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 for 101-2: 101-1 or sufficient score on placement test; for 101-3: 101-2 or sufficient score on placement test.
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 for 101-2: 101-1 or sufficient score on placement test; for 101-3: 101-2 or sufficient score on placement test.
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 for 101-2: 101-1 or sufficient score on placement test; for 101-3: 101-2 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.
Check CAESAR MWF 9am, 10am, 11am, 12pm, 1pm, 2pm, 3pm
Portuguese 115-2 Accelerated Elementary Spanish
For students with some previous experience in Spanish. Communicative method used for development of speaking, listening, conversation, and grammar skills in a cultural context. Three class meetings a week. Outside online video lab twice a week.
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.
Based on the communicative approach, Port 121 helps students achieve an intermediate language level of proficiency through furthering development of listening, speaking, reading and writing skills. Grammar, vocabulary and pronunciation of Brazilian Portuguese will continue to be developed through meaningful cultural contexts. The course also offers insights into the history and culture of the Portuguese speaking countries in Europe, Africa and America.
Based on the communicative approach, Port 121 helps students achieve an intermediate language level of proficiency through furthering development of listening, speaking, reading and writing skills. Grammar, vocabulary and pronunciation of Brazilian Portuguese will continue to be developed through meaningful cultural contexts. The course also offers insights into the history and culture of the Portuguese speaking countries in Europe, Africa and America.
Based on the communicative approach, Port 121 helps students achieve an intermediate language level of proficiency through furthering development of listening, speaking, reading and writing skills. Grammar, vocabulary and pronunciation of Brazilian Portuguese will continue to be developed through meaningful cultural contexts. The course also offers insights into the history and culture of the Portuguese speaking countries in Europe, Africa and America.
This 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: 111-3/112-3, 115-2, 121-3 or sufficient score on placement examination.
Instruction in reading and writing expository and narrative prose. Emphasis on vocabulary, linguistic skills, and syntax appropriate to formal written Portuguese.
Prerequisite: 111-3/112-3, 115-2, 121-3 or sufficient score on placement examination.
Aspects of the literatures and cultures of Brazil, Portugal, and Lusophone Africa (Mozambique, Angola, Cape Verde, Sao Tome and Principe, Guine Bissao). Possible topics include Brazilian modernism, Lusophone African literature and film, race and sexuality in Brazilian literature, travel narrative, literature and ethnography, the Portuguese novel, nation and nationalism. May be repeated for credit with different topic.
Aspects of the literatures and cultures of Brazil, Portugal, and Lusophone Africa (Mozambique, Angola, Cape Verde, Sao Tome and Principe, Guine Bissao). Possible topics include Brazilian modernism, Lusophone African literature and film, race and sexuality in Brazilian literature, travel narrative, literature and ethnography, the Portuguese novel, nation and nationalism. May be repeated for credit with different topic.
Check CAESAR MWF 9am, 10am, 11am, 12pm, 1pm, 2pm, 3pm
Spanish 101-0 Elementary Spanish
For students who have studied Spanish less than two years. Communicative method. Development of speaking, listening, conversation, and grammar skills, as well as knowledge of Hispanic culture, through context. Three class meetings a week. Outside online video program twice a week.
For students who have studied Spanish less than two years. Communicative method. Development of speaking, listening, conversation, and grammar skills, as well as knowledge of Hispanic culture, through context. Three class meetings a week. Outside online video program twice a week.
Check CAESAR MWF 9am, 10am, 11am, 12pm, 1pm, 2pm, 3pm
Spanish 101-3 Elementary Spanish
For students who have studied Spanish less than two years. Communicative method. Development of speaking, listening, conversation, and grammar skills, as well as knowledge of Hispanic culture, through context. Three class meetings a week. Outside online video program twice a week.
Spanish 105-6 First-Year Seminar: Women At The Border: The Marginalization Of Latinas In The U.S.
Latina immigrants to the U.S. often leave intolerable circumstances and brave life-threatening border crossings in pursuit of the American dream. Yet, those who succeed in crossing the geographic border almost inevitably find that the marginalized existence they hoped to leave behind takes on an equally powerful form in their new world as they confront economic, political, racial, linguistic, and cultural barriers 'north' of the border. This course considers these issues through analysis of literature and film and has three thematic divisions: GLOBAL BORDERS includes a brief history of U.S. immigration policy and politics and analyzes its impact on global transmigration in the post- 9/11 world. CROSSING BORDERS explores the reasons for and dangers involved in border crossings by Latinas into the United States. NEW BORDERS reflects on the challenges and triumphs for Latinas once they have reached their new homeland and what it means to cross 'borders'.
Check CAESAR MWF 9am, 10am, 11am, 12pm, 1pm, 2pm, 3pm
Spanish 115-1 Accelerated Elementary Spanish
For students with some previous experience in Spanish. Communicative method used for development of speaking, listening, conversation, and grammar skills in a cultural context. Three class meetings a week. Outside online video lab twice a week.
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 twice a week.
Prerequisite: 101-3, 115-2, or 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 twice a week.
Prerequisite: 101-3, 115-2, or Spanish Language Placement Exam.
Based on the communicative approach, Port 121 helps students achieve an intermediate language level of proficiency through furthering development of listening, speaking, reading and writing skills. Grammar, vocabulary and pronunciation of Brazilian Portuguese will continue to be developed through meaningful cultural contexts. The course also offers insights into the history and culture of the Portuguese speaking countries in Europe, Africa and America.
Communicative method. Further development of grammar, vocabulary, speaking, and writing skills through readings and short films. Three class meetings a week. Outside online video. Offered in fall only.
Prerequisite: AP score of 3 or Spanish Language Placement Exam.
Spanish 127-0 Accelerated Intermediate Spanish for heritage learners
Communicative method. Further development of grammar, vocabulary, speaking, and writing skills through readings and short films. Three class meetings a week. Outside online video. Offered in fall only.
Prerequisite: AP score of 3 or Spanish Language Placement Exam
Spanish 197-0 Language in Context: Latinos, Language, and Culture
For heritage learners with prior formal training in Spanish. Introduction to socio-political and linguistic richness of contemporary Spanish speaking countries. Emphasis on writing, syntax, and formal modes of the language.
Prerequisite: Spanish heritage learners who have completed Spanish 121-3, Spanish 125-0, or Spanish 127-0. AP score of 4, or Spanish Language Placement Exam.
Check CAESAR MWF 9am, 10am, 11am, 12pm, 1pm, 2pm, 3pm
Check CAESAR MWF 10am, 11am, 2pm
Check CAESAR MWF 1pm
Spanish 199-0 Language in Context: Contemporary Spain
An introduction to the culture and politics of contemporary Spain in the basis for review and further development of some of the most problematic grammatical patterns in Spanish.
Prerequisite: 121-3, 125-0, AP score of 4, or Spanish Language Placement Exam.
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.
Prerequisite: 199 or Spanish Language Placement Exam.
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 individual and society. Emphasizes textual analysis and development of descriptive, narrative and argumentative essays.
Prerequisiste: 201, AP score of 5, or Spanish Language Placement Exam.
Spanish 204-0 Reading and Writing in 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.
Spanish 205-0 Spanish for Professions: Health Care
An advanced course for developing communication skills in Spanish for health care purposes. Emphasis on language skills for the medical field, specialized terminology and vocabulary, and cultural nuances in the Spanish-speaking world.
Advanced course for developing communication skills in Spanish for business purposes. Emphasis on language skills for the global marketplace: specialized terminology; writing; comprehension of cultural nuances in the Spanish-speaking business world.
Development of advanced Spanish communication skills, as well as a thorough and personal cultural knowledge of the Chicagoland Hispanic community through readings, discussions, writing and required volunteer commitment.
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.
Prerequisites:204 or AP 5 in Spanish Language AND Literature.
Survey of the origins of the Spanish language and the development of Spanish literature from the Middle Ages to the end of the Spanish Golden Age. Study of representative figures and major literary developments in conjunction with political and cultural history.
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.
Spanish 260-0 Literature in Latin America before 1888
Survey of pre-Hispanic, colonial, and romantic traditions in Latin America. Focus on authors and texts such as Popul Vuh, Cristobal Colon, Inca Garcilaso de la Vega, Sor Juana Ines de la Cruz, Domingo Faustino Sarmiento, and Martin Fierro.
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.
An introductory course designed to present students with an overview of the phonology, phonetics, morphology, syntax and sociolinguistic and pragmatic elements specific to the Spanish language.
Theory and practice of Spanish sounds and phonology. Articulation and production, classification and description, combination and syllabification, sonority sequencing, prosodic features, and prevalent dialectal variations.
An advanced course designed to polish and improve language usage through in-depth study and development of grammar knowledge and skills, focusing on items most problematic for non-native speakers of Spanish.
Spanish 331-0 Realism in Spain: The Problem of Representation
Theories and practices of realist authors in modern Spanish literature. Issues of literary representation and mimesis. Aesthetic and ideological foundations of realism in the 19th century and in 20th-century variants such as social realism, antirealism, and postmodern documentarism.
Prerequisite: 1 course from 250, 251, 260, or 261.
Significant poetry, narrative, and criticism from the late 19th and early 20th centuries. Topics such as decadence, aestheticism, the flaneur and the rastacuero, cosmopolitanism, the modern city, and exoticism.
Prerequisite: 1 course from 250, 251, 260, or 261.
Poetry, prose, and visual art by major figures and groups in 20th-century vanguard movements. Works by authors such as Roberto Arlt, Jorge Luis Borges, Alejo Carpentier, Nicolas Guillen, Felisberto Hernandez, Vicente Huidobro, Manuel Maples Arce, and Cesar Vallejo.
Historical, literary, and cultural characteristics of the "Boom" in the 1960s and 1970s and the development of the "new" narrative in Latin America. Readings include novels, short fiction, and essays by authors such as Guillermo Cabrera Infante, Julio Cortazar, Jose Donoso, Carlos Fuentes, Gabriel Garcia Marquez, Manuel Puig, Juan Rulfo, and Mario Vargas Llosa.
Prerequisite: 1 course from 250, 251, 260, or 261.
Spanish 346-0 Testimonial Narrative in Latin America
Study of the tradition of testimonial writing in Latin America with attention to cultural, political, and historical contexts and questions of truth, memory, and subjectivity. Works by authors such as Miguel Barnet, Gabriel Garcia Marquez, Rigoberta Menchu, Alicia Partnoy, Elena Poniatowska, Jacobo Timerman, and Rodolfo Walsh.
Prerequisite: 1 course from 250, 251, 260, or 261.
Spanish 348-0 Readings in Latin American Short Fiction
Theory and practice of Latin American short fiction. Close readings of texts by authors such as Reinaldo Arenas, Jorge Luis Borges, Alejo Carpentier, Julio Cortazar, Rosario Ferre, Carlos Fuentes, Gabriel Garcia Marquez, Augusto Monterroso, Elena Poniatowaska, and others.
Spanish 361-0 Latin America: Studies in Culture and Society
Analysis of the history of culture in Latin America with an emphasis on the intersection of politics, society, and literature and on the relationship between literary and visual culture.
Spanish 397-0 Topics in Latin American, Latina and Latino, and/or Iberian Cultures: The Crisis of Marriage in Brazilian, Portuguese and Lusophone African Fiction
In this course, we will look at representations of marriage, adultery and polygamy in literary works, movies, and photographs from Lusophone countries from the 19th to the 21st century. Starting with a discussion of Gustave Flaubert's classic novel of adultery Madame Bovary (1856), we will raise several questions: how did writers associate reading and cheating? How did letters become an important agent in the keeping and revealing of secrets and forbidden affairs? How did the institution of marriage change in response to the growing demands for women's rights? Finally, how does literature create and criticize fantasies of love, desire and consumption? To answer these questions, we will read novels by Eca de Queiroz, Machado de Assis, and Paulina Chiziane. Other writers may include Clarice Lispector, Mia Couto, Jorge Amado, Sophia de Mello, and Rubem Fonseca. The course will move from a specific focus on the impact of Madame Bovary in different cultures, particularly on how writers from countries such as Portugal and Brazil responded to the classic novel, to larger questions about representations of women, marriage, and sexuality in literature. Students will practice close reading and interdisciplinary methodologies, exercising comparative approaches between texts or different media. All the assigned readings will be in English, but students with familiarity with other languages, such as French and Portuguese, are encouraged to read the texts in their original languages.
Spanish 397-0 Special Topics in Latin American, Latino, and/or Iberian Cultures: On Debt
Debt is a social relation. It has received cosmological, theological, and economic articulation for centuries. Yet, at its core, debt is a form of social binding, hence a social bond. This course will examine debt as an economic, social, and historical relation in order to consider its critical function, thereby exploring the very idea of a critique of debt. We will read texts by Nietzsche, Marcel Mauss, Walter Benjamin, Jacques Derrida, David Graeber, Maurizio Lazzarato, Eletra Stimilli, among others. We will also consider ancient and contemporary articulations of debt forgiveness, relief, or cancellation (as articulated, for example, by Strike Debt or the Committee for the Abolition of Illegitimate Debt). This will give us an opportunity to refer to cases of debt in Latin American and the Caribbean.
Spanish 397-0 Special Topics in Latin American, Latino, and/or Iberian Cultures: Indigeneity and Gender in Latin América
This course will examine representations of indigenous peoples in Latin America during the 19th and 20th centuries, with special attention to constructions of race and gender. We will explore topics such as the racial and gendered associations used to construct indigeneity, the exclusion of alternative indigenous gender subjectivities, and the double subordination indigenous women have historically experienced.
SPANPORT 410 Introduction to Colonial Latin America: Narrative, History, Theory
This course offers a critical overview of the epistemological practices and ideological underpinnings that shaped the multi-faceted process of colonialism in what we call today Latin America. Focusing on indigenous, mestizo and European texts produced from the late fifteenth century to the late seventeenth century, we will explore the diverse power struggles, strategies of negotiation, and misunderstandings that underlie the production of the foundational textual knowledge in and about America.
Key to this course is the debate on the social and political consequences that the introduction of the European technology of writing had on Native American societies. A fundamental tool for colonial administration and Christian evangelization, alphabetic writing fostered both spaces of incorporation and of exclusion of indigenous peoples. We will analyze how writing shaped a particular notion of literary canon and of archive that tied knowledge to alphabetic writing, while framing indigenous peoples as objects to be analyzed, but not as subjects who produced knowledge. The colonial concept of literacy and the more recent postcolonial critical redefinitions of it will guide this approach.
This course also aims to frame the debates on colonial literature beyond the axis of literacy. For that, we will discuss how the concept of legibility can allow us to have a better understanding of the process of marginalization of native pre-Hispanic modes of inscription and communication, but also of native uses of alphabetic writing.
Going from colonial texts to theory, this course intends to familiarize students with major contemporary critical theories and debates that have led to a productive destabilization of terms and concepts such as indigeneity, indianness, discovery, conquest, colonization, empire, mestizaje, hybridity, and otherness.
Readings will be in English and Spanish. Class discussion will be in Spanish. All written work should be done in Spanish.
SPANPORT 430 Sound(ing) Race, Gender and Class: Readings in Latinx Popular Music and Literature
This seminar will introduce students to Latinx cultural studies through an analysis of Latinx popular sonic traditions and literary texts. While musical traditions circulate hemispherically across Latin America, specific sounds and rhythms have been central sites for the construction of Latinx postcolonial identities. Salsa, corridos, cumbias, bachatas, and nortenas, for instance, have become expressive cultures that articulate the postcolonial experiences of diverse ethnic communities in Latino USA who have had limited access to high forms of art and literacy.The course will begin by introducing students to various theories about popular culture and music - concepts such as productive pleasure, listening as a critical act, and performance as the embodiment of resisting identities - that diverge from the aesthetic approaches to literary texts. What does it mean to listen rather than to read? How can we construct social meanings out of musical performances? How does the concept of voice relate to Latinx decolonial knowledge? By listening to musical performances, learning about particular musical genres, and reading literary texts that propose a critical dialogue with these sonic traditions, we will be able to expand not only our understanding of Latinx expressive and popular cultures as critical sites of resistance, but also to engage methodologically and theoretically in popular music as a site where sounds challenge the logocentric hegemony of reading in our production of knowledge. Course requirements include a class presentation, weekly written responses to the readings, and a final, 8-10 page original research paper.
SPANPORT 480 Brazilian Modernism and Modernity: From Imitation to Anthropophagy and Beyond
In this course, we will discuss the anxieties created by notions of "imitation" at the turn of the 19th to the 20th century in Brazil, and the debates they created not only in the field of aesthetics, but also in the pseudoscientific discourse of sexology, criminology and psychopathology. We will be particularly interested in understanding how these debates on modernity and imitation of French culture evolved through the post-1922 Modernism avant-gardes, and the anthropophagic movement in particular, and the extent to which the latter represented a solution for the anxieties and aspirations of the writers of the period. We will focus on fictional works by Brazilian writers ranging from the abolition of slavery (1888) and the proclamation of the Republic (1889), to the 1920's avant-garde movements. We will also engage with contemporary theories of imitation and repletion Reading knowledge of Portuguese or Spanish is helpful, but not required.
Primary works will include: Raul Pompeia's O Ateneu (1888) [Trans. The Atheneum, ISBN: 0810130793); Aluizio de Azevedo's O Cortico (1890) [trans. The Slum, ISBN-10: 0195121872]; Machado de Assis' Dom Casmurro (1899) trans. Dom Casmurro: a novel ISBN-13: 978-0374523039; Joao do Rio's Vertiginous Life (1911); Oswald de Andrade (TBD); Mario de Andrade's Macunaima (1928).
Theoretical works may include works by Antonio Candido and Roberto Schwarz, Viveiros de Castro (Cannibal Metaphysics), Gabriel Tarde, Harold Bloom, Gilles Delleuze, Jacques Derrida, Judith Butler, Rene Girard
This course will consider key texts in Frankfurt School Critical Theory alongside Decolonial Thought and Decolonial Feminism. Discussions will consider conception of critique at work in these texts in order to construct a decolonial critical theory of society. Readings will include texts by Gyorgy Lukacs, Max Horkheimer and Theodor Adorno, Walter Benjamin, Anibal Quijano, Nelson Maldonado-Torres, Santiago Castro-Gomez, Maria Lugones, Yuderkis Espinosa-Minoso, and Gloria Anzaldua.
SPANPORT 495 Practicum in Scholarly Writing and Publication
This required seminar focuses on both theoretical and practical aspects of scholarly writing and publication. Reading and discussion, as well as writing assignments, aim to help students become more familiar with different ways in which they will be able to engage with other scholars and critics in their respective fields and areas of specialization. Students will take up the mechanics of scholarly publication, modes of scholarly research and reading, and genres of scholarly writing. The primary goal for each student will be to produce a draft of a publishable scholarly article, based on a paper written for a previous course. Other requirements include: a book review linked to the seminar paper; a formal abstract of the seminar paper; and written feedback on other students' writing. Seminar meetings will combine group discussion and oral presentations, workshop sessions focusing on written assignments, and, as needed, individual-tutorial meetings.
