Carlos Enrique Ibarra
PhD Candidate in Hispanic Linguistics
Department of Spanish and Portuguese
Carlos Enrique is interested in intergenerational linguistic (mostly phonological), cultural and identity change in minority bilingual and trilingual communities within larger, dominant cultures and linguistic environments. He started studying this type of change in 2005 in Veneto communities in Guanajuato and Puebla, in central Mexico, and is interested in similar situations where other languages are in contact with varieties of Spanish, including Native American and Mexican languages. Some specific questions that he seeks to answer are related to what the correlations between cultural and linguistic identity and intonational units, collocations and chunks used in specific discursive contexts are, how cultural and linguistic identity manifests itself phonologically through generations within the same speech community, and how language use changes intergenerationally within families in a majority context that’s linguistically different and dominant. Carlos Enrique is currently writing his dissertation on intergenerational linguistic identity, attitudes, usage, and language preservation among bilingual and trilingual Mixtecos in Woodburn, Oregon, hoping to graduate in June 2019.
Carlos Enrique has also conducted research in segmental and suprasegmental phonological acquisition in formal classroom instruction and participated in 2013 in a pioneering project at the University of Florida to compare the effectiveness of Rosetta Stone versus a regular 1stsemester Spanish textbook. At the University of New Mexico, he has conducted research on the historical linguistics of Chihuahua and New Mexican Spanish, has researched sociophonetic and dialectal segmental production in speakers of Spanish as a Heritage language and has published and presented papers in conferences related to linguistic and cultural identity and attitudes in members of these speech communities, including a publication in a peer-reviewed journal with Professor Damian Wilson, Understanding the inheritors: The perception of beginning-level students toward their Spanish as a Heritage Language program (2015). Carlos Enrique worked as the fourth semester supervisor for the program of Spanish as a Heritage Language 2015-2017 and is currently the Assistant Coordinator for the program of Spanish as a Heritage Language and has collaborated in Spanish textbooks published by McGraw-Hill and Pearson. Related interests include statistics for linguistics, suprasegmental acoustic perception and production, sociophonetics, sociology of language, the preservation of native/indigenous Mexican and American languages, the pedagogical benefits of home variety use in the classroom, translanguaging, Spanglish, embodiment of semantics, Italian and French dialectology, Franglais, historical linguistics, and the use of native Mexican languages’ lexical borrowings in colonial literature. He is also interested in physics, game theory, self-organizing systems in sociology and economics, and mystic poetry.