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56:940:513
Introduction to Spanish Sociolinguistics (3)
This
course is intended to provide the student with a panoramic view of the field of
Hispanic sociolinguistics. Topics to be discussed in this course range from
basic concepts such as language, dialect, bilingualism, etc. to more complex
issues such as language variation and change, or languages in contact. Students
in this course will gain a more accurate perspective on the complexity of the
internal and external factors that shape the Spanish language, be able to use
and understand basic terminology in the field of Hispanic sociolinguistics, and
develop the ability to do independent research in the field of Hispanic sociolinguistics.
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56:940:515
Acquisition of Spanish a Second Language (3)
This course is an introduction to
the field of Spanish Second Language Acquisition (SLA). Spanish SLA examines
the evolution of foreign language instruction in the last 50 years, focusing on
topics such as: grammar instruction; feedback techniques; vocabulary learning;
the role of repetition, communication, and interaction; the role of the
instructor; and the development of specific abilities and skills. This course
looks at some of the current research projects and findings related to those
issues, and how such research can help shape the pedagogical practice of
foreign language teachers. Students in this course will gain a more accurate
perspective on the complexity of the internal and external factors that shape
the Spanish language, be able to use and understand basic terminology, and
develop the ability to conduct independent research in the field of Spanish
SLA.
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56:940:517
Methods of Teaching Spanish (3)
This course seeks to ask the fundamental questions in Spanish second language learning, teaching, and acquisition in order to provide an understanding of the major issues in theory and in practice faced by professionals in the field subsumed by language(s), literature(s) and culture(s). Upon completion of this course students will be able to demonstrate a familiarity with the present terminology of linguistic theory and methods/pedagogy; exhibit knowledge of the linguistic theories and theories of pedagogy and understand their scope and limitations for application in effective language teaching/learning; and draw on their developing knowledge of linguistics to analyze problems involving the application of the field to language learning and teaching.
Prerequisite: 56:940:515.
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56:940:521
Spanish Grammar and Linguistics I (3)
Provides the student with a panoramic view of
the linguistic patterns present in the Spanish language and their
functions within the system. This course has two main objectives: 1) a
contrastive study of the Spanish and English grammatical systems; and 2) its practical applications to Spanish language teaching, learning, and
research. Students will gain a more accurate perspective
on the complexity of internal and external factors that shape the
Spanish language, be able to use and understand basic terminology, and
develop the ability to do independent research.
Prerequisite: 50:940:204 or equivalent. Open to all students. Not required for Spanish major.
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56:940:522
Spanish Grammar and Linguistics II (3)
This
course is a continuation of Spanish
Grammar and Linguistics I (56:940:521). While
intending to deepen the students' knowledge of the linguistic patterns present
in the Spanish language and their functions within the system, Spanish Grammar
and Linguistics II has a bigger focus on the issues and practical applications
of teaching, learning, and researching grammatical topics in the Spanish
language classroom. Students in this course will develop a more accurate
perspective on the complexity of the internal and external factors that shape
the Spanish language, and will implement their metalinguistic knowledge to
teaching and in independent research.
Prerequisite: 56:940:521.
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56:940:531
Technology in the Spanish Classroom (3)
This
course focuses on the most prominent theoretical frameworks, research,
technologies, and concepts of Technology Enhanced Language Learning (TELL), second language learning theories and its research, and foreign language
pedagogy with a focus on Spanish. TELL is an area that is critical for the
professional development of prospective foreign and second language educators,
and would also be of interest to students of applied linguistics and education.
Students in this course will develop a basic knowledge of the key concepts,
problems, and hopes associated with TELL and Second Language Acquisition (SLA).
This course will also explore the tools, classroom applications, and digital
pedagogy of TELL applied to the Spanish language classroom.
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56:940:533
Assessment and Evaluation in the Spanish Classroom (3)
This course explores the assessment of foreign/ second languages both at a theoretical and a practical level with a
focus on the Spanish classroom. It conceptualizes the dichotomy
teaching-assessment of the Spanish language as a fundamental pedagogical
enterprise. Specifically, this course explores some of the latest issues that
have become of key importance over the last few years among the foreign/second
language educators in the field of assessment and evaluation. Throughout
the semester students will engage in a range of theoretical,
pedagogical, and reflective activities that will enable them to not only
understand the material at hand, but also apply it to their Spanish
language teaching and assessment practices.
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56:940:536
Introduction to Hispanic Applied Linguistics (3)
This
course intends to provide students with a panoramic view of the field of
Hispanic applied linguistics.Students
will be introduced to general notions of communication and
language, Spanish linguistics (language and communication, Spanish phonetics,
phonology, syntax, and semantics), language in context (sociolinguistics,
languages in contact and Spanish dialectology), evaluation and assessment
(Dynamic Assessment, Standardized Testing, ACTFL's OPI), and technology in the
Spanish classroom. Upon completion of this course students will have developed
a basic knowledge of the key concepts, problems, and hopes associated with the
field of Hispanic applied linguistics, as well as a general understanding of
its practical applications in the Spanish classroom.
Prerequisite: 56:940:533.
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56:940:560
Women Writers of the Hispanic World (3)
This course introduces students to the work of major Spanish
and Latin American women writers, from the beginning of the 20th century
to the present day. Some of the authors to be studied include Rosario Ferré
(Puerto Rico), Alfonsina Storni (Argentina), Lucía Etxebarría (Spain), and María
Luisa Bombal (Chile). In reading women writers from different backgrounds,
students will have an opportunity to explore and understand the differences and
commonalities among them. Among the issues that will be addressed in class are:
women writers and the literary canon; the representation of female identity and
female sexuality; women and the political reality.
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56:940:561
Reading the Urban Experience in Spanish America (3)
This course will analyze the city as a space of
representation in Spanish and Spanish American literary texts from early
modernization to the 1930s. Emphasis will be placed on the ways the city
becomes the site for opportunities, new hopes, and sociopolitical awareness,
but also for anxiety, misery, and despair. The course intends to respond to the
questions that arise upon looking into spaces--the urban exterior and the
bourgeois interior--occupied and represented by national and generic
subjectivities.
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56:940:562
Spanish American Short Story (3)
The course will approach the developments of the
modern short story in Latin America during the 20th century. We will
proceed chronologically, exploring the different manifestations of the genre
according to the literary, social, and aesthetic movements and trends. The
course studies short stories according to their style and form (modernismo,
avant-garde, regionalist, surrealist, marvelous real), as well as their content
(costumbrista, fantastic, detective, psychological). Our readings will include
masterpieces in the genre by Ruben Darío, Horacio Quiroga, Juan Carlos Onetti,
Cristina Peri-Rossi, Leopoldo Lugones, Jorge Luis Borges, Silvina Ocampo, Julio
Cortázar, Juan Rulfo, and Rosario Castellanos, among others. Lectures will
provide the cultural, historical, and social context. Students will be
introduced to literary concepts and analytical methods during lectures as well.
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56:940:568
Modernismo and Modernity in Latin America (3)
This course follows the major modernist writers of Latin
America, starting with early writers and accompanying European influences,
leading up to the transition into contemporary and postcontemporary forms.
Both poetry and prose are studied, but special emphasis is given to early
modern poets and poetry of the early 20th century. Given the historical
context of Latin America at the turn of the century, the course also examines
the link between the artistic and political movements of the period, as well as
authors' roles as both poets and as heads of political movements within their
respective countries and regions of the Americas.
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56:940:569
Representing Identities in Latin America (3)
Explores the representation of identity through
written narrative of Latin America of the 19th and 20th centuries. For the
purposes of this course, we concentrate on four identity categories: race,
class, gender, and nation, and we operate under the foundational assumption that
identities are unstable and fluid, rather than fixed and essential. The course
will focus on different literary movements that have underlined an autonomous
nationalism such as indigenismo (Perú), criollismo (Argentina), costumbrismo
(México), and negrismo (Cuba).
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56:940:620
Golden Women (3)
The course explores how female Spanish and Latin American writers of the
early modern age, such as Sor Juana or María de Zayas, exercised textual
authority in order to challenge
existing gender assumptions and conventions. Students will gain a deeper understanding on the socially constructed
perceptions and definitions of womanhood; the ways in which factors of gender,
class, ethnicity, race, and sexuality intersect; and the relationship between
women's writing and the traditional literary canon.
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56:940:622
Race and Ethnicity in Early Modern Latin World (3)
A course that explores the
complex genealogies of Spanish and Latin American racial identities. It traces how
such identities were forged in the difficult experiences of their colonial past
to the changing democratic realities of their present. Students will learn to identify and evaluate strategies of domination, representation, and resistance.
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56:940:624
The Inquisitorial Mind (3)
This course studies not
only the emergence,
workings, and controversial historical legacies of the notorious Spanish institution, but also
examines and the theological and political framework that forged it, establishing
perplexing parallels between past and present institutionalized exclusions
and/or prosecutions. Thus, the course is particularly focused on the way in
which societies learn to demonize its "others" by using a criteria based on
gender, race, religion, or a suitable combination of all three. In exploring why
certain periods are more prone or willing than others to organize
institutionalized responses to eradicate narrowly defined enemies, students
will gain a deeper understanding on the legal, political, and institutional
implications of any kind of religious orthodoxy while dispelling popular
myths associated with the subject.
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56:940:625
Early Modernity in Latin World (3)
This course
evaluates the gaps and frictions of early modernity of the Spanish empire. It
explains why a very particular cultural "modern" sensibility shaped literary
sensibilities such as the Picaresque and crystallized in pioneer genres like
the novel. It is also concerned with materials conditions, such as the
conflictive relationship between capital, sovereignty, and authority, or diasporas
produced by cross-cultural encounters and new global orders. Students will gain a greater critical understanding
of the
interplay of content and context in literary works, learning to infer, examine,
and evaluate the value systems inscribed in such texts.
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56:940:628
Picturing the Spanish Golden Age (3)
Listen to me with your eyes, demanded Sor Juana
400 years ago, reinforcing how the interactions of text and image
elaborate and complicate the production and reception of meaning. Through a constellation of theoretical and literary
readings--from Aristotle and Da Vinci to W.J.T Mitchell--this class will anchor
a cross-disciplinary investigation of the rich and diverse Spanish visual
cultures, and their political, religious, and aesthetic (mis)uses. Students will acquire a deeper understanding
of how the image-text nexus addresses questions of representation, and will learn to
examine such questions through a variety
of historically-sound methods and approaches.
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56:940:698
Speaking of Film I (3)
Foreign language movies constitute powerful cultural
references that allow students of a different language to be exposed--and immersed--in
different accents, cultural frameworks, and mentalities. This class capitalizes on these possibilities by
studying in depth not only a selected number of films, but the conditions and
perceptions that produced them. Thus,
although it is primarily concerned with cinematographic texts, a fair amount of
critical readings should also be expected. Students write one essay per class period, hence its writing-intensive
designation.
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