Introduction to grammar and development of listening, speaking, reading, and writing skills in Brazilian Portuguese, as well as the history and culture of Portuguese-speaking countries.
Prerequisite: PORT 101-1 or sufficient score on placement test.
For students proficient in Spanish. Comparative sociolinguistic and interactive approach to communicative competence emphasizing pronunciation, intonation, sentence structure, and patterns of spoken and written Portuguese.
Prerequisite: AP 4 or equivalent on the Spanish Language Placement Exam.
For students proficient in Spanish. Comparative sociolinguistic and interactive approach to communicative competence emphasizing pronunciation, intonation, sentence structure, and patterns of spoken and written Portuguese.
“Hitchhiking the Atlantic” charts the history of the Atlantic World through the biographies of singular individuals on the move. We will focus on the lives of Atlantic travelers who effected and reflected historical change relating to three core themes: racism and American slavery, industrial capitalism, and anti/colonialism. These themes are not isolated to the past; they continue to unfold in the present, shaping societies across the globe in the twenty-first century. Students will gain an understanding of how disparate histories in Africa, the Americas, and Europe have been interconnected on multiple scales, from individual to empire. The class will produce original biographies of Atlantic World travelers and use a digital mapping application to trace their movements. No prior experience with digital mapping is necessary; students interested in learning programming basics in a supportive and structured environment are welcome.
For students who have never studied Spanish or studied Spanish less than two years in high school. Communicative method used for development of speaking, listening, conversation, and grammar skills in a cultural context. Three class meetings a week. Outside online video program.
For students with some previous experience in Spanish. Communicative method used for development of speaking, listening, writing, and reading skills in a cultural con-text. Three class meetings a week. Outside online video program. Offered winter and spring.
Prerequisite: sufficient score on Spanish Language Placement Exam.
Communicative method. Further development of grammar, vocabulary, speaking, and writing skills through emphasis on cultural content and functional use of Spanish language. Three class meetings a week. Outside online video program.
Prerequisite: SPANISH 121-1, or sufficient score on Spanish Language Placement Exam.
Spanish 197-0 Language in Context: Latinos, Language and Culture
For Heritage Language Learners. Development of written and oral discourse by studying sociopolitical and linguistic richness of Spanish-speaking countries and Spanish-speaking communities in the United States.
Prerequisite: SPANISH 121-3, SPANISH 125-0, SPANISH 127-0, AP score of 4, or sufficient score on Spanish Language Placement Exam.
Spanish 199-0 Language in Context: Contemporary Spain
An introduction to the culture and sociopolitical issues of contemporary Spain in the basis for review of some problematic grammatical patterns and for skill-building in Spanish.
Prerequisite: SPANISH 121-3, SPANISH 125-0, AP score of 4 on the Spanish Language and/or Literature, or departmental Spanish Language Placement Exam.
Restrictions: No P/N; Attendance at first class is required.
Spanish 201-0 Conversation on Human Rights: Latin America
First course of a sequence designed to develop speaking strategies and structures through analysis of modern (20th- and 21st-century) Latin American culture. Emphasis on accurate informal conversation. Three class meetings a week.
Prerequisites: SPANISH 199-0 or departmental sufficient Spanish Language Placement Exam.
Restrictions: No P/N; Attendance at first class required
Spanish 203-0 Individual and Society through Written Expression
First course of a sequence that develops writing skills and structures through examination of the relationship between the individual and society. Emphasis on textual analysis and development of descriptive, narrative, and argumentative essays.
Prerequisites: SPANISH 201-0, AP score of 5 on the Spanish Language or Literature Exam, or departmental Spanish Language Placement Exam.
Restrictions: No P/N; Attendance at first class required.
Spanish 204-0 Reading and Writing the Art of Protest
Second course of a sequence designed to develop writing skills and structures through analysis of socially-committed art. Emphasis on cultural analysis and development of longer essays. Three class meetings a week.
Prerequisites: SPANISH 203-0 or SPANISH 207-0
Restrictions: No P/N; Attendance at first class required.
Spanish 205-0 Spanish for Professions: Health Care
Advanced course to develop communication skills in Spanish for healthcare purposes. Emphasis on language skills for the medical field, specialized terminology and vocabulary, and cultural nuances.
Development of advanced Spanish communication skills and of a thorough and personal cultural knowledge of the Chicago-area Hispanic community through readings, discussions, writing, and required volunteer commitment (15 hours/quarter).
Prerequisite: SPANISH 203-0, SPANISH 207-0 or equivalent.
Introduction to textual analysis and to topics such as genre, narratology, prosody, and figurative language, aiming to prepare the student to read, discuss, and write analytically in Spanish about literature and culture.
This survey course offers an introduction to the most influential Spanish literary and cultural works of the Middle Ages and Golden Age periods. From the first manifestations of the written romance language (Glosas del monasterio de San Millan de la Cogolla, Xth c.) to the mester de juglaría and the Poema del Cid and the mester de clerecia of Gonzalo de Berceo to the poetry of Garcilaso de la Vega, this course also studies the origins of Spanish in "vulgar" latin in conjunction with religion and history.
Prerequisite: SPANISH 220-0 (Can be taken concurrently), or with teacher permission if 220 hasn't been taken.
Spanish 261-0 Literature in Latin America since 1888
Survey of the modern period, including modernismo, the historical avant-garde, the "Boom," and recent literary trends. Authors such as Delmira Agustini, Jorge Luis Borges, Julio Cortazar, Ruben Dario, Gabriel Garcia Marquez, Jose Marti, Pablo Neruda, Cristina Peri Rossi, and Elena Poniatowska.
Prerequisite: SPANISH 220-0 (may be taken concurrently).
An introductory course designed to present students with an overview of the phonology, phonetics, morphology, syntax, sociolinguistic and pragmatic elements specific to Spanish language.
Advanced course designed to polish Spanish usage through in-depth study and development in grammar, focusing on items most problematic for nonnative speakers.
Introduction to Spanish civilization from its origins to 1453. Focus on the Roman, Visigoth, and Muslim conquests and their differences, the Christian reconquest, and the evolution of Spanish from Latin.
Prerequisite: SPANISH 250-0, SPANISH 251-0, SPANISH 260-0, or SPANISH 261-0.
Spanish 395-0 Ways of Doubting: Borges and García Márquez
This course studies what are perhaps the two most influential Latin American writers of the 20th Century, to explore how each of them performs, narrates, cultivates, and grapples with doubt as structural for epistemology. Some of the questions that we will explore are: What is the role of doubt in knowing and discovering? How is doubt experienced and how does it affect the relationships between characters? What are the effects of doubt in the fictional worlds constructed by these authors? Can those effects leave the book? Can doubt be trusted?
What do we mean by queer? How is it different or new? If queer has been thought as unfixed and unsettling, then how can we furtherly understand this concept from a Latin American perspective? In this sense, Latin America has been a prominent producer of queer art, literature and culture that contributes to the understandings of queer resistance, movements, and sexualities. This course explores (dis)encounters between the production of queer theory in the Global North and Latin America, while also unpacking tensions between dominant structures of power and disempowered identities in 20th and 21st century Latin America literature and visual culture. Students will be introduced to film, narrative, photography, and performance from Argentina, Brazil, Cuba, Chile and Mexico along with Latin American theorists such as Domínguez-Ruvalcaba, Epps, Giorgi, Quiroga, Molloy, Gómez-Barris, Sifuentes-Jàuregui, among others.
Making the Sunflower Sing: Medicinal Plants in Songs and Poems from Wallmapu-Chile
The course explores the presence of knowledges of different validations and origins about medicinal plants in a combination of Mapuche and Chilean poetic and musical texts from the 20th and 21st century. These texts range from ritual chants to hip-hop and from Gabriela Mistral to collections of poems that have been recently published (such as Malú Urriola, Elvira Hernández, among others). By initially setting our attention on the healing plants and their aroma, the aim of this course is for students to be able to reflect and write about the relationship between, nature, writing and gender, mixing literate, country and ancestral knowledges in a sort of “ecology of knowledges” that increases the appreciation for the subjectivities that have historically produced the knowledge on medicinal plants: women, peasants, indigenous.
Textbook: The professor will provide an anthology and music playlist to the class.
Hacer cantar la maravilla: plantas medicinales en canciones y poemas Wallmapu-Chile
El curso explora la presencia de saberes de distinta validación y procedencia en torno a las plantas medicinales en un conjunto de textos poéticos y musicales, mapuche y chilenos del siglo XX y XXI que van desde los cantos rituales al hip-hop, desde Gabriela Mistral a poemarios de reciente publicación (Malú Urriola, Elvira Hernández, etc.). Se persigue que, a partir de poner la atención en las plantas sanadoras y su aroma, los estudiantes puedan reflexionar y escribir sobre la naturaleza, la escritura y el género, combinando saberes letrados, campesinos y ancestrales en una suerte de “ecología de saberes” que incremente la valoración por las subjetividades que históricamente han elaborado los conocimientos sobre las plantas medicinales: mujeres, campesinos, indígenas.
Textbook: Se presentará una antología y playlist a la clase
SPANPORT 480-0 Topics in Latin American Literature and/or Iberian Literatures & Culture
Anarchisms and Marxisms in the Andes
In the late nineteenth century, anarchist and Marxist thought filtered into the Andes through two principal avenues: radical political activists and elite intellectual circles. While the initial points of entry of these socio-critical discourses were the region’s ports and cities, they quickly found their way to the most recondite parts of the region. This course proposes to investigate the shape that anarchist and Marxist thought took upon its contact with Andean societies through to its later development among various actors and at diverse sites, from 1890-1950. Already in the work of the Peruvian Manual González Prada in the 1890’s, an anarchist critique of property is retooled in order to address local semi-feudal land-owning regimes. Over the course of the first decades of the 20thcentury, a slew of intellectual-activists take up powerfully influential Marxism in order to tailor it to local contexts and histories. Some examples include the works of Miguelina Acosta Cárdenas, José Carlos Mariátegui, César Vallejo, Raúl Haya de la Torre, and Manuel Seoane, in Peru; Jorge Icaza, Enrique Gil Gilbert, Demetrio Aguilera Malta, Manuel Agustín Aguirre, and Joaquín Gallegos Lara in Ecuador; and Tristán Marof, Arturo Urquidi Morales, Gamaliel Churata, and José Antonio Arze in Bolivia. At the same time, both in contact with intellectuals and independently, urban and indigenous activists such as Carlos Condorena, Ezequiel Urviola, Domitilia Pareja, and Luis Cusicanqui developed their own hybridizations of critical Marxist and anarchist discourses that sought to suture urban revolutionary movements with longstanding indigenous rejections of a colonial status quo.
In order to understand both the processes of transmission of these discourses and the particular transformations they underwent in the Andes, the seminar highlights the exceptional diversity of forms that these interventions took, from essay and chronicle to novel and poetry, from broadsheets and working-class press to public protest and violent rebellions, across the linguistic registers of Spanish to the region’s indigenous languages. How did basic notions of class, commodity, and revolution, shift when faced with realities of indigenous social formations and history? What transformations were introduced into received Marxism and anarchism when they were transmitted into oral, regional Spanish as well as Aymara and Quechua? How did Marxists and anarchists conceptualize semi-feudal societies and their economies? How did they engage indigenous social formations and cultures? What modifications did working-class and indigenous activists introduce into the new critical discourses they encountered? Finally, the seminar will consider the reflection on European critical-theoretical traditions that their reception and immediate modification in Latin America constitutes.
Dario Fernandez-Morera, Lucille Kerr, Jorge Coronado, Chyi Chung, Elisa Marti-Lopez, Laura Leon Llerena, Maria Uslenghi, Frances Aparicio, Rifka Cook, Nathalie Bouzaglou, Raquel Amorese, Tasha Seago-Ramaly, Cesar Braga-Pinto
TBA
SPANPORT 570-0 Teaching Assistantship and Methodologies
Tutorial, taken on a ungraded basis, arranged between individual students and faculty, which include attendance at advanced undergraduate course lectures and service in teaching assistantships.
