2024-2025 Course Descriptions: Department of Spanish & Portuguese

2024-2025 Course Descriptions

PORTUGUESE 101-1: Elementary Portuguese (Summer Quarter)

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.

PORTUGUESE 101-2: Elementary Portuguese (Summer Quarter)

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.

PORTUGUESE 101-3: Elementary Portuguese (Summer Quarter)

**PORTUGUESE 105-8: First Year Writing Seminar: Afro-Brazilian Writing, Culture, and Perspectives (Winter Quarter - Taught in English)**

Black writing matters, and Afro-Brazilian authors have made indispensable contributions to the literature of the African diaspora. Brazil has the largest Afrodescendant population outside of Africa. It was the last nation in the Western hemisphere to officially abolish slavery in 1888, and it imported more enslaved human beings from the transatlantic slave trade than any other country in the world. Africans and their descendants have shaped virtually every aspect of Brazilian culture, including its literary and intellectual production. Students will thus take a critical look at Brazilian history, and society through the lens of Afro-Brazilian fiction, poetry, testimony, Black feminist theory, graphic novels, documentary, and song lyrics. By the end of the course, students will be able to name some of the most influential Afro-Brazilian authors and make meaningful connections and comparisons between their rich and multifaceted works. Students will also be able to write and talk about how Black authors have challenged racism and intersecting structures of oppression in a global context from the 19^th century to the present. Students will leave the class with an appreciation for how Afro-Brazilian literature can help us not only critique society but also collectively imagine a more equitable and inclusive future for all in Brazil and beyond.

PORTUGUESE 115-1: Portuguese for Speakers of Spanish and other Romance Languages (Fall and Winter Quarters)

For students proficient in Spanish, French or Italian. Comparative sociolinguistic and interactive approach to communicative competence emphasizing pronunciation, intonation, sentence structure, and patterns of spoken and written Portuguese. Prerequisite: AP of 4 in Spanish or other Romance Language, or equivalent on the Spanish Language Placement Exam, or Instuctor Permission.

PORTUGUESE 115-2: Portuguese for Speakers of Spanish and other Romance Languages (Winter and Spring Quarters)

PORTUGUESE 201-0: Reading and Speaking Portuguese (Spring Quarter)

This intermediate course is designed to expand mastery in reading and speaking Brazilian Portuguese through select cultural videos, readings of literary cronicas, periodicals, and the Internet. Prerequisite: PORT 115-2, PORT 121-3, or sufficient score on placement examination.

PORTUGUESE 202-0: Reading and Writing Portuguese (Fall Quarter)

Instruction in reading and writing expository and narrative prose. Emphasis on vocabulary, linguistic skills, and syntax appropriate to formal written Portuguese. Analysis and development of written skills in different types of discourse genres. This course counts toward the Minor in Portuguese. Prerequisite: PORT 115-2, PORT 121-3, or sufficient score on placement examination.

PORTUGUESE 210-0: Icons, Legends, and Myths in Brazil (Lecture Taught in English)

Representations in graphic materials, documentaries, film, theater, folklore, narrative fiction, and popular music of historical, literary, and popular figures in the national imagination. Includes English or Portuguese discussion sections. Prerequisite for Portuguese discussion section: PORT 201-0, PORT 202-0, or sufficient score on placement exam. Prerequisite for English discussion section: none.

**PORTUGUESE 396-0: Topics in Lusophone Cultures: Based on a Real Story: Latin American True Crime (Spring Quarter)**

Crime fascinates. Sociologists, historians, and literary critics have long tried to understand why narratives of crime hold such allure for the multitudes of people who consume them in the form of books, weekly podcasts, Netflix specials, videoessays, feature-length films, as well as contemporary art exhibits. However, if fictional stories of crime fascinate, narratives that purport to tell a true story fascinate even more so. The course will explore the history of True Crime as a genre in Latin America through the analysis of a diverse group of cultural artifacts and literary works from two countries: Brazil and Argentina. In the class we will discuss materials ranging from novels (Piglia, Lins, Almada) and films (Aïnouz, Piñeyro) to photographs, podcasts, sensationalistic tabloid articles, and even digitized archival criminal case files. At the center of our discussions will be the question: What truth do these narratives of crime hold and for whom? The class will be taught in English and the course materials will be available both in English translation as well as in the original Spanish and Portuguese.

SPANISH 101-1: Elementary Spanish (Fall Quarter)

First course of a three-quarter sequence in introductory Spanish, designed for students who have never studied Spanish or studied Spanish less than two years in high school. Students will learn Spanish in order to use it beyond the classroom in meaningful and authentic ways at the Novice level of proficiency.

SPANISH 101-2: Elementary Spanish (Winter Quarter)

Second course of a three-quarter sequence in introductory Spanish. Students will learn Spanish in order to use it beyond the classroom in meaningful and authentic ways at the Novice High-Intermediate Low level of proficiency. Prerequisite: SPANISH 101-1.

SPANISH 101-3: Elementary Spanish (Spring Quarter)

Third course of a three-quarter sequence in introductory Spanish. Students will learn Spanish in order to use it beyond the classroom in meaningful and authentic ways at the Intermediate Low level of proficiency. Prerequisite: SPANISH 101-2.

**SPANISH 105-7: College Seminar: Don Quixote's World (Fall Quarter - Taught in English)**

What do we do about a world that doesn't conform to our expectations? Do we set out to mold reality to our vision or accept it as it is? How do we forge ahead with our dreams if others do not share our values or goals? Cervantes' Don Quixote tackles these big questions in ways that are both moving and funny as it narrates the adventures of the bedraggled hero--a man driven mad by reading too many fantasy novels--and his earthy sidekick Sancho Panza. The novel contains themes that resonate with our lives today, exploring not only what it means to write--and read--fiction but also asking us to evaluate what kind of person we want to be in the world. In our class, we'll read the novel closely and debate how its essential questions can shape our personal choices moving forward. We will read the novel in English; no prior knowledge of Spanish or Spanish literature is needed.

**SPANISH 105-8: First Year Writing Seminar: Why is Service-Learning Important? (Spring Quarter - Taught in English)**

In today's evolving job market, employers seek more than just engaging in classroom discussions and academic experiences; they want their workforce to make a tangible difference. Surveys from the Corporation for National and Community Service reveal that volunteering is associated with a 30% higher likelihood of employment. Companies are 80% more likely to choose candidates with volunteering experience. However, college students are less likely to volunteer compared to their parents and high school students. This seminar will explore the numerous benefits of volunteering within our local community. Through community service, students will gain real-world experience and develop valuable skills while making a positive impact on others' lives. Working with nonprofit organizations provides first-year students an excellent opportunity to explore career paths and enhance their time-management skills. Additionally, college students who volunteer in their local communities often feel happier and experience a greater sense of belonging. Students are required to complete an 8-hour community volunteering project.

SPANISH 115-1: Accelerated Elementary Spanish (Winter Quarter)

First course of a two-quarter sequence in introductory Spanish designed for students with previous experience in Spanish. Students will learn Spanish in order to use it beyond the classroom in meaningful and authentic ways at the Novice High-Intermediate Low level of proficiency. Offered in winter. Prerequisite: Spanish Language Placement Exam.

SPANISH 115-2: Accelerated Elementary Spanish (Spring Quarter)

Second course of a two-quarter sequence in introductory Spanish designed for students with previous experience in Spanish. Students will learn Spanish in order to use it beyond the classroom in meaningful and authentic ways at the Intermediate Low level of proficiency. Offered in spring. Prerequisite: SPANISH 115-1.

SPANISH 121-1: Intermediate Spanish (Fall Quarter)

First course in a three-quarter sequence in Intermediate Spanish. Further development of communicative proficiency with an emphasis on the functional use of Spanish and cultural content and reflection. Prerequisite: SPANISH 101-3, 115-2, or Spanish Language Placement Exam.

SPANISH 121-2: Intermediate Spanish (Winter Quarter)

Second course in a three-quarter sequence in Intermediate Spanish. Further development of communicative proficiency with an emphasis on the functional use of Spanish and cultural content and reflection. Prerequisite: SPANISH 121-1.

SPANISH 121-3: Intermediate Spanish (Spring Quarter)

Third course in a three-quarter sequence in Intermediate Spanish. Further development of communicative proficiency with an emphasis on the functional use of Spanish and cultural content and reflection at the Intermediate Mid proficienty level. Prerequisite: SPANISH 121-2.

SPANISH 125-0: Accelerated Intermediate Spanish (Fall Quarter)

Further development of communicative proficiency at the intermediate high level with an emphasis on the Hispanic world and the development of cultural competence. This means that students will be able to communicate familiar and some researched topics, often across various time frames. Offered in fall only. Prerequisite: Second langauge learners with an AP score of 3 or sufficient score on Spanish Language Placement Exam.

SPANISH 127-0: Accelerated Intermediate Spanish for Heritage Language Learners (Fall Quarter)

The main purpose of this course is to build upon the language knowledge that students bring to the classroom and advance their proficiency of Spanish for multiple contexts. The course content will generate opportunities for students to hone their oral and written skills, to become acquainted with more formal registers of Spanish and to deepen their sense of pride in their linguistic and cultural heritage in order to communicate more effectively and more confidently in the target language. Offered in fall only. Prerequisite: Spanish heritage learners with an AP score of 3 or sufficient score on Spanish Language Placement Exam.

SPANISH 200-0: Advanced Spanish for Heritage Language Learners (Fall and Winter Quarters)

This course is designed to prepare Spanish heritage learners for advanced studies in the target language by examining contemporary topics within the Spanish-speaking world. It offers insights into how historical events have shaped the present in Latin America, Spain, and the U.S. Latino/a/x communities. Students will foster a critical awareness of their bilingual abilities and improve their reading and writing skills. It is tailored to students who grew up using Spanish as their primary language at home or in their communities. Prerequisite: Spanish heritage learners enrolled in or who have taken and passed SPANISH 127-0, OR have an AP of 4, OR sufficient score on the Spanish Language Placement Exam.

SPANISH 201-0: Advanced Spanish I: Contemporary Latin America

This course is designed to develop all modes of communication in Spanish as students progress towards the advanced-low level of proficiency, through the interpretation and analysis of sociopolitical topics in Latin America. In addition, the critical examination of authentic materials will help students explore how the recent history of Latin America has shaped its present. Prerequisite: Second language learners currently enrolled in or who have passed SPANISH 121-3, 125-0, or 199-0, OR have AP score of 4, OR sufficient score on the Spanish Language Placement Exam.

**SPANISH 204-0: Advanced Spanish II: Artivism in Times of Political Change**

This course is designed to develop all communication modes in Spanish at the advanced-low level of proficiency, through the exploration, interpretation and analysis of multimodal texts centered around politically and socially engaged art. The course will explore the role that the creative arts played in the political and social sphere in 20th-century Spain and Latin America while connecting these movements to current times. Prerequisite: Students must currently be enrolled in or have taken and passed SPAN 197/201/203, OR have an AP score of 5 on the Spanish & Culture exam, OR sufficient score on the Spanish Language Placement Exam.

SPANISH 205-0: Spanish for Professions: Healthcare (Spring Quarter)

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. Prerequisite: Students must currently be enrolled in or have taken and passed SPAN 197/200/201, OR have an AP score of 5, OR sufficient score on the Spanish Language Placement Exam.

SPANISH 206-0: Spanish for Professions: Business (Winter Quarter)

Advanced course to develop communication skills in Spanish for business purposes. Emphasis on language skills for the global marketplace, specialized terminology, comprehension of cultural nuances, analytical writing skills and project-bases assignments.Prerequisite: Students must currently be enrolled in or have taken and passed SPAN 197/200/201, OR have an AP score of 5, OR sufficient score on the Spanish Language Placement Exam.

SPANISH 208-0: Spanish and the Community (Spring Quarter)

The main objective of this course is the development of advanced Spanish communication skills, as well as through and personal cultural knowledge of the Hispanic communities in the Chicagoland, through readings, discussions, writing, and interviews. Prerequisite: Students must currently be enrolled in or have taken and passed SPAN 197/200/201/203/207, OR have an AP score of 5, OR sufficient score on the Spanish Language Placement Exam.

SPANISH 210-0: Icons, Legends, & Myths in Latin American, Latino and/or Iberian Cultures (Winter Quarter)

Diverse representations of historical, literary, and popular figures, such as the caudillo , the obispo , El Cid, Don Juan, the conquistador, the gaucho, Simón Bolívar, and Evita. Prerequisite: SPANISH 204-0.

SPANISH 251-0: Literature in Spain since 1700 (Fall Quarter)

Survey of literature in Spain from the 18th to the 20th century. Study of representative figures and major literary developments in conjunction with political and cultural history. Prerequisite (may be taken concurrently): SPANISH 200-0 or 204-0.

SPANISH 260-0: Literature in Latin America before 1888 (Fall and Spring Quarters)

Survey of pre-Hispanic, colonial, and romantic traditions in Latin America. Focus on authors and texts such as Popul Vuh, Inca Garcilaso de la Vega, Sor Juana Inés de la Cruz, and Martín Fierro. Prerequisite (may be taken concurrently): SPANISH 200-0 or 204-0.

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 Cortázar, Pablo Neruda, and Cristina Peri Rossi. Prerequisite (may be taken concurrently): SPANISH 200-0 or 204-0.

SPANISH 277-0: Introduction to Latinx Literature (Taught in English)

In the United States, we often talk about Latinx people using blurry labels. We discuss the Latino vote, the Hispanic population, and the Latinx community. This course explores the nuances of these labels through stories narrated by Latinx authors. As we follow characters through conflicts and inhabit their quotidian lives, we will navigate between the specificity of a story and the complexity of a Latinx identity. Class discussions will study emotional ties to language, feminist thought, Latinx Indigeneities, and queer storytelling. Our readings will alternate between short stories, poetry, non-fiction writing, and one novel. As we move between forms and genres, we will pay particular attention to what Latinx authors achieve by choosing to tell their story in a poem, a short story, an essay, or a novel, as well as what each of these forms asks of us as readers. A nine-week course cannot do justice to the rich genealogy of Latinx writing. This course follows an illustrative sample of Latinx authors from the 1980s to the present. It aims to provide students with a historical, political, and literary foundation for further exploration of Latinx literature.

**SPANISH 301-0: Topics in Language: Topics in Bilingualism: Spanish in the US (Spring Quarter)**

This course provides an introduction to the fundamentals of Spanish in the United States (US) with a focus on exploring bilingualism as a multifaceted phenomenon. Adopting a transdisciplinary approach, the main objective is to explore the consequences of language contact and plurilingualism in individual speakers and societies, particularly in the context of Spanish in the US. Students will delve into topics such as the linguistic practices of Spanish-speaking communities in the US, with specific attention to those in Chicago and Evanston, language ideology, language maintenance through education and policy, or bilingual acquisition and language processing, among others. Prerequisite: Students must currently be enrolled in or have taken and passes SPANISH 200/204, OR AP of 5 in both the Spanish Language and Literature exams, OR sufficient score on the Spanish Language Placement Exam.

SPANISH 341-0: Latin American Modernismo (Winter Quarter)

Significant poetry, narratives, and criticism from the late 19th and early 20th centuries. Topics such as decadence, aestheticicm, the flàneur and rastacuero, cosmopolitanism, the modern city, and exoticism. Prerequisite: SPANISH 250-0, SPANISH 251-0, SPANISH 260-0, or SPANISH 261-0.

SPANISH 345-0: Reading the 'Boom' (Winter Quarter)

Historical, literary, and cultural characteristics of the 'Boom' in the 1960s and 1970s and the development of the "new" narrative in Latin America. Works by authors such as José Donoso, Carlos Fuentes, Gabriel García Márquez, and Mario Vargas Llosa. Prerequisite: SPANISH 250-0, SPANISH 251-0, SPANISH 260-0, or SPANISH 261-0.

**SPANISH 347-0: Literature and Revolution in Latin America: The Cuban Revolution Through the Looking Glass (Spring Quarter)**

In 1959, the island nation of Cuba shocked the world when a popular uprising overthrew dictator Fulgencio Batista and established a socialist state lead by Fidel Castro. The Cuban Revolution was a divisive event; even as left-leaning political groups around the world heralded it as the dawn of a new world order, thousands of Cubans fled the island, many for the United States. In the more than six decades since 1959, the Revolution and its enigmatic leader(s) have been the subject of inspiration, imitation, and intense debate. And no one has been more involved in these “Cuban Memory Wars,” as historian Michael Bustamante has termed them, than Cubans themselves, both those on the island and those in the diaspora. In this course, we will look at how the Cuban Revolution has been portrayed and understood in Cuban literary and cultural production on both sides of the Florida Strait. In this journey, we will read a diverse array of texts produced in both Spanish and English – political speeches, films, short stories, scholarly essays, novels, memoirs and videos – in an attempt to understand how writers and artists in Cuba as well as Cubans and Cuban Americans in the U.S. have addressed questions of political engagement, national identity, the place of art in political revolution, and the challenges Cuba has faced in the post-Soviet era. Prerequisite: SPANISH 250-0, SPANISH 251-0, SPANISH 260-0, or SPANISH 261-0 OR by permission of the instructor.

SPANISH 349-0: Critical Thought in Latin America (Winter Quarter)

This course seeks to familiarize students with Latin American intellectual traditions in the modern period through a selection of pivotal figures from the 19th to the 20th centuries. It will analyze prominent conceptual pradigms that have defined intellectual discourse in the region, such as mestizaje, hybridity, and heterogeneity. Prerequisite: SPANISH 250-0, SPANISH 251-0, SPANISH 260-0, or SPANISH 261-0.

**SPANISH 350-0: Visual Culture in Latin/o America & Spain: Rosalía: Iconography, Performance, Poetics (Fall Quarter)**

Rosalía has emerged as a key figure in contemporary popular culture, captivating audiences worldwide with her blend of flamenco, urban, and electronic music. This course is divided into three parts corresponding to her three studio albums. We will focus on her visual storytelling, stage performances, and poetics to see how she engages with icons of Spanish cultural history ranging from Cervantes to Goya to La Niña de los Peines. The analysis of her body of work is the starting point to inquire into the cultural and social history of flamenco, including its Roma, Black, Jewish, and Andalusian roots, as well as the migrant history of flamenco in Catalonia and Latin America. Debates on cultural appropriation and appreciation will be addressed as we study Rosalía’s engagement with (Afro)Latin American genres—reggaeton, bachata, bolero—or through the analysis of the long tradition of flamenco in Japan. We will reflect on the ways she explores fame, fashion, or feminism, and on what we mean when we term something “experimental” or “avant-garde”. Prerequisite: SPANISH 250-0, 251-0, 260-0, or 261-0.

**SPANISH 361: Latin America: Studies in Culture and Society: Aesthetics of El Barrio: Representations and Resistances (Spring Quarter)**

In Latin America, el barrio is both a marginalized urban space inhabited by working-class communities and a site of collective identity and cultural expression, reflecting the region’s social, economic, and political realities. This course explores the diverse aesthetics of el barrio, examining it as both an urban space and a defining experience within the region’s cultural imaginaries. Through contemporary cultural productions—including literary texts, films, and songs—as well as case studies of grassroots initiatives and recent protest movements, students will analyze how issues of race, class, gender, and migration shape the representation and lived experiences of these spaces. The course also provides tools to critically examine the role of barrios and their communities as sites of both social stigmatization and cultural resistance. Covering works and examples from countries such as Colombia, Mexico, Ecuador, Chile, and Argentina, alongside Latinx barrios in U.S. cities like New York and Chicago, students will develop interdisciplinary approaches to understanding how these spaces and communities are portrayed and politicized in cultural texts and media. Prerequisite: SPANISH 250-0, 251-0, 260-0, or 261-0.

**SPANISH 380-0: Topics in Film in Latin America and/or Spain: Latin American Film (Fall Quarter)**

This course will allow students to explore a series of contemporary Latin American films and other media. From a global, comparative perspective, this course will examine selected themes and aesthetic trends in Peruvian, Mexican, Colombian, Cuban, and other countries' film and media produced in the 20^th and 21^st centuries. The discussions will be accompanied by theoretical and historical readings that provide a framework for their analysis and fictional texts that give more context. Among other topics, discussions of the films and texts will cover subalternity and the Third World, sexual and racial politics, urban violence, postcolonial poetics, genocide, cultural hybridism, dictatorship and populism, and technologies of power. Although we will pay some attention to film techniques, our primary concern will be narrative strategies, ideological content, and the ethics of representation. Prerequisite: SPANISH 250-0, 251-0, 260-0, or 261-0.

**SPANISH 395-0: Topics in Latin American, Latina and Latino, and Iberian Cultures: The Urban Gaze: Film, Theory, and the Contemporary Latin American City (Fall Quarter)**

This class will approach the contemporary Latin American city through the lens of film and critical theory. Each week, we will relate one (or two) films with a work of recent critical theory that illuminates different aspects of the neoliberal reality in the region from the 80s to the present: privatization and dispossession, domestic labor and exploitation, growing slums and processes of urban self-determination, economic crises and growing grassroots economies, among other subjects. We will explore how Latin American filmmakers have turned to experimental modes of cinematography –particularly documentary approaches– to capture the daily lives, conflicts, political situations, and dignities of the region’s urban inhabitants. This way, these films bring to the screen reflections on Latin America that dialogue with critical concepts such as baroque economies (Verónica Gago), cuir territoriality (Tadeo Cervantes), survival circuits (Saskia Sassen), or the multitude (Michael Hardt and Antonio Negri). As a project for this class, students will create a short documentary video on the Latinx Chicago. Prerequisite: SPANISH 250-0, 251-0, 260-0, or 261-0.

**SPANISH 395-0: Topics in Latin American, Latina and Latino, and Iberian Cultures: Bodies in Crisis: Illness, Transformation, and Power in Latin American Culture (Winter Quarter)**

This course examines the relationship between illness, the body, and power relationships in Latin American cultural production from the early 20th century to the present. Through a multidisciplinary lens—including literature, film, theory, and visual art—we will explore how bodies in states of illness, disorder, and transformation reveal cultural anxieties and histories of oppression. Rather than viewing illness solely as a medical condition, we will investigate how it disrupts normative conceptions of race, gender, class, and sexuality. The course will interrogate how vulnerable, excessive, and often stigmatized bodies challenge control and order mechanisms, offering different ways of understanding identity, resistance, and human agency. By engaging with canonical and marginalized voices, we will explore ways in which the body opens spaces for new forms of resistance and meaning-making. Prerequisite: SPANISH 250-0, 251-0, 260-0, or 261-0.

**SPANISH 395-0: Topics in Latin American, Latina and Latino, and Iberian Cultures: Bodies in Crisis: Illness, Transformation, and Power in Latin American Culture (Winter Quarter)**

**SPANISH 395-0: Topics in Latin American, Latina and Latino, and Iberian Cultures: Beyond political order. Latin American Literature and Revolution (Spring Quarter)**

This course explores how some Latin American writers and artists discussed ways of inhabiting social space during times of political intensity. Their proposals will be examined as tools to reflect on and confront the limits of historical demands, and to highlight a different desire for the political canon. The course's premise suggests that historical contexts are insufficient to explain the behavior of works of art, which can construct a different kind of experience within the prevalent politics climate. Topics such as community (and discomfort within the community), the construction of the national subject, and the politicization of existence will be addressed. The course will explore the debate on literature and revolution during the second half of 20th-century Latin America. The analysis will focus on Cuba, particularly after 1959, the year of the Cuban Revolution's triumph, as an epicenter that spread revolutionary ideas which ignited movements throughout Latin America. Special attention will be given to the process of politicization of life during the height of the revolution and the development of revolutionary order. Literary texts (as well as films and performances) will be examined to explore the impact of the revolution on these works and how writers and artists responded to the new political landscape. We will explore how literary texts sustain, challenge, or even ignore the reinvention of life and social relations typical of these times, and how politics, in turn, challenge literature. Prerequisite: SPANISH 250-0, 251-0, 260-0, or 261-0.

**SPANISH 397-0: Topics in Latin American, Latina and Latino, and Iberian Literatures and Cultures: Queer Central Americans and Unruly Bodies (Fall Quarter - Taught in English)**

This interdisciplinary course brings together the fields of Central American Studies, Latin American and Latinx Literature, and Queer Studies to examine the lived experiences, politics, and cultural production of transnational Queer Central Americans and its diaspora. Central to this course is a comparative and intersectional approach to queer theory, Central American feminisms, and critical race theory. By using a variety of texts and cultural objects, we will explore how queer Central Americans construct their identities in relation to more dominant expressions of queerness and in Latin American and in the United States. Class topics will include: queerness, disability studies, immigration, race, class, fatness, and gender performance.

**SPANISH 397-0: Topics in Latin American, Latina and Latino, and Iberian Literatures and Cultures: Latin American and Latinx Childhoods (Winter Quarter - Taught in English)**

This undergraduate course will focus on the analysis of Latin American and Latinx literature through the critical lens of childhood and adolescence. In this course, we will discuss how the figure of the “child” is important in the formation of identity and belonging. This course will survey literatures from canonical Latin American and Latinx writers, but will also include works from underrepresented identities, such as Afro-Mexican, Indigenous, and Queer writers.

**SPANISH 397-0: Topics in Latin American, Latina and Latino, and Iberian Literatures and Cultures: Borders, Migrations, and Travel (Spring Quarter - Taught in English)**

People are always on the move. Throughout history, humans have traveled and migrated across the world for various reasons. Migration might be voluntary and economic—in search of a better life—or forced and political—simply to save one’s life. Some were motivated by commerce, conquest, or religion. Others simply wandered and recorded their new experiences. Today, movement is both easier and hindered by language, documents, terrain, technology, governments, etc. In this course, we will investigate migration, travel, and movement to explore its consequences from a number of different perspectives in Latin American and Latinx Studies.

**SPANISH 397-0: Topics in Lusophone Cultures: Based on a Real Story: Latin American True Crime (Spring Quarter - Taught in English)**

**SPANPORT 401-0: Introduction to Literary and Cultural Theory: Modernism and Medicine (Winter Quarter)**

This course examines the evolving conceptions of the body and human life shaped by modernist medicine, thought, and aesthetics. Situated within the broader debates on the nature of science from the late 19^th to the mid-20^th century, the course explores how modernism’s preoccupation with fragmentation and alienation both reflected and challenged contemporaneous medical discourse. With a transnational approach, we will analyze medical narratives, philosophical essays, and artistic creations on topics that may include eugenics; germ theory (vaccines, discovery of antibiotics); the development of X-ray technology and the illusion of body transparency; the prominence of syphilis and tuberculosis, the emergent medicalization of trans experiences, the rise of psychoanalysis, wartime wounds and mutilations, debates on vitalism, the higyenization of public spaces, hysteria, and the resistance posed by non-Western epistemologies of health.

**SPANPORT 410-0: Topics in Early Modern Literatures and Cultures: Poetry and Poetics in the New World (Fall Quarter)**

This class examines the development of poetic cultures in early colonial Latin America. We will discuss the burgeoning of transatlantic Renaissance and Baroque lyric conventions, the interweaving of Indigenous and Iberian poetic codes in the process of New World evangelization, and the recasting of classical and medieval sources in the context of criollo societies. Required course readings will be in Spanish and English, with some optional readings in Portuguese. The class will be taught in English.

**SPANPORT 425-0: Studies Contemporary Literature and Cultures: Caribbean Errantry: Exile, Migration, and Diaspora in Caribbean Cultural Production (Spring Quarter)**

This course will explore how the experiences of exile, migration, and diaspora (both political and economic) have helped shape Caribbean cultural production. We will examine a diverse array of texts – poetry, novels, short stories, films, videos, memoir, and critical essays – produced in both Spanish and English both in the Caribbean and in the United States by writers of Puerto Rican, Dominican and Cuban origin. As we read, we will use exile and diaspora as lenses through which to interrogate other aspects of Latinx Caribbean cultural production. How are these experiences portrayed, and what role have they played in the construction of identities, both personal and collective? How have these situations shaped the development of Caribbean communities (both physical and literary) within the continental U.S.? Should exile and diaspora be seen as patterns connected to globalization, thus serving to complicate our idea of what is Caribbean, or can they in fact be understood as fundamental to the construction of Caribbean-ness? We will look at how these movements shape the treatment of race and gender in these works, and we will analyze the role of nostalgia and humor in the navigation of different cultural and geographic spaces.

SPANPORT 450-0: Topics in Cultural Studies: Indigeneity and Textuality in Latin America (Fall Quarter)

This course explores the notion of indigeneity and its attendant textual manifestations and representations in literary and cultural production in Latin America. First, we will consider some definitions of the term, ranging from the implicit in colonial-era texts, to the explicit in 19^th and 20^th century narratival and essayistic production. Secondly, we will dive into the large, diverse scholarship—much of it contemporary and ranging in origin from social sciences such as anthropology and archaeology to humanities such as history and literary studies—that has attempted to articulate indigeneity in connection to the demands of, alternately, nationalisms, vindicatory movements, social revolution, identitarian politics, and other political and cultural formations in the continent. Key amongst our considerations will be understanding not simply the shapes that indigeneity takes within these disciplinary, cultural and political contexts, but also the mechanisms that allow it to move and transform between them. We will pay special attention to the place of writing and will seek to account for the generation of indigeneity from lettered and cultural objects and their historical moments. Readings will be selected from a range of primary and secondary texts and may include Guaman Poma de Ayala, El Inca Garcilaso de la Vega, Popol Vuh, el Manuscrito de Huarochirí, Manuel Gamio, José Carlos Mariátegui, Fausto Reinaga, Silvia Rivera Cusicanqui, Eduardo Viveiros de Castro, José María Arguedas, Gamaliel Churata, Alison Spedding, Blanca Wiethüchter, César Calvo, Rigoberta Menchú, Marisol de la Cadena, Gonzalo Lamana, Mary Louise Pratt, Joanne Rappaport, Tom Cummins, Bruce Mannheim, Martin Lienhard, el Taller de Historia Oral Andina, and others. Course will be taught in English and/or Spanish, depending on the Spanish proficiency of the students enrolled.

**SPANPORT 450-0: Topics in Cultural Studies: Walter Benjamin's Small History of Photography (Winter Quarter)**

The course will explore the theory and history of the photographic medium taking as point of departure Benjamin’s writings from the 1930s on. As he studied the revolutionary changes in perception that technology introduced, he became one of photography’s most important and influential thinkers. Photography’s relation to memory, the medium’s relationship to the unconscious, the changes mechanical reproducibility introduced for our aesthetic experiences, the social and political significance it acquired as a way to understand modern life and how it facilitates as well as shapes social relations, as well as how it allegorizes embodied and cognitive processes through which we engage the world are reflections that stem from his now famous essay. Taking as a point of departure the essay’s reflection on the first century of photography’s history, and the corpus of both photographers (Atget, Renger Patzsch, Sander, Bossfeldt, Freund, Krull, Abbott) and photographer’s historians it gathers, we explore both the critical vocabulary Benjamin develops around them as well its conceptual apparatus. We closely analyze the photobooks Benjamin reviews in his essay as well as the photobook phenomenon in interwar years globally. Then we move to a secondary bibliography that produced significant interpretations of Benjamin’s essay: Cadava, Silverman, Didi-Hubermann, Collingwood-Selby, Zervigón, and finally we assess its oblique influence in Barthes’ Camera Lucida.

SPANPORT 480-0: Topics in Latin American Literature and/or Iberian Literatures & Cultures: Reading Gender Otherwise: Theories of Gender and Indigeneity in "Latin America" (Sping Quarter - Taught in English)

This course draws from a rich archive of theoretical frameworks to interrogate gender as a paradigm that mobilizes myriad forms of sociopolitical oppression. Readings during the first unit of the course will explore Latin American approaches to coloniality and the decolonial turn, with special emphasis on gender as theorized by Sylvia Wynter and PJ DiPietro, among others. In the second unit of this course, we turn to Buen Vivir philosophy. Loosely translatable as “Good Living,” Buen Vivir a key expression of Indigenous autonomy and plurinational movements throughout Abiayala (Guna Language meaning "the Americas" [lit. "continent of plenitude and maturity"]).Through the use of Indigenous methodologies, we consider: how might we interrogate gender without reproducing colonial logics? In other words, how do we read for gender while aspiring to what Catherine Walsh has called “thinking-otherwise,” with a keen eye toward what Indigenous autonomous group U jeets’el le ki’ki’ kuxtal has called the “colonization that has slipped in and deeply embedded itself in our territory, our minds, and our hearts?” We close this course by exploring the role of the text in imagining Indigenous autonomy. Spanish reading knowledge is strongly recommended for this course. Please contact instructor with questions regarding language recommendation.

SPANPORT 496-0: Dissertation Prospectus Writing Workshop (Fall Quarter)

This course seeks to impart to students the knowledge necessary to answer the questions: what is a dissertation, and how do I write one? In the spirit of a workshop, we will work as a group to foster and cultivate the skill sets necessary to formulate and articulate an organizing question adequate to the charge of a significant, independent, multi-year research project. We will call this first stage the prospectus, and we will figure out what it is and how best to write it. We will try to distill multiple and often conflicting statements, expectations, and/or fears about what the dissertation is so we can effectively undertake its preparation and writing.

SPANPORT 560-0: Foreign Language Teaching: Theory and Practice (Winter Quarter)

This course is designed for graduate students who will be teaching Spanish or Portuguese as a Second Language at Northwestern University, and undergraduate students who are planning to become Spanish/Portuguese instructors. The course provides an overview of traditional and current foreign language teaching methods and pedagogical trends to approach the language-learning process. The theoretical background will be applied to the development of second language learners’ intercultural communicative competence. The course will present students with the components of effective teaching tools, such as lesson planning, student needs analysis, classroom management, materials design and evaluation. In sum, students will acquire the pedagogical tools and metalinguistic awareness that they need to become successful second language instructors.