Teresa Satterfield

Professor Teresa Satterfield is a linguist whose areas of research include child bilingualism, first language acquisition (the roles of [psycholinguistic and sociolinguistic] factors in  developing grammars), language contact phenomena in the context of U.S. (Afro-)Latinx identity and culture. Satterfield collaborates extensively on studies using fNIRS brain imaging techniques to inform theories of syntactic development and literacy research in bilingual children. She is the founder and director of the community-based Saturday Spanish academic program for Spanish-speaking children grades Pre-K to 5, "En Nuestra Lengua (ENL) www.umich.edu/~tsatter/ENL, www.facebook.com/EnNuestraLengua. Satterfield is the 2022 recipient of the Individual Award for Outstanding Contributions to Race & Ethnicity Instruction; College of LSA, University of Michigan.

Specializations: bilingualism, syntactic theory, language variation and contact, computational models of language

Other areas of interest: language as a Complex Adaptive System

Recent and Selected Publications

Marks, R., T. Satterfield, & I. Kovelman. (2022). Integrated Multilingualism as Revealed through Bilingual Reading Development. In MacSwan, J, ed. “Integrated Multilingualism.” Cambridge, MA: MIT Press.

Satterfield, T. (2021). Dual Competence in Dual Language Learners: Gradience and Variability of Object Clitics in Spanish Heritage Language Learners. In Gupton, T. & E. Gieslau, eds. “Festschrift for Paula Kempchinsky.” Amsterdam: John Benjamins, 189 – 213.

Satterfield, T. (2019). Review of Schwegler, Kirschen & Maglia, eds. (2017): Orality, Identity, and Resistance in Palenque (Colombia): An interdisciplinary approach, Volume 54: Contact Language Library. Middle Atlantic Review of Latin American Studies 3(2): 172 – 174.

Arredondo, M., Hu, X., Tsutsumi, A., Satterfield, T., Gelman, S. & I. Kovelman (2019). Are Two Better Than One? Language Competition in the Bilingual and Monolingual Developing Brain. Brain and Language: Special Issue, Developmental and Computational Approaches to the Bilingual Brain. Volume 195, doi.org/10.1016/j.bandl.2019.104640

Satterfield, T. & J. Benkí (2019). Caribbean Spanish influenced by African-American English: US Afro-Spanish language and the new US Caribeño Identity.  In Valentín-Márquez, W. & M. Gonzáléz-Rivera, eds., Dialects from Tropical Islands: Caribbean Spanish in the US. New York: Routledge Publishers, 201–219.

Satterfield, T. & J. Haefner (2018). Community Service Immersion: A Blueprint for US Social and Linguistic Engagement. In Purdy, Jann, ed. Language beyond the Classroom: a How-to-Guide for Service Learning Curriculum in Foreign Language Programs. New York: Cambridge Scholars Publishing, 184 – 209.

Pollard-Durodola, S. D., Gonzalez, J. E., Satterfield, T., Benkí, J., Vaquero, J., & Ungco, C. (2017). Parent book talk to accelerate Spanish content vocabulary knowledge. The Reading Teacher. 17(3): 335 – 345  doi.org/10.1002/trtr.1615

Recent undergraduate courses taught: 

Span 355: Spanish in the U.S.
Span 373: Bilingualism in the Spanish-speaking world
Span 411: Spanish Morphosyntax
Span 487: Seminar in Romance-language-based Pidgins and Creoles 
Span 487: Seminar in AfroHispanic languages

Research Areas(s)

• Romance linguistics, (first) language acquisition, bilingualism, syntactic theory, language variation and contact, computational models of language

Affiliation(s)

• Romance Languages & Literatures
• Combined Program of Education and Psychology (CPEP)
• Linguistics