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Disgraced far-right leader wins rights to a seat as Austrian MEP. Austria's Sebastian Kurz: from wonder child to ousted leader. EU vote faces new covert digital threats: report. This course focuses on communication across cultures, that is communication between people of different cultures and differences in cultures that can make for miscommunication between members of those cultures. Specifically, we will look at cross-cultural speech acts requests, apologies, compliments, offers, and complaints , linguistic etiquette, and the phenomenon of interlanguage i.
Among the themes that we will explore is the notion of identity: identity as a personal project, the relationship between discourse, identity and culture, and identity in relation to language learning. We will pay special attention to the cultural construction of identity among three U. One aspect of identity is gender construction.
For this reason we will be examining the interaction between women and men in conversation, looking at the devices that they use to construct their femininity and masculinity.
Nathan Kamp: Book Covers: Cover List
We will explore these interactions both in ordinary conversations as well as in various sorts of task-oriented situations in Chile, Costa Rica and El Salvador. We will also explore the issues of changing gender identities as reflected in the traditional binary linguistic structure. In addition, there will be selected readings assigned throughout the semester.
This course provides a survey of Medieval Spanish literature focusing on foundational texts from the early thirteenth century to the fifteenth century. We will explore cultural values and themes including love, religion, death, folklore, narratology, and orality through the literature. Weekly written assignments based on the readings are required, encouraging close analytical readings and providing the opportunity to refine grammar and written Spanish language.
Hill Vanderbilt. An introduction to the major trends in Latin American literature and culture during the late-nineteenth and twentieth centuries, from realism to magical realism, touching upon major genres such as the novel, theater, poetry, and the essay. Evaluation based on three textual analyses and a final exam, as well as active and informed participation.
All discussions and coursework conducted in Spanish. Friedman vanderbilt. The course will include plays from Spanish theater, including a number of works from the the classical period known as the Golden Age. Other plays will represent Neoclassicism, Romanticism, and Realism. Students will read selected critical studies and will consider the shift from text to performance. Evaluation will be based on two tests, short written exercises, and class participation. Luis Vanderbilt. The novel of the Post Boom period, of the s to the present, is a reaction to the formal and linguistic experimentation known to the writers of the Boom novel.
The Post Boom is characterized by writers of different genders, races, and sexual preferences, who write about popular culture, issues pertaining to women, race relations, and testimonies about people who have been kept silent. We will also analyze films pertaining to novels of this literary period. In this seminar we focus on some of the major debates, tensions, and issues that arise in considering representations of sex and gender in works by Latin American and U.
Latina women writers. Readings include poetry, short stories, novels, and graphic memoirs. Course conducted in Spanish. Readings will be in Spanish and English. MWF Murray Vanderbilt. In this course, we will explore the organization of city life in urban literature and art using Barcelona, Madrid, and Manhattan as background. Focusing on the organization and uses of space, we will study the development of these three cities and their impacts on film, art, and literature. We will watch the films Vicky, Cristina, Barcelona dir.
Woody Allen and Biutiful dir. In addition to literary analysis, we will study urban, artistic, and architectural production, and we will read critical essays. Rasico vanderbilt. This course is an intensive introduction to Catalan, a Romance language of some eight million people of northeastern Spain Catalonia, Valencia, the Balearic Islands, and a portion of eastern Aragon , the Principality of Andorra, the Department of Roussillon in southwestern France, as well as the town of Alguer Alghero on the island of Sardinia.
Prior study of another Romance language through the intermediate level is highly recommended. May be counted as an elective toward the major in Spanish. An accelerated introduction to reading, writing, speaking and listening. Emphasis on practical usage. Open to students with prior study of another Romance language or by permission of instructor. Legg Vanderbilt. Intermediate Portuguese is a course offering for students who have taken Portuguese or have acquired Portuguese background elsewhere and wish to continue studying the language.
The course is designed to offer a review of grammar through the use of music and other cultural elements film, television programs, web resources, etc. Portuguese Composition is a writing course for students who control the basic structure of the language and need to develop control of written communication at an advanced level. The course seeks to explore various aspects of Brazilian society while practicing advanced level grammar topics, discussing the readings, and engaging in the process of writing.
Prerequisite: Port formerly Oliveira Vanderbilt. Portuguese is an introduction to Luso-Brazilian literature through the reading and analysis of literary texts and other cultural productions such as films and music. Prerequisite: Port or Fitz Vanderbilt. In addition to some of their most canonical texts, we will also be reading some of their lesser known, but equally engaging, other writings.
In the case of Machado, for example, we will examine his funny, but also quite biting, short novel O Alienista , along with his great final novel Memorial de Aires , while for Clarice we will take a look at her only drama, a sort of Medieval morality play that concentrates on the status of women and the flagrant hypocrisy that still too often surrounds their lives. We will see here a Clarice not known to many people. Main literary trends, principal writers and works of Brazilian literature, from colonial beginnings through the nineteenth century. Prerequisite: Port ; see the Director of Undergraduate Studies for a possible override if you do not have the prerequisite.
Senior Majors may, with permission of the instructor and the Director of Undergraduate Studies, take a graduate level course. Registration must be handled separately through the Graduate School. Zamora Vanderbilt. This course is intended as a basic introduction to twentieth-century and contemporary literary theory at a graduate level.
One of its objectives will be to provide the students with a survey of theoretical models, terminologies and working tools for literary analysis. We will read general introductions and relevant texts of Russian formalism, New Criticism, reader oriented theories, Marxism, structuralism, psychoanalytic literary theory, feminisms, poststructuralism, postmodernism, cultural studies, New Historicism, postcolonial studies, and gender studies.
We will complement the theoretical readings with a selection of different pieces of textual criticism. Rasico Vanderbilt. This seminar is designed to provide an overview of the origin, formation and evolution of the Ibero-Romance languages and dialects, with special emphasis given to developments in the Iberian Peninsula.
In addition to the assigned readings for specific class meetings listed on the course syllabus , the following will be required of all students enrolled in the seminar:. The topic must be chosen in consultation with the professor. The paper will be due no later than the final day of classes for the semester. The group will explore the concept of metafiction , self-conscious or self-referential approaches to artistic composition. The primary units of the seminar will consist of. Carroll B. Miguel de Unamuno, Niebla. Javier Cercas, Soldados de Salamina.
There will be a reading assignment and a short written exercise for each class session, and students will be expected to participate in class discussion. For the final paper, and in consultation with the instructor, students will have the option of writing a review of a book of Quijote criticism, an annotated bibliography, or a ten- to twelve page paper. Garcilaso Inca de la Vega, his ecclesiastical career and the Comentarios reales. Thus, the themes repeatedly discussed in the chronicles of Indies —on which Garcilaso claims to be just a commentator— will be closely considered in reading the Comentarios in the light of the historical and linguistic methodology of the Andalusian grammarians and antiquarians with whom Garcilaso maintained an intellectual and clerical contact.
Our methodological texts may originate in literary and intellectual histories Don Cameron Allen, L. Aznar vanderbilt. This class is an advanced conversation class that focuses primarily on the development of advanced oral language skills. The class format will consist of: 3 oral presentations, 2 debates, daily class discussions focused on contemporary movies and newspaper articles, oral interviews and electronic discussions on contemporary issues related to Spain, Latin America, and the Latino community in the United States.
This class is designed for students with a high level of proficiency. Some of the issues covered in this class will be related to immigration, the politics of Spain and Latin America, corruption, sports, and environment. This course provides a thorough foundation in business vocabulary and overview of current international business and cultural concepts related to doing business in the US, Latin America, and Spain.
Focusing on the role of the international manager, the course emphasizes vocabulary related to corporate organization and structure, banking and accounting processes, real estate, capital investment, human resources, the production of goods and services, marketing, financial management, and international operations articulated within the geographic and cultural context of the Spanish-speaking world. Students are evaluated through quizzes, tests, and oral presentations, final project, and final exam. Segovia Vanderbilt. This course is not recommended for students coming directly from Spanish formerly or Spanish formerly All fifteen movies have no subtitles.
Final grade will be based on intense class participation, five critical reviews, two exams, two oral presentations, and one research paper. This course explores issues in contemporary Spanish culture through the medium of film. Themes include the memory of the Spanish Civil War and Franco's dictatorship, the Transition to democracy, nationalisms, migration, and gender; and films may include Raza dir. Bardem , El inquilino dir. Saura , La lengua de las mariposas dir. Cuerda , Los lunes al sol dir.
In addition, we will read complementary articles that serve as tools that help us understand cinematic and cultural critique. Grades will be determined through class participation, daily reflections, a midterm exam, and a final essay. Service learning based, advanced conversation course incorporating extensive medical terminology, and policy and cultural competency issues related to health care and the Latino population in the United States. Prerequisite: W and If you are interested in learning more about how African slaves brought African languages into contact with Spanish and Portuguese in the fifteenth century and communicated with one another in Latin America, then SPAN is the linguistics class for you.
This course will explore the major forms of Afro-Hispanic language found in the Iberian Peninsula and Latin America over the last years. We will delve into the process of language acquisition from pidginization through creolization. From a theoretical point of view, many Afro-Hispanic dialects spoken across Latin America are rich in constructions that would be considered ungrammatical in standard Spanish. These dialects present phenomena that offer a challenge to current linguistic theory. Most importantly, we will explore the Palenquero Creole language spoken in the north of Colombia, a Spanish-based Creole created by runaway slaves, and the only survivor since the seventeenth century.
In addition to analyzing the socio-historical and sociolinguistic characteristics of Afro-Hispanic dialects, this course will include discussion of African cultural influence in art, music and religion in Latin America in order to assess the permanent impact of the African diaspora in the Spanish of Latin America today. Students will be evaluated based upon active participation, written personal reflections, a midterm written exam, a research project and oral presentation, and a final take-home exam.
John M. Karageorgou Vanderbilt. The course will be divided in four periods in each one of which we will read narrative prose, poetry, theater and essay, respectively. Five reading reactions of words or more, two oral presentations, and a final essay of words or more will be the basis for evaluation together with participation in the classroom. Students will be introduced to the history and theory of translation and interpretation of English to Spanish and Spanish to English with an emphasis on practical translation of written texts.
Students will work on various translation exercises from a variety of fields: business and economics, commercial advertisements, legal documents, political campaign propaganda, medical and scientific documents, instructional assembly manuals, newspaper articles, entertainment industry, personal interviews, sports reports, public affairs announcements, travel and tourism guides as well as literary texts. There will be individual translation and interpretation exercises in addition to group projects. This course will examine in detail the evolution of the Spanish Castilian language from its Vulgar Latin origins to its modern forms.
Emphasis will be given to the analysis of the phonological and morphological development of Spanish within the context of the historical and cultural background of the Iberian Peninsula. The impact of non-Roman languages and cultures upon Spanish will be considered as well as the evolution of various non-Castilian languages and dialects of Spain.
The course will focus on works from the early modern period , called the Golden Age or Siglo de Oro , a time of great flourishing of the arts that coincided with Spain's imperial glory. Students will read texts from three genres: narrative, poetry, and drama. We will do close readings and analyses of the selected works, and we will consider their critical and socio-historical contexts.
Selected Critical Studies: There will be a reading assignment and a short written exercise for each class. Students will be expected to attend and participate in all class sessions. Evaluation will be based on attendance and participation in classwork, homework exercises, three essays and three tests, one per genre studied: narrative, drama and poetry. The aim of the course is to survey the history of Spanish literature from to We will also see two movies, one about Goya in class, and an adaptation of a Realist novel outside of class.
Fragments of other movies, musical works and fine arts slides and reproductions will be used also throughout the semester to complement the study of the literary texts. Classes will be taught in Spanish. Each student will give one oral presentation and a write a six-page final paper, both in Spanish. This course aims at offering a panoramic view of contemporary Hispanic poetry written by women authors. Who are these women poets in the shadow of a masculinist canon? What do women poets write about? What are the characteristics of a poetics written from a gender point of view?
What is the role of the body in modern poetry written by women? What is the contribution of this poetry to the emancipation of women in the twentieth century? How do women poets react to the patriarchal aesthetics, its themes and ideological direction? These and other similar questions drive the collection of works and the reflection that will sustain this course. Burrus Vanderbilt.
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Love and honor are key themes in both medieval and Golden Age Spanish literature. This course will explore the evolution of these themes in a number of important works of different genres from these two periods, paying special attention to the socio-historical context in which they were written.
Especially interesting will be the works in which these themes come into conflict with each other.
Not open to students who have taken Span How does the essay, ranging from the opinion piece in a newspaper or literary journal to the non-fictional narration, grapple with the economic, social, scientific, and political challenges presented by modernity in Latin America? The course shall pursues a comparative approach that integrates trans-Atlantic and trans-American perspectives, such as those of Spanish, English, and North American essayists. Requirements include active and intelligent participation as well as four short papers written in Spanish.
Falconi Vanderbilt. In this course we will study Latin American fiction during a period s and s characterized by literary experimentation and popularly called el Boom.
Literature will be placed in both historical and cultural context and will be accompanied by key theoretical readings. Final grade will be based on active participation, class reports, 2 exams and two research papers 5 or 6 pages. Forty-five years since the culmination of the Spanish American Boom, scholars still struggle to identify what makes the literature of the Post-Boom period cohere.
Whether a rejection or mere reshaping of the characteristics associated with Boom authors, literary production since the s can be characterized by a sharpened focus on race, sexual orientation, gender, and class. Assignments in this class strive to be as contemporary as its subject matter. Trigo Vanderbilt. What are some of the social meanings of the representation of disease in literature and in medicine?
We will answer this question by way of Puerto Rico, an un-incorporated territory of the United States. We will trace the shifts in the configuration of four related public health crises on that Caribbean island as they are represented in both medical literature and fiction from the nineteenth to the twenty-first centuries: tropical disease, overpopulation, AIDS and Zika. We will shift our focus from the concerns of military doctors with hygiene during the nineteenth century to the disquiet of late-twentieth century psychologists and cultural anthropologists with the so called Puerto Rican Syndrome.
We will study disease as something more than a biological event, putting it in the context of colonization, self-government, and modernization. And we will focus on both literary and medical texts in Spanish to suggest the ways in which disease is both an empirical and a symbolic event, the result of both biological causes and of socially determined preconceptions and beliefs.
Spanish Majors may take Portuguese a beginning course designed for students of Spanish as an elective in the Spanish major. Open to students with prior study of Spanish or another Romance language or by permission of instructor. Differences between spoken and written Portuguese in Brazil. Modern culture, including popular music, film, politics, family life, and sports. Prerequisite: or Fitz vanderbilt. The development of Brazilian literature from the Semana de Arte Moderna to the present.
Emphasis on the modernist and postmodernist movements. Friedman Vanderbilt. The course will offer a survey of baroque literature and culture in Spain. The selections will include narrative, dramatic, and poetic texts, as well as critical studies. We will discuss the use of the term baroque : its origins, manifestations, and polemics regarding baroque style. We will consider the distinctions between culteranismo and conceptismo ; contrasts among the categories of Renaissance, mannerist, and baroque art; the baroque in Europe at large; and the neobaroque. Students will write short response papers, contribute to class dialogue, and develop a seminar paper on a Spanish baroque work.
Elias L. Rivers, ed. Cross-listed: you may choose which label, which will dictate which focus you want to pursue in your presentations and paper. The seminar will explore two intimately interrelated topics: the ideological wars fought in the literary battlefield throughout the two centuries, and the attempt, or failure, by the texts in that literary tradition to construct the nation.
We will start by reading one major work on nation building and nationalism. Our primary texts will cover both centuries and a wide variety of genres: plays, essays, literary letters, newspaper articles, poetry, novels, etc. The final grade will be based on class discussions, written assignments, and an oral presentation based on a research or analytical project and a final research paper.
Anderson Benedict. Imagined Communities. Reflections on the Origins and Spread of Nationalism. London: Verso, Forner, Juan Pablo. Madrid: Doncel, Biblioteca Virtual Miguel de Cervantes. Amor a la patria. Juan Goytisolo. Barcelona: Seix Barral, Alicante: Biblioteca Virtual Miguel de Cervantes, Rivas, Angel de Saavedra, Duque de. De tal palo, tal astilla. Mater Dolorosa. Madrid: Taurus, This seminar explores the concepts of Otherness and migration in contemporary Spain through a critical examination of twentieth and twenty-first century narrative.
We will analyze how Otherness is remembered, negotiated, and employed to construct national identities, primarily through contrast and negation. Grades will be determined through class participation, weekly response papers, a minute presentation, and a final essay. This seminar examines a body of texts from three different -albeit coeval- colonial processes within the Early Modern Luso-Hispanic world; it aims at creating a set of categories that enable the critic to compare these colonial experiences and their cultural products, while appreciating the unique traits of each historical process.
Some readings in Portuguese are included. This course, which is taught in Portuguese, will read texts in both Spanish and Portuguese. The idea is to compare and contrast the growth and development of Latin American literature understood as comprising both Spanish American and Brazilian literature in the twentieth century. A significant part of the course will be comparative literary history, with interruptions to read and compare representative texts from each major period of development.
Department of Spanish and Portuguese
This course studies the contemporary production of Science Fiction in Brazil. We will examine how constructions of nationality, as well as issues of gender, race, ethnicity, and sexuality, emerge in this fascinating genre. Travel time is not included in this total, so you need to budget at least three hours per week to complete this requirement. This service experience will be considered another text and will be analyzed in class, together with the literary texts and the movies, focusing on issues of assimilation, bilingualism, biculturalism, uprootedness, etc.
The final grade for the course will be based on intense class participation, two exams, two portfolio presentations about a topic related to immigration, a detailed journal about the service experience, and a final reflection essay. A comparative analysis of the celebration phenomenon as a tool to evaluate the integration of those elements that constitute the identity of three Latin American regions: Mexico, the Andean region and the Caribbean.
Colonial and contemporary texts, paintings and film will be the basis for class and theoretical discussion. The Spanish and Portuguese empires were the first truly global empires, and they have much to teach us about trade, religion, immigration, and multiculturalism today. Working with a variety of sources from Latin America, Europe, and Asia, we will dialogue about globalism in economics, the arts, government, and the sciences during the eighteenth century. This course will give students a brief overview of the formation of the Spanish languages of the Iberian Peninsula and their development into the modern languages of Castilian, Catalan, and Galician.
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In addition, we will briefly explore the non-Indo-European language of Basque. We will analyze each respective language by focusing on the differences in the lexical, phonological, and morphosyntactic features and systems. We will discuss issues related to bilingualism, biculturalism and the debate between linguistic theory, actual linguistic reality and the legislation and imposition of official linguistic policy by government and language academies.
There will be four quizzes, one group presentation of a linguistic study, one 3 page reflection paper based upon the linguistic study and one final take home exam. This course deals with the connection between the Spanish language and society. We will look at the roles of region, social status, gender, and ethnicity in accounting for differences in the way that Spanish is spoken.
We will also examine the relationship between language variation and linguistic change. Language in interaction will be explored, particularly as it functions to shape the identities of speakers. We will pay particular attention to what happens when Spanish comes into contact with other languages: with English in the U.
Related to language contact are the phenomena of code-switching, borrowing, and the formation of pidgins and creoles. From a sociological standpoint, language contact will be looked at in terms of language maintenance, shift and death. Similarly, we will try to understand why there is currently an English-Only movement in the U. Throughout the course, we will be examining linguistic material from Latin America, the U.
As the topics suggest, language in society, or sociolinguistics, is a broad field, subsuming within it approaches that are ethnolinguistic, sociological, psycholinguistic and linguistic in its narrower sense. For this reason, the authors of the articles and book chapters that we will be reading will come from several different disciplines, although all of them will be rooted in the social sciences. This course covers the medieval period in Spanish literature and examines texts dating from the 12th to the 15th century. Works are placed in their socio-historical context.
An introduction to the main literary trends transplanted to the Indies and their interaction with the Indian legacy in texts by Spanish, creole, mestizo, and Indian writers. Readings will cover multiple genres, and these pieces will be linked to the cultural contexts from which they arose. This course studies influential writers who have shaped contemporary literary expression in Latin America. Readings will come from poetry, short story, and a novel, as we explore notions of the self and of narrative voice.
We will discuss individual works within relevant cultural, literary, and historical contexts. Course requirements include careful reading in preparation for class, thoughtful contribution to discussion, one oral presentation, two literary analyses pages , and one exam. The objective of the course is multiple: a to offer a panoramic view of the short-story production in Hispanic literatures; b to provide skills for critical analysis; c to promote interpretive writing in Spanish.
An oral presentation of 20 minutes, a mid-term take home exam, and a final research paper or a short story written in Spanish will be the requirements for this course. It begins with a discussion of poetry as a genre and examines its distinguishing characteristics and features. As part of this exercise, the students will be writing, and discussing, their own poetry. The final grade is based on oral presentations, on short papers, and on a longer final paper.
The importance of grammar and pronunciation are stressed as well as the quality of the critical commentary offered. Helmuth Vanderbilt. Spanish Majors may take Portuguese , a beginning course designed for students who already know Spanish, offered every semester, as an elective in the Spanish major but not the minor. We will flesh out how a poet faces disappointment, and how her poetry comes as a process of justice.
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We will trace a modern history of self-writing in Latin America beginning with a representative work from the mid-nineteenth century. We will study a number of topics raised by this two-hundred year old practice. Among the topics we will discuss are the construction of the national subject, of the masculine and the feminine subject, of the modern experimental subject, and of the othered or subaltern subject.