. As was stated earlier, the Spanish

phonological system of vowels is fairly simple in that it only has five. This phenomenon makes

pronunciation much simpler than many other languages as the language is extremely phonetic.

By learning the pronunciation of the vowels first, an entire language is opened up.

Pedagogy Introduction

According to Lord (2005), pronunciation is rarely taught in introductory Spanish courses

but many researchers agree that explicit phonetics instruction is indeed beneficial for students

(Counselman, 2015; Kissling, 2013; Lord, 2005; Lord, 2010). At the same time, even though

explicit instruction of phonetics does improve pronunciation, it is rare that students will acquire

native-like pronunciation. Counselman (2015) stated that Proficient speakers of a second

language (L2) rarely acquire a native-like pronunciation even after being immersed in the L2

environment for quite some time. Even the most excellent students still have a noticeable

foreign accent after years of study. Though this sounds discouraging, learners can be trained to

produce new sounds and can acquire new phonological patterns (Lord, 2010). In the numerous

studies for second language pronunciation, there exists a wide variety of strategies used to teach

pronunciation. These strategies range from explicit instruction in class, perception-based and

production-based assignments, listening to recordings of native speakers, transcription practice,

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focused repetition and study abroad (Counselman, 2015; Levis, 2007; Lord, 2005). Some of the

studies focus on Spanish pronunciation, and sometimes specifically on vowels, while others look

at the learning of pronunciation of other languages. To better understand the impact of these

studies on second language teaching, it is necessary to look into each of the studies.

Dipthongs

Part of Lords (2005) study included the teaching of Spanish dipthongs to non-native

speakers and included dipthongs within words and between words. The English language has

some dipthongs but not nearly as many as Spanish, especially between words. English speakers

tend to articulate each word individually while Spanish speakers blend entire phrases together.

The study included students of an undergraduate Spanish Phonetics course which included

textbook explanations, oral practice, transcription practice and other strategies as well. Students

engaged in activities designed to increase their phonological awareness and they also practiced

self-analysis. In order to assess the students improvement, they were given a pre-test and a

post-test. The study found that there were significant gains made in the production of dipthongs

both within words and between words. Thus, the explicit instruction of phonetics did aid

students in improving their pronunciation, specifically of vowels.

Perception and Production

In a study by Counselman (2015), the focus was shifted to just the vowels /e, o/. Students

in an undergraduate conversation course were split into two groups but both groups did receive

classroom instruction of phonetics. One group participated in perception-based assignments

while the other participated in production-based assignments. The production-based group

recorded themselves reading various selections of a text throughout the course and the

perception-based group listened to the recordings. The perception-based group was asked to
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provide specific written feedback on any non-target-like articulations within the recording. They

had to provide specific feedback as to why the pronunciation was incorrect. Counselman (2015)

found that the perception-based group showed more improvement than the production-based

group. Ultimately, this showed the author that students should be aware of phonetic differences

early on and perform self-analysis.

Study Abroad

In another study by Lord (2010), instead of focusing on dipthongs, she focused on the

effects of classroom instruction and study abroad programs. Like her first study, this study

confirmed that explicit instruction on phonetics is beneficial for learners, even in introductory

courses. Lord (2010) stated that a learners first language somehow interferes with second

language phonology. Many students produce sounds that do not necessarily fit into their L1 or

L2 phonological systems, but this can be changed through practice. Even though the acquisition

of native-like pronunciation is rare, significant gains can be made through explicit instruction.

This study combined early classroom instruction and full immersion through a study abroad

program. All participants showed great improvements but those who had previously received

classroom instruction in phonetics exhibited greater success in acquiring a more native-like

pronunciation.

Computer-Assisted Pronunciation Teaching

Many of these studies focus on what teachers can do to improve students pronunciation,

but there is another option. In 2007, Levis looked into Computer-Assisted Pronunciation

Teaching (CAPT) and its usefulness in classroom instruction. Many second language teachers

lack adequate training to provide efficient and consistent pronunciation teaching. Because of the
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lack of training and time, many teachers emphasize other skills rather than pronunciation. CAPT

aims to improve accuracy which may conflict with some teachers viewpoints. Some teachers

focus on accuracy, while others prefer to focus on intelligibility to achieve communicative goals.

CAPT allows teachers to provide individualized instruction and offers additional instructional

time outside of class. Unlike classroom teachers, CAPT is tireless, consistent, provides variety

and meets varied individual needs in the teaching of pronunciation. Just like in the study by

Counselman (2015), this study found that improvements in perception can lead to improvements

in production.

Strategies

Educators know that there is not one correct way to teach, but rather, should use an

eclectic approach. Kissling (2013) stated that the use of a variety of instructional methods is

most beneficial in the teaching of pronunciation. The same goes for students and their learning.

Baker Smemoe & Haslma (2012) found that both good and poor learners of a second language

use the same learning strategies, but good learners apply those strategies more efficiently and

consistently. They defined learning strategies as the conscious actions that learners take to

improve their language learning (As cited in Baker Smemoe & Haslma, 2012, p. 436).

Although there is an extensive list of pronunciation learning strategies that students can employ,

Eckstein (2007) created a taxonomy to help consolidate the strategies into a four-step process (as

cited in Baker Smemoe & Haslma, 2012). The four stages include input and practice, feedback

and noticing, hypothesis forming and hypothesis testing. There are a wide variety of factors that

affect students pronunciation in a second language but this taxonomy provided a framework that

can be used to examine learning strategies.

Conclusion
Final Paper/Project 10

Through all of the research, one thing remains consistent. There is substantial evidence

that explicit instruction in phonetics and pronunciation does in fact improve second language

learners pronunciation skills. Whether the focus is on accuracy or intelligibility, a variety of

instructional methods and learning strategies should be used to aid students in their quest for

native-like pronunciation. While it can be discouraging to find that most students will never

reach the level of a native speaker, there is evidence that significant improvements can be made.

Educators must take this research and implement explicit phonetics instruction, beginning at the

most basic level of second language learning. Phonetics instruction can include textbook

explanations, repetition, classroom drills, listening to native speakers or providing feedback to

classmates focusing on specific facets of phonology. With the implementation of explicit

instruction and teaching students strategies to use on their own, students should see improvement

in their pronunciation.

Instructional Activity #1

Target language: Spanish

Grade level: 9-12

Proficiency level: Novice low (beginning of first year Spanish)

Instructional objectives:

1. Students will be able to accurately pronounce the five Spanish vowels in a variety of

situations.
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2. Students will be able to correctly record Spanish words using the correct vowels during a

dictation exercise.

3. Students will be able to compare the Spanish vowel sounds to the English vowel sounds.

World Readiness Standards: Language Comparisons: Learners use the language to

investigate, explain, and reflect on the nature of language through comparisons of the language

studied and their own.

Integration: This activity should take place in the early days of a first semester Spanish class.

At this point in my class, students have learned some basic greetings, farewells and

introductions. Now they will start learning the Spanish alphabet and work on pronunciation,

focusing on the vowels for this activity.

Equipment & Materials (these can be found at the end of this document):

1. Notes to project and/or copies to handout

2. List of words for the dictation

3. Chart for speaking practice

Teacher instructions:

* Note: The student instructions are written in English. If your students are at a place

where you can direct them in Spanish, please use the target language rather than English.

1. Tell students that they will be focusing on the 5 Spanish vowels today. Project the notes and

take the students through them. You can copy the notes and give them a handout if you

would like. Ask the students, What major differences do you hear or see between the

Spanish and English vowels?.

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2. Model the pronunciation and have the students repeat after you. Do this several times until

students have a good grasp on the pronunciation. Emphasize the position of the lips and

mouth during each letter.

A. Student instructions: Repeat each vowel after the teacher. Focus on each sound

individually and the position of the lips and mouth.

3. Write this on the board: A, E, I, O, U el burro sabe ms que t. Practice the pronunciation

of each word while having the students repeat after you again. Point out that the vowels are

much more staccato in Spanish than in English.

A. Student instructions: Repeat after the teacher again. Focus on each sound and the

length of each sound.

4. Allow students to perform for you. Have the entire class say the phrase together, then you

can have the boys say it, the girls say it, or split the class by rows. Depending on your class,

you could turn this into a competition and choose the winning group based on their good

pronunciation.

A. Student instructions: With your assigned group, read the line from the board with your

best pronunciation.

5. Once the students have a good grasp on the pronunciation, complete a dictation activity.

Read the list of 10 words aloud while students write the words with correct spelling based on

the vowels they hear. You will want to repeat each word 2-3 times. At the end of the

dictation, project or write the words on the board so students can check their answers. You

could also have students come to the board to write their answers and make corrections as

needed, although it would be more time efficient to write them yourself.

Final Paper/Project 13

A. Student instructions: Take out a sheet of scratch paper. Number your paper from one

through ten. I will read a list of ten words, repeating each two or three times. You must

listen to each word and write it on your paper. Focus on the vowels. At the end, we will

check your answers.

6. Now the students will do another oral speaking practice. Take students through each line of

the practice, repeating it several times to model the pronunciation.

A. Student instructions: Repeat after the teacher again.

7. After practicing each line several times, give students a partner. You can draw their names

from popsicle sticks in a cup, assign them ahead of time or use shoulder partners (the person

sitting next to them). Give each student a copy of the speaking exercise. Each student will

take turns reading each line of the pronunciation practice. While they are reading, their

partner should mark each place they hear an error or each place the student stumbles. The

student reading should redo each one that had an error to reinforce the correct pronunciation.

Then the students change roles and the recorder becomes the performer. You should

circulate during this activity to check on progress and to help the students make corrections

as needed. If the students are having a lot of trouble, bring them back together to review

each line again before sending them back to their partners.

A. Student instructions: Now you will be working with a partner to practice your

pronunciation. The first person will read each line of the exercise aloud. The other

person will mark each place where there was an error, or where the reader stumbled.

After the first person finishes reading each line, show them the places they had errors and

allow them to repeat and correct them. Then switch roles. The second student will read

each line, and the first student will be the evaluator.

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Assessment:

1. Have students assess themselves by recording themselves reading each line. Most can do

this on their phones. They can do this for homework and then write a reflection or evaluation

of themselves in their journal the next day during their warm up.

2. Once students have had adequate practice, you can assess them individually. You could do

this one-on-one in class while the other students are working on a project or watching a

movie/video, or you could do it electronically. With Google Voice, you can set up a local

phone number with a voice mailbox. Students can call in and leave a message of them

reading each line. You can listen to it as many times as you need to complete the assessment

and provide written feedback.

Follow-up activities:

1. Continue to review the pronunciation each day as a part of your warm up activities.

2. Once the students have mastered the initial speaking practice, change the order of the vowels

in each line. This forces them to pay closer attention to each line and each vowel.

3. Create a list of words of the day that use a variety of vowels. Have a different student

leader model the pronunciation of the word each day.

Final Paper/Project 15

Los vocales espaoles

A like father
E like hey, but
shorter
Final Paper/Project 16

I like the e in be
O like Oh, but
shorter
U like the u in
flute

List of words for dictation exercise:

Read each word two to three times while students write them down. Check the answers

after.

1. garaje

2. corona

3. hormiga

4. cama

5. mueca

6. flecha
Final Paper/Project 17

7. vestido

8. rima

9. futuro

10. inteligente

Practicamos hablar!
ma me mi mo mu
pa pe pi po pu
sa se si so su
Final Paper/Project 18

la le li lo lu
ta te ti to tu
da de di do du
ra re ri ro ru
na ne ni no nu
fa fe fi fo fu
ba be bi bo bu

Instructional Activity #2

Target language: Spanish

Grade level: 9-12

Proficiency level: Novice low (beginning of first year Spanish)

Instructional objectives:
Final Paper/Project 19

1. Students will be able to distinguish between an English vowel sound and a Spanish vowel

sound.

2. Students will be able to correctly pronounce the Spanish vowel sounds.

3. Students will be able to memorize and teach a tongue twister to their classmates.

World Readiness Standards: Language Comparisons: Learners use the language to

investigate, explain, and reflect on the nature of language through comparisons of the language

studied and their own.

Integration: This activity should take place in the early days of a first semester Spanish class.

At this point in my class, students have learned some basic greetings, farewells and

introductions. Now they are working on the Spanish alphabet and pronunciation, specifically the

five vowels. This activity should take place after youve already spent some time practicing the

vowels.

Equipment & Materials (these can be found at the end of this document):

1. Listening activity - Copy and cut in half

2. Answer key for listening activity

3. List of tongue twisters (trabalenguas) - cut these out so each group can choose one

Teacher instructions:

* Note: The student instructions are written in English. If your students are at a place

where you can direct them in Spanish, please use the target language rather than English.

1. Tell the students that they will be focusing on the five Spanish vowels again today. Review

the pronunciation of each vowel. Write A, E, I, O, U on the board and have the students

repeat each letter after you. Read them in order, backwards and randomly.
Final Paper/Project 20

A. Student instructions: Repeat the vowels as you hear them.

2. Play the following video from YouTube. Its short and silly but also encourages the students

to sing along. (https://www.youtube.com/watch?v=HYdKeoSLPfc)

3. Now the students will do a listening exercise. Hand out the exercise. Tell them that you will

read each English word. The students need to mark the words whose underlined vowel

matches the vowel sound of the Spanish letter. If the vowel sound does not match, do not

mark it. After reading each word twice, check the students answers. While going through

the answers, ask the students if the vowel sound matches any other Spanish vowel sound.

A. Student instructions: While I read the English words, listen and mark the words whose

underlined vowel sounds the same as the Spanish vowel should. I will say each word

twice.

4. Now, divide the class into groups no bigger than four. Give each group a tongue twister

from the list. Each group must practice their tongue twister and then will each take a turn

teaching their tongue twister to the rest of the class. Model this first for the students. Write

on the board. Practice each word individually and then practice the phrase in chunks

before putting it all together. When students are practicing you can have them say it as a

large group, or split them into smaller groups by gender or row. Its extremely important that

while the groups are practicing their tongue twister, that you circulate to each group and

check their progress. At this point you can correct any errors they may be making.

A. Student instructions: Choose one of the papers for your group. Practice reading the

tongue twister aloud with your group and in 7 minutes, you will be teaching your tongue

twister to the rest of the group.

Final Paper/Project 21

5. After their practice time, each group must come to the front of the room, write their tongue

twister on the board and teach it to the class.

*Notes: 1) When students do presentations in my room, I like to give a citizenship or

participation grade. This holds them accountable for being good listeners and participants while

the other groups are teaching. 2) If you have a group who does an exceptional job teaching,

you could offer them a few points of extra credit or a prize (piece of candy, bookmark, pencil,

etc.)

Assessment:

1. Informally assess each group as you circulate through the room during their practice time.

2. Give each group feedback on their teaching.

3. Once students have had adequate practice, you can assess them individually. Students must

choose one tongue twister to master. They will practice it and then record it for you.

Students should record it on their phone and email you the recording. This way, they can

practice it and repeat it as many times as they want. If a student doesnt have the ability to

record it on their phone, they could leave you a message on Google Voice. You must set up

a local phone number through the application first. Then the student can call the number and

record their tongue twister as a voicemail. They can redo the recording as many times as

they want before they save it, just like they would do as a recording on their phone.

Follow-up activities:

1. Continue to practice pronunciation each day as a part of your warm up activities.

2. Create a dictation activity in which students record words while you read them.

3. Create another listening exercise like the one you did today.
Final Paper/Project 22

4. Create a list of cognates. Model the pronunciation of the English word and the Spanish word

to show the difference in the vowel sounds.

Una actividad de escuchar

As your teacher reads each word, mark the words whose underlined vowel sounds like the

Spanish vowel. If it doesnt sound the same, dont mark it.

1. _____ actor 6. _____ bottle

2. _____ telephone 7. _____ every

3. _____ super 8. _____ crime

4. _____ important 9. _____ jaw

Final Paper/Project 23

5. _____ scene 10. _____ until

Una actividad de escuchar

As your teacher reads each word, mark the words whose underlined vowel sounds like the

Spanish vowel. If it doesnt sound the same, dont mark it.

1. _____ actor 6. _____ bottle

2. _____ telephone 7. _____ every

3. _____ super 8. _____ crime

4. _____ important 9. _____ jaw

5. _____ scene 10. _____ until

Una actividad de escuchar - ANSWER KEY

As your teacher reads each word, mark the words whose underlined vowel sounds like the

Spanish vowel. If it doesnt sound the same, dont mark it.

1. _____ actor 6. _____ bottle (sounds like a)

2. __X__ telephone 7. _____ every

3. __X__ super 8. _____ crime

4. _____ important 9. __X__ jaw

5. _____ scene (sounds like the Spanish i) 10. _____ until

Final Paper/Project 24

Trabalenguas: Cut these apart and have each group choose one to teach to the other students.

2. Tres tristes tigres tragaban trigo en un trigal.

3. Poquito a poquito Paquito empaca poquitas copitas en pocos

paquetes.

4. Debajo de la puente de Guadalajara haba un conejo debajo de

la agua.

5. Mi mama me mima, y yo mimo a mi mama.

Final Paper/Project 25

6. El amor es una locura, que solo el cura lo cura, pero el cura

que lo cura, comete una gran locura.

7. Si la sierva que te sirve, no te sirve como sierva, de que sirve

que te sirvas de una sierva que no sirve.

8. Rosa Rizo resa ruso, ruso reza Rosa Rizo.

9. Pepe Pecas pica papas con un pico. Con un pico pica papas

Pepe Pecas.

10. Antonio con el moo dio su testimonio en otoo.

References

Baker Smemoe, W., & Haslam, N. (2013). The effect of language learning aptitude, strategy use

and learning context on L2 pronunciation learning.Applied Linguistics (Oxford), 34(4),

435-456. Retrieved from http://lynx.lib.usm.edu/login?url=http://search.proquest.com/

docview/1504417125?accountid=13946

Counselman, D. (2015). Directing attention to pronunciation in the second language classroom.

Hispania, 98(1), 31-46. Retrieved from http://lynx.lib.usm.edu/login?url=http://

search.proquest.com/docview/1718055798?accountid=13946
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Kissling, E. M. (2013). Teaching pronunciation: Is explicit phonetics instruction beneficial for

FL learners?. Modern Language Journal, 97(3), 720-744. doi:10.1111/j.

1540-4781.2013.12029.x

Levis, J. M. (2007). Computer technology in teaching and researching pronunciation. Annual

Review of Applied Linguistics, 27, 184-202. Retrieved from http://lynx.lib.usm.edu/

login?url=http://search.proquest.com/docview/85669655?accountid=13946

Lord, G. (2005). (How) Can We Teach Foreign Language Pronunciation? On the Effects of a

Spanish Phonetics Course. Hispania, 88(3), 557-567. doi:10.2307/20063159

Lord, G. (2010). The combined effects of immersion and instruction on second language

pronunciation. Foreign Language Annals, 43(3), 488-503. Retrieved from http://

lynx.lib.usm.edu/login?url=http://search.proquest.com/docview/772290369?

accountid=13946

Pharies, David A.. A Brief History of the Spanish Language, edited by David A. Pharies,

University of Chicago Press, 2008. ProQuest Ebook Central, http://

ebookcentral.proquest.com/lib/usmiss/detail.action?docID=408155.

Salcedo, C. S. (2010). The phonological system of spanish. Revista De Linguistica y Lenguas

Aplicadas (RLLA), 5, 195-209. Retrieved from http://lynx.lib.usm.edu/login?url=http://

search.proquest.com/docview/862776398?accountid=13946

Stewart, Miranda. The Spanish Language Today (1). London, US: Routledge, 2012. ProQuest

ebrary. Web. 13 December 2016.

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