For students proficient in Spanish. Comparative sociolinguistic and interactive approach to communicative competence emphasizing pronunciation, intonation, sentence structure, and patterns of spoken and written Portuguese.

Prerequisite: AP 4 or equivalent on the Spanish Language Placement Exam.

For students proficient in Spanish. Comparative sociolinguistic and interactive approach to communicative competence emphasizing pronunciation, intonation, sentence structure, and patterns of spoken and written Portuguese.

Prerequisite: PORT 115-1 or Placement

This intermediate course is designed to expand mastery in reading and speaking Brazilian Portuguese through select cultural videos, readings of literary "crônicas", periodicals, and the Internet. Students will also have the opportunity to communicate online in Portuguese with college students in Brazil. This course counts toward the minor in Portuguese. 

Prerequisite: PORT 111-3/112-3 (currently not offered), PORT 115-2, PORT 121-3 or placement test. 

Instruction in reading and writing expository and narrative prose. Emphasis on vocabulary, linguistic skills, and syntax appropriate to formal written Portuguese.

Prerequisite: PORT 115-2, PORT 121-3, or sufficient score on placement examination.

In this course, the students will deepen their knowledge of Portuguese language by studying Narratives in Portuguese. From Chronicles to Brazilian literary short stories, students will have an understanding of the structure of a story, especially from a Semiotic point of view, where cultural signs and practices emerge. We will analyze the structure of narratives according to the narrator's voice, timeline, settings and the construction of the main characters. Based on their readings, at the end of the course, the students will write their own short story or a script for a short movie.

Prerequisite: PORT 202-0 or equivalent.

Discussion of different trends in contemporary cinema from various regions of Latin America, including Brazil.

This class will introduce students to the various roles that memory, as a concept, has played in twentieth and twenty-first century Latin American politics and society. To consider such roles, this class will address a range of sociopolitical contexts, such as Argentina’s and Brazil’s authoritarian regimes and Guatemala’s civil war. At the same time, it will not be limited to instances of state-sponsored violence but will interrogate broader systems of repression to explore how memory is constructed and what its limits are. While this class will focus on a range of primary sources, it will focus primarily on feature films, novels, and sites of memory.

May be repeated for credit with different topic.

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.

Prerequisites: None

Restrictions: No P/N; Attendance at first class required

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.

Prerequisites: None

Restrictions: No P/N; Attendance at first class required

For students who have never studied Spanish or studied Spanish less than two years in high school. Communicative method used for development of speaking, listening, conversation, and grammar skills in a cultural context. Three class meetings a week. Outside online video program.

Prerequisite: SPANISH 101-1

For students who have never studied Spanish or studied Spanish less than two years in high school. Communicative method. Development of speaking, listening, conversation, and grammar skills in a cultural context. Three class meetings a week. Outside online video program.

Prerequisite: SPANISH 101-2 or departmental Spanish Language Placement Exam. No P/N. Attendance at first class is required.

 What do we mean when we say, “it happened to me?” Are my experiences exclusively my own? But what if what I experience, feel, suffer, or even imagine, has actually never happened to me? Do experiences belong exclusively to someone or are they somehow collective? Can I feel, or perhaps share, the pain (and joy) of others? Can I give voice to somebody else’s experience, if not out of identification, at least out of empathy? How ethical or opportunistic would that be? At the same time, what if I cannot properly articulate my own experiences without imagining the experience of others? What happens when I realize that my own feelings derive from somebody else’s narrated experience? In short, what are the boundaries between appropriation of the other’s experience and authentic identification?

For students with some previous experience in Spanish. Communicative method used for development of speaking, listening, conversation, and grammar skills in a cultural context. Offered winter and spring. Three class meetings a week. Outside online video program. 

Prerequisite: SPANISH 115-1 or departmental Spanish Language Placement Exam. No P/N. Attendance at first class is required.

For students with some previous experience in Spanish. Communicative method used for development of speaking, listening, conversation, and grammar skills in a cultural context. Offered winter and spring. Three class meetings a week. Outside online video program. 

Prerequisite: SPANISH 115-1 or departmental Spanish Language Placement Exam. No P/N. Attendance at first class is required.

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.

Prerequisites: SPANISH 101-3, SPANISH 115-2, or Spanish Language Placement Exam

Restrictions: No P/N; Attendance at first class required

Communicative method. Further development of grammar, vocabulary, speaking, and writing skills through emphasis on cultural content and functional use of Spanish language. Three class meetings a week. Outside online video program.

Prerequisite: SPANISH 121-1, or sufficient score on Spanish Language Placement Exam.

Communicative method. Further development of grammar, vocabulary, speaking, and writing skills through emphasis on cultural content and functional use of Spanish language.

Restrictions: No P/N; First class required
Prerequisites: 101-3, 115-2, or sufficient score on Spanish Language Placement Exam

Communicative method. Further development of grammar, vocabulary, speaking, and writing skills through emphasis on cultural content and functional use of Spanish language. Three class meetings a week. Outside online video program.

Prerequisites: SPANISH 121-2 or departmental Spanish Language Placement Exam. No P/N. Attendance at first class is required.

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.

Prerequisites: AP score of 3 or Spanish Language Placement Exam

Restrictions: No P/N; Attendance at first class required

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.

Prerequisites: AP score of 3 or Spanish Language Placement Exam

Restrictions: No P/N; Attendance at first class required

For Heritage Language Learners. Development of written and oral discourse by studying sociopolitical and linguistic richness of Spanish-speaking countries and Spanish-speaking communities in the United States.

Prerequisite: SPANISH 121-3, SPANISH 125-0, SPANISH 127-0, AP score of 4, or sufficient score on Spanish Language Placement Exam.

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.

Prerequisites: SPANISH 121-3, SPANISH 125-0, or AP score of 4 on Spanish Language Placement Exam. No P/N. Attendance at first class required

First course of a sequence designed to develop speaking strategies and structures through analysis of modern (20th- and 21st-century) Latin American culture. Emphasis on accurate informal conversation. Three class meetings a week.

Prerequisites: SPANISH 199-0 or departmental Spanish Language Placement Exam. No P/N. Attendance at first class required.

Second course of sequence designed to develop speaking strategies and structures through examination of culturally related topics in the Spanish-speaking world. Emphasis on formal conversation and specialized vocabulary. Three class meetings a week. This course may not count toward the major/minor in Spanish.

Prerequisite: SPANISH 201, AP score of 5, or Spanish Language Placement Exam. Attendance at first class is required.

First course of a sequence that develops writing skills and structures through examination of the relationship between the individual and society. Emphasis on textual analysis and development of descriptive, narrative, and argumentative essays. Three class meetings a week.

Prerequisites: SPANISH 201-0, AP score of 5 on the Spanish Language or Literature Exam, or departmental Spanish Language Placement Exam.  No P/N. Attendance at first class required

Second course of a sequence designed to develop writing skills and structures through analysis of socially-committed art. Emphasis on cultural analysis and development of longer essays. Three class meetings a week.

Prerequisites: SPANISH 203-0 or SPANISH 207-0. No P/N. Attendance at first class required.

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. Three class meetings a week.

Prerequisite: SPANISH - 201 or AP score of 5 on the Spanish Language Exam. No P/N. Attendance at first class is required.

For heritage speakers, the course emphasizes writing, syntax, and formal modes of the language.

Prerequisites: SPANISH 197, AP score of 5 on the Spanish Language or Literature Exam, or departmental Spanish Language Placement Exam. Three class meetings a week. No P/N. Attendance at first class is required.

Development of advanced Spanish communication skills and of a thorough and personal cultural knowledge of the Chicago-area Hispanic community through readings, discussions, writing, and required volunteer commitment (15 hours/quarter).

Prerequisite: SPANISH 203. Three class meetings a week.

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.

Prerequisite: SPANISH 204-0 or AP 5 in Spanish Language AND Literature

Study of Don Quixote and other selected works with attention to the historical and cultural context of the 17th century.

This course is a survey of the most influential literary works of the Spanish Middle Ages and the early Golden Age, periods that impacted not only the present culture of Spain but also that of much of Latin America. From the first manifestations of the written romance language (Xth c. Glosas del Monasterio de San Millan de la Cogolla) to the mester de juglaria (Poema del Cid) and the mester de clerecia of Gonzalo de Berceo to the Archpriest of Hita to the Marquis of Santillana to the Coplas de Jorge Manrique to Garcilaso de la Vega, the course outlines fundamental cultural phenomena, such as the evolution of Spanish from “vulgar” Latin and the establishment of Christianity and its literary manifestations.

Prerequisite: SPANISH 220 (Can be taken concurrently or with teacher permission if SPANISH 250 has not been taken)

The course provides an overview of Latin American literature and culture before the modernismo movement of the late nineteenth century. We will study a range of historical contexts and perspectives to consider how early literary texts and narratives shaped the formation of the so-called New World. Our readings will cover topics including colonization, class, gender, and race and will grapple with questions surrounding the problematic meanings of discovery, conquest, and identity. Together, we will consider not only the history of knowledge production in Latin America but also how that history highlights the limits of representation. With this goal in mind, we will explore distinct narrative forms, including but not limited to chronicles, letters, poems, illustrations, and forms of record keeping.

Prerequisite: SPANISH 220-0 (May be taken concurrently.)

Literature Fine Arts Distro Area

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: SPANISH 220-0 (may be taken concurrently)

This is a foundational linguistics course that introduces students to the theory and practice of Spanish sounds and phonology. Offered in spring only. Three class meetings a week.

Prerequisite: SPANISH 204-0 or equivalent. No P/N. Attendance at first class is required.

Advanced course designed to polish Spanish usage through in-depth study and development in grammar, focusing on items most problematic for nonnative speakers.

Prerequisite: SPANISH 204-0 or equivalent.

The course will allow students to research in relative depth a topic related to the development of Spanish civilization from its pre-history through the Christian Re-conquest of the land conquered earlier by the Islamic invaders. To this end, the first part of the course will be devoted to lectures, videos, and the examination of some Medieval texts in class. The second part of the course will be largely devoted to the presentation of the student research in an oral report that will lead to a paper of no less than 2000 words. The course will examine various aspects of the literature and culture of Spain, mainly from the Roman conquest (218 B.C. to the year 19 B.C.) and domination of most of the land by Rome (19 B.C. to the beginning of the Visigoth domination in 468 A.D.), the introduction and development of Christianity, the Visigoth domination and its Catholic kingdom (415-711 A.D.), the Muslim invasion (711), and the great Christian victory of Navas de Tolosa in 1212 A.D. which led to the re-conquest ofmost of the territory of the peninsula by the mid thirteenth century with the exception of the Muslim kingdom of Granada, which was finally defeated in 1492. We will read pages from a cultural history, texts from the earliest manifestations of Spanish prose, from the earliest manifestations of Spanish lyric, from the Cantar del Cid, and from a few Medieval poems, and watch numerous videos and films on Medieval art, culture, and the march of history and hear student reports on various cultural topics.

Prerequisite: SPANISH 250-0, SPANISH 251-0, SPANISH 260-0, or SPANISH 261-0.

We will read representative texts by classic authors from the Golden Age of Spanish letters (16^TH-17th century), including Garcilaso de la Vega, Santa Teresa de Jesús, San Juan de la Cruz, Fray Luis de León, Quevedo, and short works by Cervantes (not Don Quijote).  Students will become acquainted with the historical, artistic, cultural, and religious context, including the music of great composers and the art of world-renowned artists like Velazquez and El Greco.

Prerequisite: 1 course from SPAN 250, 251, 260, or 261.

This course offers an overview of early 20th century avant-garde movements in Latin America and the historical contexts in which they emerged. In particular, it focuses on the main urban centers of vanguard practices in the region, including Buenos Aires, Mexico City, São Paulo, Havana, and Lima. We will pay special attention to how avant-gardist artists and writers negotiated foreign influence and local conditions, and how these movements conceived themselves as profoundly regional while speaking in an international idiom. We will emphasize the engagement with problematics in their local and global varieties, including race, gender, capitalism, imperialism and modernity.

Prerequisites: SPANISH 250, 251, 260 or 261

This course aims at exploring the ways in which Latin American artists incorporated concerns, techniques, and methodologies of conceptualism into their practices since the early 1960s. We will look at the connections with mainstream (US-Western Europe) conceptual art, but we will concentrate on the differences to address issues of political activism, pedagogy, and art theory. Paying particular attention to the transition from art as craft to art as idea, we will inquire into how the studied works present a specific idea of the artist and its role in Latin American societies. The class will be in close dialogue with the exhibition Pop América, on view at the Block Museum during the Fall Quarter.

Prerequisite: 1 course from SPANISH 250-0, SPANISH 251-0, SPANISH 260-0, or SPANISH 261-0

Literature Fine Arts Distro Area

Recent critical inquiries into the notion of masculinity have had an enormous impact, weakening sexual hegemony and the consequent reproduction of the binary of gender. That is, the redefinition of the concept of masculinity—and its extension to masculinities—has systematically dismantled the illusion of male anatomy as the sine qua non of the body. The insight that masculinity is just one more performance of gender has had repercussions on the materiality of sex, such that the masculine body is now understood as cosmetic, excessive, and prosthetic matter that is changeable, mutable, and malleable. Masculinity, however, was not always understood as the status quo of the body. Masculinity was invented and, with it, the idea that the male body corresponds to the place of the original, the beginning of materiality, or the first skin. This illusion of naturalness forms part of a group of performative operations of citationality and repetition that have become naturalized over a very long time. As such, the exploration of gender and its performance are necessary critical platforms for tracing the production of the illusion of gender’s naturalness. We will study texts, movies, drag king performances, music, essays, among other materials, that question hegemonic notions gender in Latin/o America.

Prerequisites:  SPANISH 250, 251, 260 or 261

Ways of Doing: Art to Change the World is a course that studies the multiple ways in which artistic practices can change the world and enhance the real. We will analyze a variety of theories in an effort to explore the different attempts to respond to the questions “what can art do?” and “what should art do?” Theories will be coupled with case studies from Latin America to allow students to analyze and experience how artists and artist-like-minded individuals translated these theories into artworks and interventions that exerted an impact on reality beyond the boundaries of the art world.

Students will be required to develop a semester long project that will conclude in a piece or intervention, in the media of the student’s choosing, that uses art as a tool to create or change the world.

Prerequisites:  SPANISH 250, 251, 260 or 261

This course aims to encourage students to recognize two different ways of intellectual work produced by women from Latinx Communities in USA, Nuestramérica/Abya Yala. Through the readings of some of the seminal works of Anzaldúa, Lugones, Sor Juana Inés, Rosario Castellanos, and others, students will recognize how different feminism is depending on its social localization. The second part of the course will be an overview of ideas, discussions and recent debates of feminism and women's social mobilizations from Bravo River to Patagonia. The main aim is showing some of the most representative works done about/by indigenous and black women. 

(The class will be taught in Spanish but students with intermediate Spanish are welcome.)

Prerequisites:  SPANISH 250, 251, 260 or 261

This class will provide an overview of debates surrounding the meaning of “justice” and “resistance” in contemporary Latin America. It will also interrogate how these terms have been used and, in some instances, appropriated for political purposes. While this class will focus on late-twentieth and twenty-first century acts of resistance and searches for justice, it will also situate those acts and searches within historical conversations surrounding the meaning of democracy, politics, and protest. These debates and conversations will be addressed through a range of primary sources, including but not limited to feature film, documentary film, photography, truth commission reports, and testimonial narratives. Student assignments will be workshop and project based and will form part of a larger final quarter project.

Prerequisite: 1 course from SPANISH 250-0, SPANISH 251-0, SPANISH 260-0, or SPANISH 261-0.

Aspects of the literatures and cultures of Latin America and Spain. Possible topics include postcolonial criticism and its reception in Hispanic cultures, notions of translation, theories of poetics, orality and oral culture, the memoir, and travel writing. May be repeated for credit with different topic.

Migration is not just a movement across borders, it is a process of becoming. By examining trajectories of intra- and inter-national migration within and out of Latin America, this course will explore the social, cultural, economic, and political histories that reveal relationships between migration and larger global and postcolonial socio-economic forces. We will reflect on the reasons why individuals choose to become mobile, as well as the structural conditions that might compel them. Specifically, we will look at disparities between urban and rural populations, clashes over ownership of job markets in urban settings, and the formation of individual and collective migrant identities. The course will begin by studying how waves of migrants (within and across frontiers) after independence shaped contemporary ideologies of race and belonging in Latin America, and end with a reflection on what these trajectories can teach us about studying Latin American migrants in the "Global North" today. Furthermore, the course will investigate how migration pathways challenge accounts of unified Latin American and Latinx “identities,” yet also allow for diasporic coalitions. Course materials include canonical readings from anthropology and history, along with media texts such as films and other visual media.

This course reviews some of the most important ideas and arguments produced in Latin American Philosophy and Critical Theory. Latin American Philosophy was born out of aims to understand how geopolitical conditions produced intellectual coloniality –understood as the impossibility of reaching an age of majority due to dependence on western thinking. Most recently, Latin American critical theorists —such as Santiago Castro-Gómez, Rita Laura Segato, Verónica Gago, and the Zapatistas,—have asked : What discourses of power lie behind the understanding of Latina American as otherness to Europe? What is the relation between war and the increase of femicide? How do aesthetic practices, social movements, and the exercise of memory change politics? How can those practices be understood as part of a "potencia feminista”? With which theoretical sources should we understand Latin American experiences such as "zapatismo" and its political principle of “governing obeying”?

In this course, we will understand how the Philosophy of Liberation, and other Latin American productions, form part of a “knowledge dispositive” (a term in dialogue with the French philosopher Foucault) engaging the political needs of colonial and colonized nations. Students who have enjoyed the study of foundational critical theorists such as Marx, Nietszsche and Freud (and frameworks such as historical materialism, genealogy and psychoanalysis) will encounter authors in critical dialogue with these methodologies. This is a creative dialogue, given that theories produced in western traditions do not always attend to the current realities of Latin American countries. We will consider how gender-based critique has formed an important part of recent Latin American critical theory and address the role of race, gender, and class intersectional critique in this context.

Thus, the course moves from Anibal Quijano’s critique of coloniality of power to María Lugones’ critique of this category in light of her parallel account of a modern gender system. We will study projects to overcome intellectual coloniality by concentrating on the debate, and differences, between Dussel and Santiago Castro-Gómez, and their respective theories of a philosophy of liberation and a genealogy of coloniality. Further keywords from this course on decoloniality and critical theory include gore capitalism, coloniality and transmodernity, potentia/potestas, endebtedness, and baroque identity.

This class will introduce students to the various roles that memory, as a concept, has played in twentieth and twenty-first century Latin American politics and society. To consider such roles, this class will address a range of sociopolitical contexts, such as Argentina’s and Brazil’s authoritarian regimes and Guatemala’s civil war. At the same time, it will not be limited to instances of state-sponsored violence but will interrogate broader systems of repression to explore how memory is constructed and what its limits are. While this class will focus on a range of primary sources, it will focus primarily on feature films, novels, and sites of memory.

May be repeated for credit with different topic.

This class will introduce students to the various roles that memory, as a concept, has played in twentieth and twenty-first century Latin American politics and society. To consider such roles, this class will address a range of sociopolitical contexts, such as Argentina’s and Brazil’s authoritarian regimes and Guatemala’s civil war. At the same time, it will not be limited to instances of state-sponsored violence but will interrogate broader systems of repression to explore how memory is constructed and what its limits are. While this class will focus on a range of primary sources, it will focus primarily on feature films, novels, and sites of memory.

May be repeated for credit with different topic.

This course will provide students with a nuanced understanding of topics of fin-de-siecle Latin American culture related to the market, aesthetics, and politics. We will explore the relationship between nineteenth-century cultural productions and material objects, focusing on the circulation and textual description of these objects. The idea is to understand how certain objects-including but not limited to gloves, watches, umbrellas, books, magazines, newspapers,  photographs, albums, cloth, brooms and irons-and parts of the body-including hands, feet, and anuses-revealed an urgent new sensibility regarding material culture and a subsequent reorientation toward objects. 

This course explores the intersections, connections, and contradictions between the literature of indigenismo and a theoretical and critical corpus that turns on notions of indigeneity.  We will review the long production of lettered indigenismo, from the 19th century to the present, and will select works from a variety of countries, such as Bolivia, Peru, México, Guatemala, and Brazil. Critical sources will include selections from scholarship on indigenismo and indigeneity, as well as significant interventions from related fields, such as subaltern studies and testimonial studies.

Documents, files, photographic albums, found footage, forensic evidence, dockets, briefs, letters: we propose the archive as a social machine that organizes and administers both the texts as well as our bodies through different forms of technology that archive our present.  All these forms of archival materials and its contemporary availability through digitalization have incited new forms of experimentation in artistic and literary practices. In this seminar, we reflect critically on the politics of archive construction and the uses of archival documents by leading Latin American artists and writers to rethink the meaning of history, memory and loss, technology and subjectivity. Following Derrida’ s Archive Fever and his lead on the evocative relationship between technologies of inscription and psychic processes, we delve into art and literature engagements that erode of the archive’s former boundaries, stability, function and meaning and perform political interventions and subversions that proves increasingly recombinant and generative.

Readings include critical essays by Freud, Derrida, Benjamin, Foucault, Taylor, Enzewor, Rolnik; literary texts by Borges, Bolaño, Cabezón Cámara, Fonseca, Dillon and artworks by Muñoz, Restrepo, Rennó, among others.   

This course will explorehow the experiences of exile and diaspora (both political and economic) have helped shape Caribbean literary and cinematic production. We will examine a diverse array of texts –poetry, novels, short stories, films and critical essays –produced in both Spanish and Englishboth in the Caribbean and in the United Statesby 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 literature. How are these experiences portrayed, and what role have they played in the construction of identities, both personal and collective? How have thesesituations 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 seen as fundamental to the construction of Caribbean-ness? We will look at how these movements affect 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.

Readings will be drawn from the work of the following authors: Édouard Glissant, Antonio Benítez Rojo, Stuart Hall, Sylvia Wynter, Rubén Ríos Ávila, Pedro Pietri, Reinaldo Arenas, Manuel Ramos Otero, Aurora Arias, Josefina Báez, Pedro Cabiya,Legna Rodríguez Iglesias, Rita Indiana Hernández, Frank Báez, and Urayoán Noel, among others.Cinematic texts will be drawn from the work of Tomás Gutiérrez Alea, Miguel Coyula, Nelson Carlo de los Santos Arias, and Alejandro Brugués.

Readings will be in English and Spanish. Class discussion will be in Spanish.

The course will focus on how Latin American testimonial narratives theorize as well as dramatize witness figures and scenes of witnessing that exceed the critical concepts and proposals brought to bear on such works; how specific testimonial texts not only construct but also interrogate their own witnesses. Reading and discussion will be anchored in close reading.

The class will be conducted in English. Advanced reading knowledge of Spanish required (English translations of required Spanish originals will also be available, as needed).

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.

A foundation of theories and research in second language acquisition and second language pedagogy, along with analysis and practical application for the Spanish language classroom. The course is required of all graduate students in the Department of Spanishand Portuguese before they start teaching language courses in the program. In addition, undergraduate students who are planning to become Spanish instructors can also take this course. One 3-hour class meeting a week.

Registration Requirements: Being a graduate student in the Department of Spanish and Portuguese. If undergraduate, having taken SPANISH 204 or equivalent at Northwestern University.

Second course of sequence designed to develop speaking strategies and structures through examination of culturally related topics in the Spanish-speaking world. Emphasis on formal conversation and specialized vocabulary. Three class meetings a week. This course may not count toward the major/minor in Spanish.

Prerequisite: SPANISH 201, AP score of 5, or Spanish Language Placement Exam. Attendance at first class is required.