Sonia Colina

Interests

Research

I am a linguist who works primarily in two areas: Spanish Phonology and Translation Studies/Applied linguistics (list of select publications).My phonological research is in generative phonology, within the optimality-theoretic framework, and with a focus on syllabification (glides, diphthongs, resyllabification, etc.). I also am also interested in how phonological theory can inform empirical/laboratory work and vice versa. In addition to Spanish, I also work in the phonology of Galician, a Romance language of Spain closely related to Portuguese.Within Translation Studies and Applied linguistics, my areas of research are translation pedagogy, language and translation competence acquisition, and translation quality assessment. I am interested in the connections between communicative translation and language acquisition and in applied translation studies: i.e., applying research findings and conducting research to solve every day problems in translation (e.g., quality assessment). I am equally interested in building bridges between research and practice, be it translation practice (by developing research-based solutions to every-day problems) or translation teaching (by developing principled methodologies and assisting teachers with their implementation). I enjoy working in research projects that involve work in fields where translation is needed (health care, education, http://www.hablamosjuntos.org/mtw/default.toolkit.asp) and doing work with translators and interpreters. This stems from years of work as a free-lance and in-house translator and translation teacher.

Courses

Scholarly Contributions

Books

• Martínez-Gil, F., & Colina, S. (2019). Handbook of Spanish Phonology. Routledge.
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  Under contract
• Colina, S., & Angelelli, C. V. (2017). Translation and Interpreting Pedagogy in Dialogue with Other Disciplines. Amsterdam, Philadelphia.: John Benjamins..
• Colina, S. (2015). Fundamentals of Translation. Cambridge University Press.
• Hualde, J., & Colina, S. (2014). Los sonidos del español (collaborator) (co-translation of the Sounds of Spanish by José Ignacio Hualde).
• Núñez-Cedeño, R., Colina, S., & Bradley, T. (2014). Fonología generativa contemporánea de la lengua española.. Washington, DC: Georgetown University Press.
• Colina, S., Olarrea, A., & Carvalho, A. M. (2010). Romance Linguistics 2009. John Benjamins.
• Colina, S. (2009). Spanish Phonology. Washington, DC: Georgetown University Press.
• Martínez-Gil, F., & Colina, S. (2006). Optimality-Theoretic Studies in Spanish Phonology. Amsterdam: John Benjamins.
• Colina, S. (2003). Translation Teaching: From research to the classroom. McGraw Hill.
• Colina, S. (1995). A constraint-based analysis of syllabification in Spanish, Catalan, and Galician. UMI Dissertation Information Services.

Chapters

• Colina, S. (2024). Descripción fonológica de las paravocales del español. In Fonética y fonología descriptivas de la lengua española. Madrid, Spain.: Consejo Superior de Investigaciones Científicas.
• Colina, S. (2024). Interpreting, Phonetics and Phonology. In Handbook of Interpreting and Cognition.
• Colina, S., & Angelelli, C. (2024). Historical perspectives on the learning and teaching of translation and interpreting: looking back and moving forward. In The Routledge Handbook on the History of Translation Studies.
• Colina, S. (2021). Phonotactics of Spanish Morphology. In Handbook of Spanish Morphology. Routledge.
• Colina, S. (2019). Incorporating syllable structure into the teaching of Spanish pronunciation. In Routledge’s Advances in Spanish Language Teaching: Key Issues in the Teaching of Spanish Pronunciation: From Description to Pedagogy(pp 145-162). London, New York: Routledge.
• Colina, S. (2019). Phonotactic Constraints on Syllable Structure. In Handbook of Spanish Phonology.
• Colina, S. (2019). Quality. In The Routledge Encyclopedia of Translation Studies. 3rd Edition(pp 458-463). London and New York: Routledge.
• Colina, S., & Venuti, L. (2017). A survey of translation pedagogies. In Teaching Translation: Programs, Courses, Pedagogies(pp 203-215). London & New York: Routledge.
• Colina, S. (2016). La sílaba. In Enciclopedia de lingüística hispánica. London, New York: Routledge.
• Colina, S. (2016). On onset clusters in Spanish: voiced obstruent underspecification and /f/. In The Syllable and Stress: Studies in Honor of James W. Harris.. Boston: Mouton de Gruyter.
• Angelelli, C. V., & Colina, S. (2015). Translation and interpreting pedagogy in dialogue with other disciplines. In Introduction to Translation and Interpreting Studies 10. doi:10.1075/bct.90.01ang
• Colina, S., & Angelelli, C. (2015). T&I Pedagogy in dialogue with other disciplines. In Translation and Interpreting Studies(pp 1-7).
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  Introductory chapter to guest edited volume of a journal
• Colina, S., & Angelelli, C. (2015). Translation and Interpreting Pedagogy. In Researching Translation and Interpreting(pp 108-117). London and New York: : Routledge.
• Colina, S. (2014). La sílba en la teoría de la optimidad. In Los sonidos del español(pp 86-90). Cambridge, UK: Cambridge UP.
• Colina, S. (2014). La teoría de la optimidad en la fonología del español. In Fonología generativa contemporánea de la lengua española(pp 291-317). Washington, DC: Georgetown UP.
• Colina, S. (2014). La teoría de la optimidad. In Los sonidos del español.
• Colina, S., & MacSwan, J. (2014). Some Consequences of Language Design: Codeswitching and the PF Interface. In Grammatical Theory and Bilingual Codeswitching(pp 185-210). Cambridge: MIT Press.
• Colina, S. (2012). Assessment of Translation. In Handbook of Translation Studies. doi:10.1002/9781405198431.wbeal0053
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  The focus of this entry is the assessment of translated texts for summative purposes; that is, for the purpose of offering a summary recommendation, rather than to provide feedback for learners or as a diagnostic tool (level placement, entrance exams, professional practice, and so forth). Reference, however, will be made to related areas such as the assessment of translator competence, student translation assessment, and so on (for more on areas of evaluation, see Martinez Meliz & Hurtado Albir, 2001). A translated text, also known as the target text, is defined here as a text that fulfills or attempts to fulfill a certain function in a target culture (in accordance with a set of explicit or implicit instructions, known as the translation brief) and that bears a translation relationship to another text in another language, the source text (ST); the specifics of a translation relationship (versus version, adaptation, etc.) can vary from one culture to another. This discussion takes the position that a translated text comes about as the result of the interaction of social participants (minimally, the writer, the target language audience, and the translator) and a purpose (often, but not always, the same as that of the original). While in the educational literature assessment and evaluation often refer to different concepts, here they will be used interchangeably, given that the content and ideas presented apply to both notions. Keywords: assessment methods in applied linguistics; assessment; evaluation; translation
• Colina, S. (2012). Syllable Structure. In Handbook of Hispanic linguistics. doi:10.1002/9781118228098.ch7
• Colina, S. (2011). Plural formation in Galician. In Selected Proceedings from the 40th Linguistic Symposium on Romance Languages. doi:10.1075/cilt.318.06col
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  This paper offers an optimality-theoretic analysis of synchronic Galician plural formation that explains the distribution of allomorphs in the standard dialect as well as the patterns of dialectal variation. Gliding serves to parse a nasal or lateral coda in the nucleus, thus avoiding the complex cluster that would have resulted from plural attachment. Epenthesis takes place in the plural of l-final singulars when gliding would otherwise result in an unstressed extra heavy coda or a violation of minimality. The plurals of singulars ending in a nasal avoid epenthesis if this requires parsing of a velar nasal in the onset. Non-normative dialects such as the Eastern varieties also repair clusters through vocalization of the singular-final nasal, but a front nasal is preferred to the back unrounded one of normative Galician; Southern dialects resort to nasal and lateral deletion in the plural.
• Colina, S., Diaz-Campos, M., Frota, S., Vigario, M., & Freitas, M. (2005). Intervocalic velar nasals in Galician: Phonetic evidence for multiple syllabic affiliation. In PROSODIES: WITH SPECIAL REFERENCE TO IBERIAN LANGUAGES(pp 269-285). WALTER DE GRUYTER & CO.
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  The syllabic affiliation of intervocalic velar nasals in Galician, e.g. unha [una] 'a, one (fem,)' has been a controversial topic amongst scholars for at least three decades. All solutions proposed to date (onset or coda affiliation) are costly from a phonological point of view as they run counter to well-attested principles of phonological theory, such as Structure Preservation (Kaisse and Shaw 1985; Kiparksy 1985; Mohanan 1986) and syllabic markedness generalizations (*VC.V). Recently, however, Colina (2004) has proposed an analysis that does not encounter the difficulties of previous accounts. Colina (2004) argues for an underlying velar nasal realized as a surface geminate that results from the assimilation of an epenthetic onset to the point of articulation of the preceding nasal. It was hypothesized that the phonetic level could provide additional support for the gemination proposal if there were duration differences between the surface geminate (underlying velar) and other context similar nasals syllabified in either onset or coda position. Hence the fundamental goal of this paper is to examine intervocalic nasals in forms such as unha, cunha, algunga from a phonetic point of view and determine whether there are differences between these forms and other intervocalic nasals. Ten native speakers of Galician were asked to read carrier phrases containing the target nasals in three different contexts: 1) hypothesized geminate (e.g. unha 'a'), 2) onset position (e.g. c'un amigolo 'with a friend'), and 3) coda position c'un curandeiro 'with a folk healer' (coda). Phonetic analysis of the recordings reveals that there is a phonetic distinction in terms of length between multiply-linked velar nasals (surface geminates) and other intervocalic velar nasals, thus lending further support to the gemination proposal. The findings have implications for research on the phonology and phonetics of geminates.
• Colina, S. (2006). Optimality-theoretic advances in our understanding of Spanish syllable structure. In Optimality-theoretic Studies in Spanish phonology. John Benjamins Publishing Company.
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  This article offers an optimality-theoretic account of Spanish syllable structure that integrates all areas covered by traditional analyses of syllabification: syllable types, phonotactic restrictions, syllabification algorithms, domain of syllabification, and repair strategies. The article aims to highlight the advantages of an optimality theoretic approach to syllabification in order to support the claim that OT has brought about significant improvement in syllabic theory. Among these advantages are the replacement of language-specific rules with universal constraints; the resolution of rule conspiracies; and the elimination of stipulatory statements (quality of epenthetic vowels) and adhoc conditions on rule application. The descriptive facts are explained through the general mechanism of interaction of universal markedness and faithfulness constraints. Cross-dialectal and intra-speaker variation are obtained through variation in the ranking of the constraints. By resorting to universal constraints and language-specific ranking, variation is shown to result from the implementation of various ways of obtaining the same goal (e.g., elimination of coda consonants: complete deletion, voice neutralization, stricture neutralization, vocalization, etc.). Processes that were presented as separate in a derivational model (i.e., Spanish diphthongization, resyllabification and onset strengthening) are shown to respond the same motivation (avoid onsetless syllables). The article aims to be an updated optimality-theoretic alternative to general accounts of syllabification such as Harris (1989) and Hualde (1991).
• Colina, S. (2006). Spanish second language acquisition: Applications to the teaching of professional translation (and interpretation). In Spanish Second Language Acquisition: From Research to Practice..
• Colina, S., & Díaz-Campos, M. (2006). The interaction between faithfulness constraints and sociolinguistic variation. In Optimality-Theoretic Studies in Spanish Phonology.. doi:10.1075/la.99.17dia
• Colina, S. (2003). Towards an empirically-based translation pedagogy. In Beyond the Ivory Tower: Rethinking Translation Pedagogy. doi:10.1075/ata.xii.04col

Journals/Publications

• Rodríguez-Guerra,, M., Colina, S., & Fabiano, L. (2022). Interaction in bilingual early speech acquisition: Acceleration in the bilingual acquisition of English liquids for English-Spanish bilinguals. Lingua, 281.
• Carvajal, S., Coco, L., Colina, S., Ingram, M., Marrone, N., Piper, R., & Wong, A. (2021). Prioritizing Community in Research Decision-Making Through Partnership. Innovation in Aging, 5(Supplement_1), 471-472. doi:10.1093/geroni/igab046.1824
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  Abstract In behavioral intervention research, taking a community-based participatory research approach enhances recruitment and retention while facilitating the transfer of research findings into social change. Successes with recruitment and retention are secondary to enacting fundamental principles of trust, reciprocity, cultural humility, empowerment, and respect. This presentation will describe a longitudinal clinical trial in a Southwest borderlands community, Oyendo Bien. The study was co-developed and implemented with community partnership throughout the research process. Dyads were recruited to participate in a community-delivered group education and support program addressing hearing loss for Spanish-speakers age 50+ years (n=132 participants randomized). We highlight the critical role that community health workers (promotoras) held as members of the research team. Furthermore, we describe an innovative approach for language mediation that integrates and empowers community participation. This presentation will include examples of lessons learned from the community in collaborating to conduct research in a way that truly serves.
• Colina, S., Rodriguez-Guerra, M., Marrone, N. L., Ingram, M., Navarro, K., & Arizmendi, G. (2022). Research Documents for Populations with Limited English Proficiency: Translation Approaches Matter. Ethics and Human Research.
• Carvajal, S., Colina, S., Ingram, M., Marrone, N., Piper, R., & Wong, A. (2020). Task Sharing in Hearing Care: Putting Principles Into Practice to Advance Access to Hearing Care. Innovation in Aging, 4(Supplement_1), 807-807. doi:10.1093/geroni/igaa057.2932
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  Abstract Task sharing, through models such as community health workers (CHWs), is considered an efficacious and cost-effective approach to extending access, addressing disparities, and building capacity. Increasingly, task sharing is recognized as a promising approach within sensory health. This session will share results from an NIH-funded trial of a first-in-kind CHW-delivered intervention along the U.S.-Mexico border. Trained CHWs provided a 5-week group aural rehabilitation program that included education and counseling on age-related hearing loss. A total of 136 Spanish-speaking older adults with hearing loss were randomized. Those in the immediate treatment group reported significantly greater use of communication strategies post-intervention, which was maintained over 1 year. Participants were more likely to report taking action on their hearing at 6 months (OR:1.56, p=0.001) and 1 year (OR:1.82, p=0.001). Building upon lessons learned, including post-intervention focus groups, the presentation will share guiding principles on the application of task sharing to support sensory health.
• Colina, S. (2020). Spirantization in Spanish: The role of the underlying representation. Linguistics. doi:doi: 10.1515/ling-2019-0035
• Colina, S., & Lafford, B. A. (2017). Translation in Spanish language teaching: the integration of a “fifth skill” in the second language curriculum. Journal of Spanish Language Teaching.
• Colina, S., Carvajal, S. C., Piper, R., Marrone, N., Ingram, M., Colina, S., Coco, L., & Carvajal, S. C. (2018). COMMUNITY-BASED HEARING LOSS EDUCATION AND SUPPORT GROUPS FOR OLDER HISPANIC/LATINO ADULTS.. Innovation in Aging, 2(suppl_1), 361-361. doi:10.1093/geroni/igy023.1334
• Kloehn, N., Leroy, G., Kauchak, D., Gu, Y., Colina, S., Yuan, N. P., & Revere, D. (2018). Improving Consumer Understanding of Medical Text: Development and Validation of a New SubSimplify Algorithm to Automatically Generate Term Explanations in English and Spanish. Journal of Medical Internet Research, 20(8), e10779.
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  While health literacy is important for people to maintain good health and manage diseases, medical educational texts are often written beyond the reading level of the average individual. To mitigate this disconnect, text simplification research provides methods to increase readability and, therefore, comprehension. One method of text simplification is to isolate particularly difficult terms within a document and replace them with easier synonyms (lexical simplification) or an explanation in plain language (semantic simplification). Unfortunately, existing dictionaries are seldom complete, and consequently, resources for many difficult terms are unavailable. This is the case for English and Spanish resources.
• Revere, D., Yuan, N. P., Colina, S., Gu, Y., Kauchak, D., Leroy, G. A., & Kloehn, N. (2018). SubSimplify – Automatically generating term explanations in English and Spanish when expert and big data dictionaries are insufficient. Journal of Medical Internet Research (JMIR), 8, e10779.
• Adamovich, S., Ingram, M., Harris, F., De Zapien, J., Colina, S., Marrone, N., Sánchez, D., & Sánchez, A. (2017). The potential in preparing community health workers to address hearing loss. Journal of the American Academy of Audiology, 28(6). doi:10.3766/jaaa.16045
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  Background: In underserved areas, it is crucial to investigate ways of increasing access to hearing health care. The community health worker (CHW) is a model that has been applied to increase access in various health arenas. This article proposes further investigation into the application of this model to audiology. Purpose: To assess the feasibility of training CHWs about hearing loss as a possible approach to increase accessibility of hearing health support services in an underserved area. Research Design: A specialized three-phase training process for CHWs was developed, implemented, and evaluated by audiologists and public health researchers. The training process included (1) focus groups with CHWs and residents from the community to raise awareness of hearing loss among CHWs and the community; (2) a 3-hr workshop training to introduce basic topics to prepare CHWs to identify signs of hearing loss among community members and use effective communication strategies; and (3) a 24-hr multisession, interactive training .6 weeks for CHWs who would become facilitators of educational and peer-support groups for individuals with hearing loss and family members. Study Sample: Twelve Spanish-speaking local CHWs employed by a federally qualified health center participated in a focus group, twelve received the general training, and four individuals with prior experience as health educators received further in-person training as facilitators of peer-education groups on hearing loss and communication. Data Collection and Analysis: Data was collected from each step of the three-phase training process. Thematic analysis was completed for the focus group data. Pre-and posttraining assessments and case study discussions were used to analyze results for the general workshop and the in-depth training sessions. Results: CHWs increased their knowledge base and confidence in effective communication strategies and developed skills in facilitating hearing education and peer-support groups. Through case study practice, CHWs demonstrated competencies and applied their learning to specific situations related to effective communication with hearing loss, family support, availability of assistive technology, use of hearing protection, and making referrals for hearing health care. Needs were identified for ongoing training in the area of use of assistive technology and addressing situations of more severe hearing loss and its effects. Conclusions: Initial results suggest it is feasible to train CHWs to engage community members regarding hearing loss and facilitate culturally relevant peer-health education and peer-support groups for individuals with hearing loss and their family members. In efforts to increase access to audiological services in rural or underserved communities, application of the CHW model with a partnership of audiologists deserves further consideration as a viable approach.
• Bessett, R., & Colina, S. (2017). Spanish ‘depalatalization’: the synchronic, diachronic and perception perspectives. Borealis – An International Journal of Hispanic Linguistics, 6(1), 223-241.
• Coco, L. S., Colina, S., Atcherson, S. R., & Marrone, N. L. (2017). Readability Level of Spanish-Language Patient-Reported Outcome Measures in Audiology and Otolaryngology. American Journal of Audiology, 17, 1-9.
• Colina, S., Marrone, N., Ingram, M., & Sánchez, D. (2017). Translation Quality Assessment in Health Research: A Functionalist Alternative to Back-Translation. Evaluation and the Health Professions, 40(3). doi:10.1177/0163278716648191
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  As international research studies become more commonplace, the importance of developing multilingual research instruments continues to increase and with it that of translated materials. It is therefore not unexpected that assessing the quality of translated materials (e.g., research instruments, questionnaires, etc.) has become essential to cross-cultural research, given that the reliability and validity of the research findings crucially depend on the translated instruments. In some fields (e.g., public health and medicine), the quality of translated instruments can also impact the effectiveness and success of interventions and public campaigns. Back-translation (BT) is a commonly used quality assessment tool in cross-cultural research. This quality assurance technique consists of (a) translation (target text [TT1]) of the source text (ST), (b) translation (TT2) of TT1 back into the source language, and (c) comparison of TT2 with ST to make sure there are no discrepancies. The accuracy of the BT with respect to the source is supposed to reflect equivalence/accuracy of the TT. This article shows how the use of BT as a translation quality assessment method can have a detrimental effect on a research study and proposes alternatives to BT. One alternative is illustrated on the basis of the translation and quality assessment methods used in a research study on hearing loss carried out in a border community in the southwest of the United States.
• Mukherjee, P., Leroy, G. A., Kauckak, D., Rajnarayanan, S., Diaz, D., Yuan, N. P., Pritchard, T. G., & Colina, S. (2017). NegAIT: A New Parser for Medical Text Simplification Using Morphological, Sentential and Double Negation. Journal of Biomedical Informatics.
• Sanchez, D., Adamovich, S. L., Ingram, M., De Zapien, J. G., Harris, F. P., Colina, S., Sanchez, A., & Marrone, N. L. (2017). The Potential in Preparing Community Health Workers to Address Hearing Loss.. Journal of the American Academy of Audiology.
• Colina, S., Marrone, N. L., & Ingram, M. (2016). Translation Quality Assessment in Health Research: Problems of back-translation. Evaluation and the Health Professions.
• Ingram, M., Marrone, N. L., Daisey, S. T., Sander, A., Navarro, C., De Zapien, J. G., Colina, S., & Harris, F. P. (2016). Addressing Hearing Health Care Disparities among Older Adults in a US-Mexico Border Community. Frontiers in Public Health. doi:/dx.doi.org/10.3389/fpubh.2016.00169
• Colina, S., & Angelelli, C. (2015). T&I pedagogy in dialogue with other disciplines. Translation and Interpreting Studies, 10(1).
• Simonet, M., & Colina, S. (2014). Galician coda restrictions and plural clusters. Linguistics, 52, 1433-1460.
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  The present study investigates the phonology and phonetics of Galician post-vocalic velar nasals. Galician has very strict coda restrictions – it does not allow for complex codas. One exception to this restriction is found in the plurals of words ending in a nasal consonant, which add /s/ to the “right” of a noun or adjective: man ‘hand’, mans ‘hands’; pan ‘bread’, pans ‘breads’. The present study puts forward a proposal, initially based on synchronic, formal phonological grounds, according to which post-vocalic, pre-/s/ nasals in plural forms are not nasal stops, but nasal glides. Their nature as nasal glides allows for their syllabification in the nucleus rather than in the coda, thus preserving (i.e., not violating) the restriction on complex codas. This proposal is then tested with a production experiment based on quantitative acoustic data. The acoustic study reveals indeed a difference in the degree of weakening of post-vocalic nasals, with pre-/s/ nasals in the plural forms showing a significantly higher degree of weakening than pre-/s/ nasals in the singular forms. The article concludes with an Optimality-Theoretic analysis of the phonological facts.
• Colina, S. (2013). Galician geada: in defense of underspecification in Optimality Theory. Lingua, 133, 84-100.
• Colina, S. (2011). Morphophonology. Studies in Hispanic and Lusophone Linguistics, 4(1), 173-192.
• Colina, S. (2010). Rhotics in Spanish: A New Look at an Old Problem. 12th Hispanic Linguistics#N#Symposium.
• Colina, S. (2009). Further evidence for a functionalist approach to translation quality evaluation. TARGET-INTERNATIONAL JOURNAL OF TRANSLATION STUDIES, 21(2), 235-264.
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  Colina (2008) proposes a componential-functionalist approach to translation quality evaluation and reports on the results of a pilot test of a tool designed according to that approach. The results show good inter-rater reliability and justify further testing. The current article presents an experiment designed to test the approach and tool. Data was collected during two rounds of testing. A total of 30 raters, consisting of Spanish, Chinese and Russian translators and teachers, were asked to rate 4-5 translated texts (depending on the language). Results show that the tool exhibits good inter-rater reliability for all language groups and texts except Russian and suggest that the low reliability of the Russian raters' scores is unrelated to the tool itself. The findings are in line with those of Colina (2008).
• Colina, S. (2009). Sibilant Voicing in Ecuadoran Spanish. Studies in Hispanic and Lusophone Linguistics, 2(1), 3-29..
• Colina, S. (2008). Reviews - Pilar Prieto, Joan Mascaró and Maria-Josep Solé (eds.) (2007). Segmental and prosodic issues in Romance phonology. (Current Issues in Linguistic Theory 282.) Amsterdam & Philadelphia: John Benjamins Publishing Company. Pp. xv+262.. Phonology. doi:10.1017/s0952675708001449
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  Reviews - Pilar Prieto, Joan Mascaró and Maria-Josep Solé (eds.) (2007). Segmental and prosodic issues in Romance phonology. (Current Issues in Linguistic Theory 282.) Amsterdam & Philadelphia: John Benjamins Publishing Company. Pp. xv+262. - Volume 25 Issue 1
• Colina, S. (2008). The Role of Language Variation in Mental Grammars: An Optimality-Theoretic Perspective. Studies in Hispanic and Lusophone Linguistics, 1(2), 435-446.
• Colina, S. (2008). Translation Quality Evaluation: Empirical Evidence for a Functionalist Approach.”. The Translator, 14(1), 97-134.
• Colina, S. (2006). MULTIPLE VOICES IN THE TRANSLATION CLASSROOM. Studies in Second Language Acquisition, 28(1), 147-149. doi:10.1017/s0272263106310054
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  MULTIPLE VOICES IN THE TRANSLATION CLASSROOM. Maria Gonzalez Davies . Amsterdam: Benjamins, 2004. Pp. x + 259. $150.00 cloth, $42.95 paper. In recent times, translator education has, in general, tried to stay away from SLA. One of the reasons for this lies in the prescriptivist belief that students should have acquired their languages by the time they start their translation education. Yet the reality is that current translation practice throughout the world includes many cases of incomplete language acquisition, especially in immigrant communities, and that translation into a second language is common (Campbell, 1998; McAlester, 1992; Newmark, 1988). Therefore, this volume is, in principle, a relevant publication for the field of SLA.
• Colina, S. (2006). No "double plurals" in Dominican Spanish: an optimality-theoretic account. LINGUISTICS, 44(3), 541-568.
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  In addition to standard methods of pluralization, Dominican Spanish has an alternative plural formation mechanism, normally referred to as the "double plural," in which -(e)se [(e) se] is adjoined to the base, libro > librose 'book-books" mujer > mujerese 'woman-women' (Jimenez Sabater 1976; Nunez-Cedeno 1980; Harris 1980; Terrell 1986; Nunez-Cedeho 2003). Extant analyses of double plural formation in Dominican Spanish suffer from framework-specific problems and more general ones, having to do with overgeneration of forms and inability to reveal the true nature of the process. Most analyses postulate a separate plural morpheme for Dominican "double plurals" /(e)se/.
• Colina, S., & Diaz-Campos, M. (2006). The phonetics and phonology of intervocalic velar nasals in Galician. LINGUA, 116(8), 1245-1273.
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  Galician intervocalic velar nasals have traditionally been considered derived segments. Scholars. however, have been unable to agree on their syllabic affiliation. with all syllabification proposals to date running counter to well-attested principles of phonological theory. Moreover, little is known about the phonetic properties of these segments beyond their nasal and velar qualities. The primary objective of this paper is therefore to contribute to our understanding of the phonology and phonetics of intervocalic velar nasals in Galician. This article reexamines existing phonological accounts of intervocalic velar nasals including a proposal in which these segments are argued to be underlying velar nasals with a geminate realization. The phonological proposal is complemented by a phonetic study on gemination that seeks to determine whether there are durational differences between the proposed underlying velar nasals and other velar nasals. The results show that, while longer than singletons, the Galician segments are not as long as underlying geminates. thus supporting the presence of non-contrastive gemination in Galician intervocalic velar nasals. This article illustrates the role played by phonetic investigation in phonological research and has implications for the study of gemination and for a theory of language change. (c) 2005 Elsevier B.V. All rights reserved.
• Colina, S., & Sykes, J. (2004). Educating parents in the spanish-speaking community: A look at translated educational materials. Bilingual Research Journal, 28(3). doi:10.1080/15235882.2004.10162619
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  Federal legislation (White House Executive Order 13166, 2000) mandates that language services be provided to limited English proficient populations by health care providers receiving federal funding. In order to do this, some basic resources have been developed to administer medical services. Nevertheless, the translation aspects of these guidelines often lack many components that would be necessary to assure the functional adequacy of the translated text (e.g., cultural, pragmatic, and textual appropriateness). Furthermore, outside the medical field, guidelines and legislation are often nonexistent. In the absence of specific requirements for translation and/or translator qualifications, research suggests that translators, in particular novice, unexperienced translators, tend to adopt a literal, linguistic, micro-approach to the translation task, failing to consider global or pragmatic factors (Colina, 1997, 1999; Jääskeläinen, 1989, 1990, 1993; Königs, 1987; Krings, 1987; Kussmaul, 1995; Lörscher, 1991, 1992a, 1992b, 1997; Tirkkonen-Condit and Jääskeläinen, 1991). Given the scarcity of educational programs in translation and the frequent use of untrained bilinguals to produce translated materials in Arizona, we hypothesized that documents translated in educational settings would not be functionally adequate. Using a sample corpus of educational materials for the Spanish-speaking population, we show that this is indeed the case. We demonstrate that a structural, literal approach is inadequate for educational purposes and often negatively affects educational outcomes. The effectiveness of the translated materials with regard to global considerations and purpose is vital, especially in regard to parental involvement as a key factor in a student's success. More adequate guidelines need to be developed regarding requirements for translations and translator training. Additional implications for education and policy creation for language-minority populations are discussed. © 2004 Taylor & Francis Group, LLC.
• Sykes, J. M., & Colina, S. (2004). Educating Parents in the Spanish-Speaking Community: A Look at Translated Educational Materials. Bilingual Research Journal, 28(3), 299-318. doi:10.1080/15235882.2004.10162619
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  Abstract Federal legislation (White House Executive Order 13166, 2000) mandates that language services be provided to limited English proficient populations by health care providers receiving federal funding. In order to do this, some basic resources have been developed to administer medical services. Nevertheless, the translation aspects of these guidelines often lack many components that would be necessary to assure the functional adequacy of the translated text (e.g., cultural, pragmatic, and textual appropriateness). Furthermore, outside the medical field, guidelines and legislation are often nonexistent. In the absence of specific requirements for translation and/or translator qualifications, research suggests that translators, in particular novice, unexperienced translators, tend to adopt a literal, linguistic, micro-approach to the translation task, failing to consider global or pragmatic factors (Colina, 1997, 1999; Jaaskelainen, 1989, 1990, 1993; Konigs, 1987; Krings, 1987; Kussmaul, 1995; Lorsch...
• Colina, S. (2003). Diminutives in Spanish a Morpho-Phonological Account. Southwest Journal of Linguistics, 22(2).
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  ABSTRACT. This paper argues, within an optimality-theoretic framework, that Spanish diminutivization is primarily driven by morphological factors. Two underlying allomorphs select their bases according to the morphological class and morphological structure of the base: -it- attaches to word classes with a terminal element (TE) (-a, -o and -e; cas-a, cas-it-a, 'house'; pel-o, pel-it-o, 'hair'; envas-e, envas-it-o, 'container) and -citV to words with no TE (e.g. cancion, cancion-cita, 'song'). The basic allomorphy results from the preference of the diminutive morpheme (in particular, that of the -citV allomorph) for word-level attachment, the tendency for Spanish words to end in TEs and a general prohibition against TEs in non-final positions. It is also argued that phonological factors, in the form of high-ranking, markedness constraints on the shape of the Prosodic Word, can alter the basic pattern of allomorphy (emergence of the unmarked). Dialectal variation is shown to follow from constraint reranking. * INTRODUCTION. An aspect of Spanish morphophonology still not well understood is the distribution of the allomorphs -citV and -itV of the diminutive suffix. Existing attempts at explaining diminutive formation suffer from various shortcomings. While some are affected by the limitations imposed by a particular theoretical framework (Jaeggli 1980), others introduce data from various dialects without clearly separating the analyses (Prieto 1992a). Crowhurst's (1992) prosodic analysis has the virtue of limiting the data to a single dialect; however, it fails in that it overemphasizes the role of the phonology. She derives all diminutive forms from a single underlying allomorph, -citV, (1) making prosodic morphology responsible for the alternation; although minimal template satisfaction does play a role in diminutive formation in Spanish, I argue that the major factor driving the alternation is morphological, not phonological. Finally, Miranda's OT account (1999) is also overly dependent on the phonological aspects of diminutivization to the detriment of the morphology. This paper argues for a morphological analysis of Spanish diminutive formation that overcomes the difficulties encountered by existing analyses, while focusing on one Spanish dialect (Northern/Central Peninsular). (2) I also show that the diminutive data are mainly the result of morphological factors that can, nonetheless, interact with phonological ones; therefore, a system of violable universal constraints, such as that of Optimality Theory (OT) (Prince & Smolensky 1993, McCarthy & Prince 1993a,b) and Correspondence Theory (CT) (McCarthy & Prince 1994, 1995, 1999, Benua 1995), that allows for the formalization of these interactions, provides a more adequate account of the data than previous serial accounts. CT and output-to-output constraints are particularly well suited for capturing some morphological aspects of the analysis, such as the need for identification/isolation of the base. Furthermore, the analysis of diminutivization proposed here provides evidence in favor of an OT approach since interdialectal variation is shown to follow from constraint reranking. Serial analyses (e.g. Jaeggli 1980, Prieto 1992a, Crowhurst 1992) are unable to provide a single unified account of diminutivization across dialects of Spanish. The present analysis is of theoretical interest as well. It reveals the emergence of unmarked phonological patterns (McCarthy & Prince 1994) within the realm of the morphology, specifically in the context of allomorph selection (i.e. augmentation of a base through suffixation), thus suggesting that the emergence of unmarked patterns is not restricted to the phonology, as earlier proposals seem to have indicated (cf. McCarthy & Prince 1994, Colina 1996, Pineros 1998 for truncation and copying processes in Spanish). Spanish diminutivization also provides support for CT and output-to-output constraints, since these are crucial in explaining the role of disyllabic templates and related restrictions (PrWd attachment, minimality and identity effects). …
• Colina, S. (2003). The Status of Word-Final [E] in Spanish. Southwest Journal of Linguistics.
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  ABSTRACT. Traditionally the final vowel of Spanish forms like parte 'part', nube 'cloud', etc. has been analyzed as the result of WORD-FINAL EPENTHESIS (Harris 1986a,b, 1991, 1999). The main argument in favor of this proposal is that -e, the epenthetic vowel in Spanish, follows an UNSYLLABIFIABLE CONSONANT or CONSONANT CLUSTER (*nub, *part). This paper argues that status of this generalization is not as clear-cut as generally assumed and that word-final [e] is not always predictable. Furthermore, the benefits obtained by capturing a supposedly systematic aspect of the phonology are offset by the presence of EXCEPTIONLESS INITIAL EPENTHESIS, as in yugoslavo ~ eslavo, deletion of unsyllabifiable word-final consonants, for example club [klu], and by the problems faced by current accounts of pluralization. The analysis put forth argues that the lexical rule of FINAL EPENTHESIS has been dropped from the grammar of Spanish, resulting in grammar simplification and restructuring of word-final /e/ as an underlying terminal element. * INTRODUCTION: THE EPENTHESIS PROPOSAL. Traditionally the final vowel of Spanish forms like parte 'part', nube 'cloud', etc. has been analyzed as the result of word-final epenthesis (FE) (Harris 1986a,b, 1991, 1999). It often has been observed that, whereas terminal elements (TE) -a, -o can be preceded by any consonant/consonant cluster as seen in 1a,b and 2a,b, -e has a somewhat different distribution (Harris 1983, 1986a). Specifically, -e follows consonants and consonant clusters not permitted in word final position as shown in 1c, but it is not common after the set of consonants allowed in word-final position in 2c [d, l, n, r, s, [theta]]. (1) a. -o# b. -a# himno 'hymn' columna 'column' parto 'delivery' carta 'letter' canto 'chant' santa 'saint' pacto 'pact' acta 'minute' tubo 'tube' Cuba 'cuba' pito 'whistle' cita 'date' c. -e# d. -CC# solemne 'solemn' * parte 'part' * guante 'glove' * traste 'fret' (n.) * nube 'cloud' * (2) a. -o# b. -a# dedo 'finger' seda 'silk' polo 'pole' cola 'tail' cono 'cone' luna 'moon' cero 'zero' cera 'wax' caso 'case' casa 'house' cazo 'saucepan' caza 'hunt' c. -e# d. -C# sede 'seat' (n.) sed 'thirst' prole 'progeny' sol 'sun' pene 'penis' atun 'tuna' ere 'r' mujer 'woman' fase 'phase' as 'ace' cruce 'intersection' cruz 'cross' Harris (1986a: 113) points out that 'this highly skewed distribution' of -e must be the result of an epenthesis rule that inserts a mid vowel to parse unsyllabifiable coda consonants and consonant clusters; -e after syllabifiable coda consonants, as in 2c, is considered part of the underlying representation. The same position is adopted in Harris (1991, 1999). The main argument in favor of FE is that a rule of FE captures an important generalization with respect to the syllable structure of Spanish, namely that /CC, c, x, p, t, k, b, g, f/ are not syllabifiable word-finally. An analysis without FE would miss this generalization. Although this is a strong argument that has generally remained unchallenged, I argue that the matter needs to be reexamined. More specifically, I claim that the status of this generalization is not as clear-cut as generally assumed and that word-final -e is not always predictable. Furthermore, the benefits obtained by capturing a supposedly systematic aspect of the phonology are offset by the presence of exceptionless initial epenthesis, as in hemisferio 'hemisphere'~ esfera 'sphere', possible deletion of unsyllabifiable word-final consonants and consonant-clusters, for example club [klu], and by the problems faced by current accounts of pluralization. …
• Colina, S. (2002). Second Language Acquisition, Language Teaching and Translation Studies. The Translator. doi:10.1080/13556509.2002.10799114
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  AbstractCurrent interaction among second language acquisition (SLA), language teaching and translation studies is not entirely positive. One possible source for this mutual alienation lies not in disconnected fields of study, but in misunderstood notions about these fields and in the history of a particular research paradigm. This paper describes recent developments in SLA and shows that they translate into a different kind of relationship among SLA, language teaching and translation studies. It further examines similarities and differences in the goals and objects of study of the above disciplines, and reviews and synthesizes the legacy of language teaching in translator training. Finally, by summarizing research in SLA that is relevant for translation studies, the author illustrates the relationship among the fields under study with respect to specific research areas and to teaching. Some implications for translator training are pointed out.
• Colina, S. (2000). Malmkjær, Kirsten, ed. 1998. Translation and Language Teaching / Language Teaching and Translation. Target-international Journal of Translation Studies, 12(2), 375-378. doi:10.1075/target.12.2.22col
• Colina, S. (1999). TRANSLATING BY FACTORS.Christoph Gutknecht & Lutz J. Rölle. Albany, NY: State University of New York Press, 1996. Pp. xvi + 346. $62.50 cloth, $23.95 paper.. Studies in Second Language Acquisition. doi:10.1017/s0272263199221067
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  Translating by factors (henceforth TBF ) is an attempt at systematizing the multiplicity of factors affecting the translation process, in particular those relevant to the translation of the modals between English and German. TBF is an example of the so-called linguistic approach to translation and an illustration of why such an approach has often been criticized by translation scholars and professionals. Although it is useful to linguistics engaged in descriptive and contrastive studies of modals, the predominantly formal, sentence-based, contrastive-analysis approach embraced by the authors (who adopt, without discussion, formal equivalence as the goal to strive for in translation activity) will not be of as much use to those engaged in the teaching and practice of translation for purposes of communication. This is especially true in light of mounting empirical evidence in the translation competence literature that supports functional considerations as a dominant factor in professional translator processes.
• Colina, S. (1997). Contrastive rhetoric and text-typological conventions in translation teaching. Target-international Journal of Translation Studies, 9(2), 335-353. doi:10.1075/target.9.2.07col
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  Abstract: This paper illustrates the relevance of contrastive rhetoric research to Translation Studies and shows how it can be applied to translation pedagogy. After a brief descriptive analysis of the recipe genre in English and Spanish, student translations are examined. It is shown that the work of novice translators is one case in which source-language textual features are transferred into the target text. The effects of explicit instruction on textual features and text-typological conventions are examined by comparing student translations: a significant improvement in the work of students exposed to explicit instruction is indicative of the benefit of pedagogical intervention. The evidence presented also indicates that translation competence is in fact separate from bilingualism.Resume: Cet article se propose d'examiner l'interet de la rhetorique contrastive pour les etudes de traduction et son usage possible en pedagogie de la traduction. Une breve analyse du genre "recette de cuisine" en anglais et en espagnol est suivie d'une presentation de copies d'etudiants. Les traducteurs debutants transposent d'habitude des proprietes textuelles de la langue-source en langue-cible. Or, une comparaison de ces copies montre que des instructions precises engendrent des effets benefiques, en l'occurrence sur ces proprietes et sur les conventions generiques. Elle souligne egalement que la competence traductive doit etre distinguee du bilinguisme.
• Colina, S. (1997). Identity constraints and Spanish resyllabification. Lingua, 103(1), 1-23. doi:10.1016/s0024-3841(97)00011-9
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  Abstract In this paper, I argue in favor of a constraint-based approach to Spanish resyllabification. An Optimality Theoretic analysis is proposed and compared to the rule-based account. A parallel analysis based on Correspondence Theory and Identity constraints (Kenstowicz's, 1995) demonstrates that aspiration of /s/ in an onset position does not constitute evidence in favor of a derivational account; in addition, the analysis proposed explains the interaction between resyllabification and aspiration and expands Kenstowicz's original proposal to various processes of derivation, suffixation and resyllabification.
• Colina, S. (1997). Syntax, Discourse Analysis, and Translation Studies. Babel. Revue internationale de la traduction / International Journal of Translation, 43(2), 126-137. doi:10.1075/babel.43.2.04col
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  Abstract The linguistics of the 60s and 70s did not prove to be of much help to translation and translation theory, due to the emphasis placed on languages as formal systems. However, newer directions of linguistics research which focus on the communicative function of language, such as text linguistics, discourse analysis, pragmatics, have much to offer to translation studies. This paper shows how discourse analysis can be applied to translation and highlights some of the benefits of knowledge of linguistics and discourse analysis for the translation teacher, the student and the professional translator. In addition, it joins recent literature on translation studies and linguistics (House and Blum-Kulka 1986; Hatim and Mason 1990; Neubert and Shreve 1992; Baker 1992) in calling for a more influential role of linguistics in translation studies and translation theory. Working within discourse analysis and, in particular, syntax in discourse, i.e. discourse functions of syntactic constructions, the present study examines the discourse functions of the passive in Spanish and in English. The paper first presents a contrastive description of the textual functions of the passive in English and in Spanish based on a corpus of original texts in both languages. Then a discourse-based explanation for the differences is provided. Finally, the author examines the solutions found in translation as well as the analysis' efficiency in predicting and/or explaining such solutions. Résumé La linguistique des années 60 et 70, période pendant laquelle la langue était conçue comme un système formel, ne se prêtait pas bien à la traduction et à sa théorie. La recherche portant sur la linguistique a depuis changé d'orientation; on reconnaît maintenant l'aspect communicatif de la langue. On accorde donc une importance particulière à la linguistique, à l'analyse du discours et à la pragmatique, entre autres, ce qui se prête beaucoup mieux au concept de la traduction. La présente étude démontre comment on peut appliquer l'analyse de la rédaction à la traduction et souligne quelques-uns des avantages qu'offre la connaissance de cette analyse et de la linguistique pour l'enseignant, l'étudiant et le traducteur professionnel. De plus, l'auteur se joint aux auteurs d'études récentes portant sur la traduction et la linguistique (House et Blum-Kulka, 1986; Hatim et Mason, 1990; Neubert et Shreve, 1992; Baker, 1992) en recommandant un rôle plus important pour la linguistique dans l'étude et la théorie de la traduction. A l'aide d'une analyse du discours, et plus particulièrement de la syntaxe, c'est-à-dire de la fonction de la syntaxe dans la rédaction, le rapport examine l'emploi du passif dans les langues espagnole et anglaise. On établit d'abord le contraste entre la fonction textuelle du passif dans la langue anglaise et celle dans la langue espagnole en étudiant un corpus de textes dans les deux langues. On explique ensuite la différence du point de vue de la rédaction. Enfin, l'auteur examine les solutions qu'apporte la traduction et l'efficacité de l'analyse pour prévoir et pour expliquer ces solutions.
• Colina, S. (1996). Spanish truncation processes: the emergence of the unmarked. Linguistics. doi:10.1515/ling.1996.34.6.1199
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  Dans le cadre de la theorie de l'optimalite, l'A. analyse la troncation nominale et la formation hypocoristique en espagnol. Il montre qu'une analyse basee sur des contraintes est preferable par rapport aux analyses precedentes parce qu'elle n'exige pas de condition - optionnelle ou obligatoire - sur la forme de la seconde syllabe. Il montre egalement que la structure non marquee de la syllabe joue un grand role dans les processus de troncation, dans la mesure ou elle relie les processus de troncation nominale et de formation hypocoristique en espagnol aux syllabes CV (de base)

Proceedings Publications

• Kauchak, D., Leroy, G. A., Pei, M., & Colina, S. (2019, November). Predicting Transition Words between Sentences for English and Spanish Medical Text. In AMIA.
• Colina, S., Diaz, D., Naverrete, B., Kauchak, D., Leroy, G. A., & Mukherjee, P. (2017, November). The Role of Surface, Semantic and Grammatical Features on Simplification of Spanish Medical Texts: A User Study. In AMIA Fall Symposium.

Presentations

• Colina, S. (2024). Incorporating translation in the language classroom:  Roles, activities and curricular integration. Invited talk. Heriot Watt University, Edinburgh, Scotland, UK: Centre for Translation & Interpreting Studies in Scotland.
• Colina, S. (2024). Incorporating translation in the language classroom:  Roles, activities and curricular integration. Invited workshop. Heriot Watt University, Edinburgh, Scotland, UK: Centre for Translation & Interpreting Studies in Scotland.
• Colina, S. (2024, June). Summer 2024 Institute on Translation Across the Curriculum. Summer Institute Faculty. University of Iowa, Iowa City: University of Iowa’s Center for Translation and Global Literacy.
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  Faculty member for the Translation Summer Institute
• Colina, S., Gorman, L., Giambruno, C., & Ortega Herráez, J. M. (2023, May). A Comparative View of Ensuring Rights through Language: Training Translators and Interpreters in the US and Spain. Muros, 3rd International Conference, Chicano History. Elche, Spain: Universidad Miguel Hernández.
• Colina, S., Ploschnitzki, P., & Thow, D. (2023, November). A Clean (Tran-)Slate – Building Bridges:  Research and Practice of Literary Translation. Conference of the American Literary Translators Association. Tucson, AZ: American Literary Translators Association.
• Colina, S. (2022, April).

  Two approaches to the translation of a health survey: comparing their usability

  . Biannual Conference of the American Translation and Interpreting Studies Association (ATISA). University of California, Santa Barbara: University of California, Santa Barbara.
• Colina, S. (2022, April). Envisioning the Future of Translation in Language Teaching. Future Thinking on Language Learning and Teaching”, Harvard University Language Center. Online, Harvard University: Consortium for Language Teaching and Learning (CLTL), Harvard University Language Center.
• Colina, S. (2022, February). Servingness through Language: Beyond Access and Inclusion. Centering Servingness Webinar Series. Online, University of Arizona: UArizona Hispanic Serving Institution Initiatives.
• Colina, S. (2022, March). The Role of Research in Creative Translation. Creative Translation in Educational Contexts in the 2020s. Online, University of Oxford: Queen's College University of Oxford and Stephen Spender Trust.
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  Panelisy
• Colina, S. (2022, September). Translation in language teaching: past, present, and future. International Translation Day, Department of Spanish and Portuguese, Rutgers University. Online, Rutgers University: Rutgers University.
• Colina, S., & Albrecht, S. (2022, March). Designing Translation Materials for the World Language Classroom. CERCLL Professional Development SeriesCERCLL.
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  3 hour workshop
• Rodríguez-Guerra, M., Colina, S., & Fabiano-Smith, L. (2022, June). Between-language interaction in early acquisition of speech. Evidence from gliding in Spanish-English bilingual preschoolers in the Southwestern US. 31st Colloquium on Generative Grammar. University of the Ballearic Islands, Palma de Mallorca, Spain.: University of the Ballearic Islands, Palma de Mallorca, Spain..
• Coco, L., Carvajal, S. C., Colina, S., Piper, R., Wong, A. A., Ingram, M., & Marrone, N. L. (2021). Prioritizing community in research decision-making through partnership. American Public Health Association Annual Meeting and Expo.
• Colina, S. (2021). Perspectives on Translation Quality. Webinars em Tradução. Lisbon, Portugal/Online: Autónoma Academy.
• Colina, S. (2021). The Future of Translation in Language Teaching. Future Thinking Series, Harvard University. Online/Harvard University: Department of Romance Languages & Literatures, Harvard University.
• Colina, S. (2021). “Functionalist and community-based participatory translation”. Hearing Healthcare for Hispanic/LatinXAdults, National Stakeholder Workshop. Online/ American Auditory Society, H3 Coalition: American Auditory Society, H3 Coalition.
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  Presentation given in English, but recorded and available in English and Spanish.https://www.youtube.com/channel/UCcdKj3VaFQuB3Za4zf5xAoA (English)https://www.youtube.com/watch?v=P-LUDJav--I (Spanish)
• Colina, S., & Albrecht, S. (2021). Translation in the Multilingual Language Classroom: Rationale, Roles, and Activity Design. American Association of Teachers of Spanish and Portuguese (AATSP) Annual Conference. Atlanta, Georgia: American Association of Teachers of Spanish and Portuguese (AATSP).
• Colina, S., & Albrecht, S. (2021, April 21). Translation in the Multilingual Language Classroom. CERCLL professional Development Series. Online: CERCLL.
• Colina, S., & Albrecht, S. (2021, October 21). Designing Translation Materials for the World Language Classroom. CERCLL Professional Development Series. Online: CERCLL.
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  3 hour teacher workshop. International audience
• Colina, S., Fabiano-Smith, L. C., & Rodriguez-Guerra, M. (2021, October 7-9 2021). Gliding in Spanish-English bilingual preschoolers. A mixed-methods analysis of between-language interaction in early acquisition of speech. Hispanic Linguistics Symposium Miriam Rodríguez-Guerra, Sonia Colina and Leah Fabiano-Smith.. Online: Wake Forest University, NC.
• Rodríguez-Guerra, M., Fabiano-Smith, L. C., & Colina, S. (2020, February). Early acquisition of speech and between-language interaction. Evidence from gliding in bilingual preschoolers. 7th National Symposium on Spanish as a Heritage Language. Albuquerque, NM: University of New Mexico.
• Colina, S. (2019, May). Translation and Interpreting in the Language Classroom. ATISA (American Translation and Interpreting Studies Association) Summer School. Tucson, Arizona: ATISA (American Translation and Interpreting Studies Association).
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  I was one of 5 faculty teaching in the Summer School. This was my presentation (in addition to tutoring and mentoring of students).
• Colina, S. (2019, October). Approaches to Translation Evaluation. Translation and Research in the Humanities, Workshop. Copenhagen: University of Copenhagen, Goteborgs University.
• Carvajal, S. C., Carvajal, S. C., Marrone, N. L., Colina, S., Colina, S., Wong, A. A., Piper, R., Piper, R., Ingram, M., Coco, L. S., Coco, L. S., Coco, L. S., Piper, R., Ingram, M., Ingram, M., Wong, A. A., Wong, A. A., Colina, S., Marrone, N. L., , Marrone, N. L., et al. (2018, November 15). Community-based Hearing Loss Education and Support Groups for Older Hispanic/Latinx Adults. The Gerontological Society of America 2018 Annual Scientific Meeting. John B. Hynes Veterans Memorial Convention Center in Boston, Massachusetts: The Gerontological Society of America.
• Colina, S. (2018, October). Translation in language classes: A translator pipeline. American Translators Association. New Orleans.
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  2 hour workshop--invited
• Colina, S., Casillas, J., & Díaz, Y. (2018, October). Syllabic affiliation of prevocalic glides in Sonoran Spanish. Hispanic Linguistics Symposium.
• Colina, S. (2017, Jan.). Non-literary translation in the liberal arts curriculum and beyond: Challenges and opportunities. MLA. Amsterdam, Philadelphia.
• Colina, S. (2016, April). Translation Quality in Cross-Cultural Research: From back-translation to a functionalist collaborative approach. Biannual Conference of the American Translation and Interpreting Studies Association (ATISA). Middlebury Institute of International Studies, Monterey, CA, USA.
• Colina, S. (2016, March). Translation Studies, Language for Specific Purposes and Heritage Language Teaching: convergence, divergence and new directions. International Symposium on Languages for Specific Purposes/CIBER Business Language Conference. Phoenix, ASU Downtown.
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  Panel organizer and presenter
• Adamovich, S. L., Carvajal, S. C., Ingram, M., De Zapien, J. G., Harris, F. P., Colina, S., & Sanchez, D. (2015, March). Community-based participatory research on hearing loss in a border/low-resource community. American Auditory Society Scientific & Technology Meeting. Scottsdale, Arizona: American Auditory Society.
• Bessett, R., & Colina, S. (2014, November). Depalatalization in the synchronic and diachronic phonology of Spanish. Hispanic Linguistics Symposium, Purdue University.
• Colina, S. (2014, April). In support of a (minimalist) componential approach to translation competence. Biannual Conference of the American Translation and Interpreting Studies Association (ATISA). New York U..
• Marrone, N. L., Sanchez, D., Ingram, M., De Zapien, J. G., Harris, F. P., Colina, S., Piper, R., Carvajal, S., Marrone, N. L., Sanchez, D., Ingram, M., De Zapien, J. G., Harris, F. P., Colina, S., Piper, R., & Carvajal, S. (2014, November). Development of a Community Health Worker Approach to Expand Access to Hearing Health Care. Gerontological Society of America Scientific Meeting. Washington, DC: Gerontological Society of America.

Poster Presentations

• Colina, S. (2019, March 1). Effective Communications with LEP Populations in Disaster Response. National Institutes of Health’s, Disaster Research Response Workshop. Tucson, Arizona: National Institutes of Health’.
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  on behalf of the National Center for Interpretation, with the collaboration of Holly Silvestri
• Kauchak, D., Colina, S., Navarrete, B., & Leroy, G. A. (2017, November). Spanish Text Simplification Using Term Familiarity: Applying Principles from English Text Simplification. AMIA Fall Symposium. Washington DC.
• Sanchez, A., Marrone, N. L., Ingram, M., Sanchez, D., Colina, S., De Zapien, J. G., Adamovich, S. L., & Carvajal, S. C. (2016, October). Family Perspectives on Hearing and Communication Among Mexican American Older Adults. World Congress of Audiology. Vancouver, Canada.
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  Sanchez, A., Marrone, N., Ingram, M., Sánchez, D.,Wong, A., Colina, S., de Zapien, J., Adamovich, S., &Carvajal, S. (September 2016) Family perspectives onhearing and communication among Mexican-Americanolder adults. Poster presented at the 33rd World Congressof Audiology. Vancouver, British Columbia, Canada.

Reviews

• Colina, S. (2013. Segmental and prosodic issues in Romance phonology(pp 171-177).
• Colina, S. (2007. Pragmatics at work: The translation of tourist literature.(pp 131-133).

Others

• Colina, S. (2019, March). Understanding Community Health Impacts. National Institutes of Health, Disaster Research Response Workshop.
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  Panelist. Invited to discuss translation and language barriers
• Colina, S. (2018, May). Translation and Interpretation in the Curriculum. ADFL.
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  Discussion Group ModeratorADFL Summer Seminar, Michigan State University
• Colina, S. (2017, May). Translation and Interpretation in the Curriculum. ADFL.
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  Discussion Group Moderator