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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 as 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). The course will be
carried out with an emphasis on the application of the body of knowledge on
second and foreign language acquisition to the instruction and learning of
second and foreign languages.
Prerequisite: 56:940:515.
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56:940:521
Spanish Grammar and Linguistics I (3)
This course is intended to provide 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 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 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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56:940:523
Spanish Literature Immersion (3)
This course provides a new awareness of the importance of a literary component in
any curriculum of the K-12 experience by supplying the necessary tools and
skills to teach such curriculum effectively and in the target language (Spanish). Teachers taking this class will gain a deeper understanding of the
cognitive, social, linguistic, and cultural benefits that the subject of
literature produces in his or her instruction and students. Furthermore, such
understanding will deeply illuminate why literature constitutes an essential
tool to form, channel, and expand our students' sense of self and their
relation to their surrounding world without undermining the privilege of their
own individuality.
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56:940:530
Capstone Seminar (3)
Based upon previous and current coursework, a culmination teaching portfolio presented and
defended before a three-person committee.
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56:940:531
Technology in the Spanish World (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 at 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 come 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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56:940:535
Sociocultural Theory in the Spanish World (3)
This course explores the principles of sociocultural theory (SCT) in its connections
with the field of Spanish language learning and teaching. Departing from a
review of the main tenets of the paradigm (the genetic method, semiotic
mediation, internalization, activity as explanatory principle, minimal unit of
analysis, conceptual development, Zone of Proximal Development), the course
will explore the theoretical, research, and pedagogical implications of SCT for
humanities and education. 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
in this course 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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56:940:540
Bilingualism in the United States (3)
In this course, students will gain an understanding of the main tenets of bilingual
language acquisition (age of onset, the role of input, types of bilingualism,
language planning), with a particular emphasis on the integration of multilingualism and multiculturality in the foreign language classroom.
Students will also be encouraged to reflect about current controversies regarding bilingualism in the U.S. educational system and in their everyday
lives.
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56:940:541
The Scientific Method: Doing Research in Spanish Literature and Linguistics (3)
This course provides students with the tools needed to develop an effective research
framework in Spanish (literature and linguistics), walking them through the first stages of designing a project, choosing and reporting the most
appropriate sources, as well as developing research questions and hypothesis. Students will be expected to use the information provided to produce their own research paper.
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56:940:542
Spanish Literature Survey (3)
This course equips teachers with the pedagogical resources, assessment techniques,
and mastery of content necessary to produce extraordinary results among his or her students. The course covers the entire curriculum stipulated by the College Board, organizing it thematically according to the topics proposed by
this body. By providing solid strategies on how to develop a full range of
skills--with emphasis on critical reading and analytical writing--this class
demonstrates the academic opportunities that an AP literature course provides
to advanced Spanish students.
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56:940:559
Landscape Representation in Latin American Culture (3)
This course will survey representations of the Latin American landscape in a wide
range of literary texts. We will focus on modes of geographic perception and literary representation, exploring the intersections of nature and culture in a variety of landscapes and literary contexts. We'll examine how landscapes are represented in Latin American fiction, poetry, and nonfiction prose, with particular attention to the relationship between landscape and identity.
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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). 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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56:940:567
Centennial Celebrations of Latin American Independence (3)
During the celebrations of the Centenario, the 100th anniversary of the beginning of
the Independence movement in Latin America, many authors and intellectuals
focused their work on the formulation of a Pan-Hispanic cultural order. In the context of the desire to assert a spiritual essence shared by all Latin American nations, the writings of the Centenario proposed an optimistic,
cosmopolitan, and Euro-centric vision that also stressed an idealistic fusion of races and the recuperation of a common past. This course will offer a broad introduction to the wide rage of Latin American texts written during this
period, focusing on issues of self, nation, class, race, and gender.
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56:940:568
Modernismo and Modernity (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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56:940:570
Gender through Spanish-American Modernismo (3)
Spanish-American Modernismo (1890-1920) offers a wide range of representations
previously considered "taboo" in Spanish culture; we will look closely at
transgressed attitudes toward sex and gender in the period via literary and
visual works that feature an array of "dangerous" people: the femme fatale, effeminate men, prostitutes, and hysterics. While our focus will be on representations of gender and sexuality, we will also look at the ways in which gender and sexuality intersect with race, class, nationality, and other social factors. In keeping with the goals of the graduate program in Spanish, we will also focus on instruction methods, strategies and approaches to teach gender and sexuality.
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56:940:571
Networking the Novel: The Latin American Boom in the Digital Era (3)
This course will explore contexts and themes from the Latin American Boom, including the circularity of time, intertextuality, Magical Realism, and Latin American literary history and popular culture. The course will use Scalar, a digital publishing platform that enables users to assemble media from multiple sources and juxtapose them with their own writing in a variety of ways. By using Scalar, students are expected to: a) bring together content from various sources (including essays, timelines, maps, family trees, images, and videos related to or inspired by the readings) with original works to produce multilayered, nonlinear compositions; and b) collectively exhibit multiple ways of interpreting and analyzing the texts.
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56:940:572
Heritage Speakers in the United States (3)
In this class students will review different theories of bilingual development and methods of language teaching with the aim of understanding how to approach language instruction in classes populated by heritage speakers. We will examine best practices in the classroom and discuss different techniques and approaches to develop effective and creative instructional materials.
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56:940:573
Conceptual Engagement in Spanish (3)
The course explores the theoretical, research, and pedagogical implications of using a sociocultural
approach in the K-12 classroom, paying special attention to the implementation
of Concept-Based Teaching and Transformative Research applied to the Spanish L2 classroom.
Throughout this course students will engage in a range of reflective activities that will enable them to study the philosophical bases and main theoretical tenets of a sociocultural theory of mind and its application to the field of second language teaching, understand how research is carried out following
sociocultural principles, as well as design and develop a pedagogical sequence
based on sociocultural theory.
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56:940:591
Independent Study in Spanish (3)
This course allows students to work closely with a professor on specific themes and
issues. It is an essential component of every graduate program since it allows
for some flexibility to fulfill all credit requirements.
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56:940:592
Special Topics (3)
A course in a selected topic at the graduate level and not offered in the regular
curriculum.
Prerequisite: Permission of instructor.
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56:940:620
Golden Women (3)
The course explores how female Spanish and Latin American writers of all ages 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 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 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)
When applied to the acquisition of a second language, the use of the visual arts
encourages active learning and abstract thinking as complex concepts become
more relevant and accessible to them. Art-based instruction also dramatically
expands the range of experiential learning available to the classroom,
promoting cultural curiosity, scientific inquiry, and ownership over ideas.
This course provides the tools necessary for designing and implementing an
effectively art-based curriculum that develops such cross-cultural
communicative skills, as they become increasingly demanded by today's
interconnected world.
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56:940:681
Psychological Foundations of Teaching Spanish (3)
This course explores the psychological conditions, learning strategies, and cognitive
and emotional responses required in the teaching and learning of Spanish as a second language. Effective teachers need to understand the learners' cognitive
make up (physical, social, and moral development), and how their development
shapes their learning capacities (intelligence, special needs,
multiculturalism, motivation). Through an in-depth study of the principles of
sociocultural theory in its connections with the field of Second Language
Learning, Teaching, and Assessment, this course is designed to promote an
understanding of how learning proceeds as mediated cognitive development, and
develop the pedagogical skills that pre-service and in-service teachers need to
optimize learning and second language development in the Spanish classroom.
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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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Graduate School-Camden 
