About
Teresa Satterfield, associate professor of romance linguistics and research associate professor in the Center for Human Growth & Development, is a psycholinguist at the University of Michigan. She has a strong publishing record in the areas of language development in bilingual children, bilingual brain and cognition, and linguistic issues concerning heritage (Spanish-English) language. Extensions of her research program include heritage language literacy and advocacy for heritage language speakers. As founder, volunteer director, and curriculum developer of the Spanish-immersion academic program "En Nuestra Lengua (ENL)" for pre-kindergarten to 5th grade Spanish heritage language students, she has built ties with area Latino families, students and public school personnel, while facilitating community engagement in university students through community service learning.
Current Work
"The Emergence of US Afro-Spanish:" Research suggests that a causal relationship exists between current US demographic shifts, cultural convergence, and linguistic diversity (Grewal 2009). However, existing studies do not extend to marginalized US populations such as low income Latino/Hispanic immigrant communities. Nor do studies account for linguistic leveling across dialects and languages in part generated by the popularity of social media in the 21st century. The current project examines the social media platforms Twitter, Facebook, and Instagram as part of a multi-dimensional study on an emergent contact variety Caribbean Spanish infused with African-American English, US Afro-Spanish (USAS). Through the analysis of an extensive corpus of written USAS-specific linguistic markers, this research establishes that the new variety, while linguistically grammatical, is still distinct from each source dialect, while also uniquely distinguishing USAS speakers socioculturally, bespeaking a rapidly evolving 'urban (i.e., unapologetically non-white) Latino' identity in the US.
Research Area Keyword(s)
Child bilingualism and cognition, heritage language speakers, Language acquisition, language contact and change, literacy