An introduction to the Spanish language that provides a foundation for the four language skills: listening, speaking, writing and reading, along with an introduction to different aspects of the cultures of the Spanish-speaking peoples. The emphasis of this course is on promoting language proficiency. Vocabulary and grammatical structures will be the basis for the development of these skills in a meaningful, effective and creative manner.

The second in a series of three lower-level language courses. Emphasis remains on promoting language proficiency in listening, speaking, reading, and writing, with background information on the cultures of Spanish-speaking peoples. Class time is devoted mostly to the development of listening and speaking skills.

The second in a series of three lower-level languages courses, taught abroad. Emphasis remains on promoting language proficiency in listening. Speaking, reading and writing with background information on the cultures of Spanish-speaking people. Class time is devoted mostly to the development of listening and speaking skills.

An introduction to the United States as part of the Hispanic world. Students will examine how gender, race and ethnicity have been constructed in different societies, contexts, and time periods within the Hispanic world (United States, Hispanic America, and Spain). Student will also explore the ways in which gender, race, and ethnicity influence our individual identities and our understanding our place in society and the world. Special attention will be paid to the role of migration, language, and social norms. Though the successful completion of this course students will be able to identify factors that shape self-conception in a variety of contexts and settings and will be able to apply this knowledge to an analysis of their own culturally-constructed identity and their relationship to their local, national, and international communities. This course requires students to think, listen, speak, and write about gender, race and ethnicity inside the classroom and in participation in extracurricular events. aught in English.

The third in a series of three lower-level language courses. Emphasis remains on promoting language proficiency in listening, speaking, reading, and writing, with information on the cultures of Spanish-speaking peoples. Students will expand on vocabulary and grammatical structures presented in 111 and 112 to communicate meaningfully, effectively, and with an increasing amount of fluency and creativity. Fulfills the Global Language requirement.

Fulfills HISP 211.

Research has demonstrated that study abroad can enhance every aspect of language ability. One of the most important general findings of this research is, however, that study abroad is most beneficial for the development of abilities related to social interaction. Students who go abroad can learn to do things with words, such as requesting, apologizing, or offering compliments, and they may also learn to interpret situations calling such speech acts in ways that local people do...in short, and logically, study abroad has been shown to enhance the aspects of communicative competence that are most difficult to foster in classroom settings.

Students in this course will apply previous Spanish language learning to new contexts. Exploration of cultures of the Spanish-speaking world will provide content for communicative and collaborative activities. Review of grammatical structures and vocabulary building will be embedded into speaking, reading and writing tasks. Students will identify an area of academic interest and practice retrieving and evaluating relevant Spanish language resources. The course is designed as a Spanish language learning community aimed at opening new perspectives and promoting success using Spanish at the College level and beyond.

Research has demonstrated that study abroad can enhance every aspect of language ability. One of the most important general findings of this research is, however, that study abroad is most beneficial for the development of abilities related to social interaction. Students who go abroad can learn to do things with words, such as requesting, apologizing, or offering compliments, and they may also learn to interpret situations calling such speech acts in ways that local people do...in short, and logically, study abroad has been shown to enhance the aspects of communicative competence that are most difficult to foster in classroom settings.

Research has demonstrated that study abroad can enhance every aspect of language ability. One of the most important general findings of this research is, however, that study abroad is most beneficial for the development of abilities related to social interaction. Students who go abroad can learn to do things with words, such as requesting, apologizing, or offering compliments, and they may also learn to interpret situations calling such speech acts in ways that local people do...in short, and logically, study abroad has been shown to enhance the aspects of communicative competence that are most difficult to foster in classroom settings.

Supervised reading or research at the lower-division level. Permission of department chair required. Consult department for applicability towards major requirements. Not available to first-year students.

The main goals of this course are to improve speaking and writing in Spanish in preparation for upper division courses in Hispanic Studies. Along with a development of reading strategies students also improve their listening comprehension and oral expression. The course provides a systematic review of Spanish grammatical structures and includes practice in oral expression through oral presentations and discussions. The materials incorporated are thematic to support the designation of Justice focus. The course explores justice and human rights in Latin America specially those of its indigenous peoples with respect to historical origins and their contemporary conditions throughout the region.

The main goals of this course are to improve speaking and writing in Spanish in preparation for upper division courses in Hispanic Studies. Along with a development of reading strategies students also improve their listening comprehension and oral expression. The course provides a systematic review of Spanish grammatical structures and includes practice in oral expression through oral presentations and discussions. The materials incorporated are thematic to support the designation of Justice focus. This course integrates language and content learning through the analysis of selected short films. We will approach these topics from both cultural and linguistic points of view. This course aims to consolidate and extend students’ existing language skills, providing them with a solid understanding of Spanish culture and it places special emphasis on conversational and speaking fluency, grammatical accuracy, and vocabulary acquisition. These short films provide the base for various activities and debates that will help students develop their listening, speaking, writing, reading and interacting skills, as well as their ability to describe analyze, and reflect upon other cultural manifestations. All the topics will be centered into the idea of social justice.

The course will explore the idea that movement, viewed as a sociocultural concept, is the mechanism that causes historical tensions between evolution and involution. In this context, evolution is the result of progressive movement whereas involution is the outcome of regressive or total lack of movement. Based on this premise, the course will focus on studying “movements” in Spain and Latin America and will include two large, structural blocks of analysis: the movement of ideas through time (schools of thought, artistic and cultural movements, etc.) and the movement of people in space (voluntary displacements for leisure and forced displacements for economic, political or environmental reasons).

What can a simple corn tortilla tell us about the history of Guatemala? What did the culinary practice of nixtamalization do for the Aztec and Mayan peoples? How do you make a tortilla anyway? Why do Argentines love beef, and what does their asado tell us about their sense of self in the world? How did the development of sugar cane and banana plantations shape the culinary and musical traditions of Caribbean peoples? Why is an American taco so different from one you’d find in Mexico? Does it really matter if both are delicious?

The main goals of this course are to improve speaking and writing in Spanish inpreparation for upper division courses in Hispanic Studies. Along with a developmentof reading strategies students also improve their listening comprehension and oralexpression. The course provides a systematic review of Spanish grammaticalstructures and includes practice in oral expression through oral presentations anddiscussions. The materials incorporated are thematic to support the designation ofTruth focus. The course explores issues and analytical strategies of media literacy inthe Hispanic world.

This course is designed specifically for native/heritage/immersion speakers of Spanish, with day-to-day oral proficiency, but little to no formal training in spoken and written Spanish. It aims to familiarize student with Spanish grammar, vocabulary, and other linguistic topics as applied to the development of listening, reading, speaking, and writing language skills. It emphasizes reading and writing about well-known and authentic texts of varying genres and formats from the Spanish speaking world. Prerequisites: To enroll in this course, students must take an advanced placement test before the beginning of the semester.

Fulfills HISP 312.

This course is designed to increase accuracy in writing and conversation to facilitate the acquisition of language skills necessary to express orally and in writing in a long-month language immersion. Classes involve an intensive language course to review advanced grammar aspects; daily written compositions and steps for writing descriptions and narrations; and daily discussions and oral presentations on selected readings on Latin American issues. A service learning component is required. Students will homestay with an Ecuadorian host family.

This course is designed to increase accuracy in writing and conversation to facilitate the acquisition of language skills necessary to express orally and in writing in a month-long language immersion. Classes involve an intensive language course to review advanced grammar aspects; daily written compositions and steps for writing expositions and argumentations; and daily discussions and oral presentations on selected readings on Latin American issues. A service learning component is required. Students will homestay with an Ecuadorian host family.

How should Mayan societies in Guatemala be understood? What reading should be given to the “original” demands of Mayan culture in the context of a globalized economy? What are the historical and contemporary constructions of autonomy and self-governance in Mayan societies? These are the questions that form the basis of the course, Sociedades Mayas: Historia, Política y Economía. We will approach the subject by analyzing these questions through reading contemporary and historical texts that suggest various possible responses. This course will count toward the culture requirement in the Hispanic Studies major. (Taught in Spanish).

The study of history through film enables students to learn about Spanish social contexts, people and events of the past and present. In the process, it also helps them develop their ability to think critically, to conduct research, and to analyze the various ways in which the past continues to shape the present. The course pursues combined studies in history and film in order to give the students a multidimensional understanding of Spanish culture and society.

How does religion shape a nation, a family, and an ethnic group? How does language interact with national identity in a territory marked by cultural and linguistic diversity? How can food, music, folklore and art mark a culture? This course examines the shaping of the Spanish nation by studying the ethnic, social and linguistic diversity, within its historical and political context. Topics may include family, gender, social class, etc.

This course examines the political, social, cultural and historical development of the Spanish-speaking Americas. In geographic terms, the course includes countries of North, Central and South America as well as the Caribbean. Historically, the course covers the period prior to the Conquest, the Colonial era, the emergence of national identities, and current cultural trends, issues and conflicts. The primary texts of the course—whether these are literary, visual, performative, or ideological in character—will be approached in an interdisciplinary fashion that combines socio-historical, political and literary critical perspectives. Offered in Fall.

The diverse population of Latino groups traces its origins to a variety of countries and their experience in the United States is quite varied. This course will examine the socio-historical background and economic and political factors that converge to shape Latino/Hispanic identities in the United States. This class will explore issues of race, class, and gender within the Latino community in the United States (Chicanos, Puerto Ricans, Cubans, Dominicans, Central and South American). Offered in Spring.

This course examines the origins of regional literature in the period of the Spanish Conquest and colonization of the indigenous peoples of the Americas. Representative literary texts—encompassing genres such as essay, chronicle and biography among others—will serve as the basis for a study of the historical development of regional literary traditions out of the cultural conflicts and transformations of the colonial period.

This course will study dominant themes and trends in 16th- and 17th century Spain with a concentration on either Spanish poetry, prose, or national theater. The course may include all three genres and will be taught within the context of Hispanic and Western culture. Authors may include Garcilaso, Góngora, Cervantes, María de Zayas y Sotomayor, Lope de Vega, Tirso de Molina and Calderón. An exploration of Spanish literature throughout the 16 and 17th centuries within its historic and cultural context. It may explore some of the following themes: irony and humor in the picaresque novels; morality and madness in Cervantes’ Don Quijote de la Mancha; imagery of women and authorship in poetic mysticism; sainthood and violence.

This course examines the emergence and development of regional and national literary traditions in the Spanish-speaking Americas following Independence from Spain. Works from a variety of genres, such as poetry, essay and the novel, will be used to explore important aesthetic, economic and political manifestations of the nineteenth-century quest for autonomy and development in Latin America.

An introduction to Spanish literature from 1700 to the turn of the twentieth century. This course studies some of the most representative literary works of neo-classicism, romanticism, costumbrismo, realism and naturalism, and examines the historical and cultural backgrounds of the texts under study. This course explores the philosophical and political ideals of the Enlightenment, Romanticism and Realism through its literature and other cultural expressions. Students will examine the challenges posed by reformation dreams in Spanish society and the resistance to change. Some possible themes may include: gender and human rights, conflicts between faith and reason, progress and tradition, church and state.

A study of major themes and works of contemporary narrative, criticism, poetry. This course examines the historical background of the texts under study as well as the emerging literary and cultural debates surrounding them.

An exploration of the major themes and authors of this period of Spanish literature, including representative works from the Generation of 1898, the Generations of 1914, ’27, & ’50, los novisimos, current authors, literature by women. Works read in their historical and cultural context. This course examines the historical and social events that shape Spain’s contemporary culture through its literary production. Students will employ an interdisciplinary approach and examine other cultural mediums including: film, literature, music and art to explore themes like: the Spanish Civil War and its aftermath; the transition to democracy; exile and (im)migration; social protest and terrorism; female space; gender (de)construction; love, sex and moral taboos.

A survey of general linguistics as it applies to Spanish with attention to the major areas of the field-Spanish phonetics, phonology, morphology, syntax, semantics, pragmatics, historical linguistics, sociolinguistics and language acquisition. Offered every year. Offered in Fall.

Recent movements like Black Lives Matter and #MeToo point to the lack of representation in politics and the economy as well as marginalization and oppression based on race, ethnicity, sex, gender, social class, etc. This is neither a new struggle in the US nor in the Hispanic world. Similar movements, for example, led to the wars of independence in the Americas and the rest of the Global South. This seminar therefore seeks to examine the power dynamics related to race, ethnicity, class, language, sex, and gender in the Hispanic world by connecting anti-colonial and anti-racism to the theories and rhetoric of decoloniality.

Who is bilingual? How is bilingualism evidenced in schools and society in a globalized world? What are the politics behind people's language choices in a bilingual community? What are the social and conversational attributes of Spanglish? This course is designed to raise awareness of the complexities and benefits of bilingualism through the study of Spanish/ English bilingualism in the US. Taught in Spanish with readings in Spanish and English.

For many people Applied Linguistics is only about second language acquisition. However, this is not all that Applied Linguistics is about. This course aims to discuss Spanish Applied Linguistic topics such as language planning and policy, translation and interpretation, forensics, bilingualism, among others. In addition to learning about the major areas of applied linguistics, students are expected to develop critical reading abilities, assessing the nature of the evidence in support of various theoretical positions and research methodologies. This course will be taught in Spanish. Additional prerequisite recommended: HISP 350

This course examines the intersection between 20th century Spanish literature and the Civil War, the Franco dictatorship, the transition to democracy, and the societal issues related to gender roles. It will explore the various ways of critiquing dominant political and societal systems in Spain and will analyze literature from the dissident perspective.

This course covers the experience of political violence in Argentina, Chile and Uruguay during the military dictatorships of the 1970¿s and 1980¿s. Through a wide range of literature on storytelling and testimony as well as poetry, fiction, memoirs and letters this seminar examines the (re)constructions of the past and memory in relation to political identity and resistance. Analysis will focus on the contrasting stories of different nationals, men and women, militant and non-militant victims of state terrorism, exiles and political prisoners. Readings will include established authors like Juan Gelman, Luisa Valenzuela, Ariel Dorfman, Liliana Hecker, Hernán Valdés, Miguel Bonasso as well as memoirs and collective pieces by prisoners and victims such as Nosotras, presas políticas; Chacabuco y otros centros de detención; Oblivion; and Memorias del calabozo.

This course will offer an introduction to contemporary literary discourses in Latin America, focusing specifically on short story and drama genres. Beginning with representative selections from central twentieth century literary movements, students will examine the evolution of a theater discourse that explores national identity, human rights discourses and the recovery of historical and mythical memories. The readings will be studied and discussed in Spanish and in their literary, cultural and political contexts. Supplementary readings --all in Spanish-- will be suggested or provided when appropriate.

The longing for the unattainable has motivated an unflagging pursuit to satiate an appetite or emotional need. These deeply stirring and, at times, ungovernable ardors have been the subject of many of Spain’s greatest literary works and the focus of this course. We will examine the desires and passions that move characters and reflect the state of contemporary Spain. We will study selected works of poetry, theatre and narrative and focus on the nature of Spanish society and culture.

This is an advanced course focusing on Contemporary Hispanic literature and culture at both sides of the Ocean. We will explore major historical events that took place in Spain and Latin America during the 20th and 21st centuries. Special attention will fall on the Avant Gard movements. In this course, we approach social, existential and ethical issues through a brief selection of literary texts, paintings and films. Authors such as Miguel de Unamuno, Antonio Machado, Juan Rulfo, Rosa Montero and Ana Merino, together with artists such as Salvador Dalí, Frida Kahlo, Pablo Picasso and Diego Rivera will guide our learning and visions. Through analysis of the selected class-material, we intend to broaden knowledge on Contemporary Hispanic culture and at the same time strengthen our critical thinking.

This course will examine the recent history of Spain through novels. We will analyze shifting cultural norms such as the legalization of same-sex marriage in 2005, and current political challenges facing Spain’s current administration such as the 2017 Catalan independence vote. Modern Spain has moved from being a repressive dictatorship under the leadership of Francisco Franco (from 1939-1976) to a constitutional monarchy (with both a monarch and a prime minister) that is a member of the European Union. During the Franco regime, books were censored, open criticism of the government could be dangerous, homosexuality and divorce were illegal, and women were discouraged from working outside the home. The transition back to democratic rule brought with it a new openness to speak explicitly about issues facing modern Spain and a sudden shift towards more liberal social positions. This course will examine novels written both during and after the Franco dictatorship as a means to examine Spain’s history and rapidly changing culture. Authors examined will include Mercè Rodoreda (La plaza del diamante), Rosa Montero (Amado amo), Imma Monsó (Todo un carácter) and Lucía Etxebarria (Beatriz y los cuerpos celestes).

Through the reading of texts by Mexican women authors, this course highlights female non-fictional characters who subverted the way in which women expressed their spirituality within a Catholic-dominant society. It can fulfill either the Culture or the Literature requirement of the Hispanic Studies major.

Inspired by socially engaged poetry, this course will be conducted as a collaborative poetry writing workshop. We will read poems by established names that may include Ernesto Cardenal (Nicaragua), Juan Gelman (Argentina), Pablo Neruda (Chile), Julia Esquivel, Rosa Chávez, Humberto Ak'abal (Guatemala), and Ruperta Bautista (Mexico). We will also read and listen to poetic voices that emerge from unexpected places and name what has been silenced. By writing our own poems in Spanish, we will explore poetry as a practice for claiming the voice. The course will be divided between study of published Latin American poems and the development of our own poetic writing practices. We will read, write and critique poems as a means of articulating our connections to the world we inhabit. Poets and non-poets, shy people and extroverts are all invited to become active participants in the making of a Spanish language collaborative poetry workshop.

This course provides an interdisciplinary approach to Spanish Culture. Beginning with a historical overview of Spain and its mythic foundation it will examine the nature and sociopolitical aspects of Spanish culture. It will also focus on the ways individuals, families and communities express themselves, their beliefs and their values within their own culture. Attention will be given to political and cultural factors underlying ethnic and nationalist sentiments within the framework of the European Union. The course explores the roots of Spain’s national identity in its three original cultures, Jewish, Muslim, and Christian as well as the European intellectual and cultural background. This class meets the culture requirement for the Hispanic Studies major.

This course will examine Globalization as it is perceived and experienced from the point of view of Latin America. The course will focus primarily on representations of lived experience. Questions related to how a diverse range of people from/in Latin America imagine and carve out their own place in a globalized world will be considered through the study of essay, narrative and film. The course will make use of interdisciplinary approaches and will be organized around thematic units (such as migrations, environment, narcotráfico, maquiladoras, tourism, and networks of solidarity). This course fulfills the culture requirement for the Major in Hispanic Studies. This course may be used toward completion of the LLAS Minor. Prerequisites: 312, 313 or 316 and one upper-division course in linguistics, literature or culture.

This course features a selection of films from both Spain and Latin America together with a selection of literary texts that portray significant social changes in the Hispanic world. The material included comes from film directors and authors predominantly from Spain, Mexico, Colombia and Argentina. The course requires research on historical events on both sides of the Atlantic. Students are also expected to refine their ability for literary and filmic analysis. Debates will evolve around character analysis, narrative techniques, and the aesthetic component of symbols and images. This course ultimately targets moral analysis of social changes and individual behavior. Topics such as family and gender, war and revolution, oppression, drugs, immigration and other phenomena in modern society will be common discussion themes.

This course will explore a broad, diverse, and multidisciplinary view of the Hispanic and Latin American culture from the XX to the XXI century through literature; in relation to other cultural manifestations such music and painting.

This course will explore pressing health and environmental challenges in the Spanish-speaking world through a social justice-oriented global health lens. Case studies and representations of lived experience will center the voices of people and communities most impacted by health disparities. Given that social determinants of health can involve economics, education, history, cultural context and language, the course will have an interdisciplinary approach and will be enriched by student perspectives from a range academic interest areas. There will be a project-based learning component where small groups will contribute to an exploration of a particular social issue or evaluation of a global health intervention.

This course combines classroom learning at CSB/SJU during CD mod and ends with an experiential component abroad. With portions both at home on campus and abroad in Chiapas, Mexico, at the heat of this “embedded” course are the language and intercultural learning opportunities afforded by an immersion experience in Chiapas, in the Mexican Southeast. Through small-group intensive instruction, 1-1 tutoring, a homestay experience and on-site engagement, students will expand their language proficiency and global perspectives. The course will begin with an on-campus seminar organized around the practice of accompaniment (walking with) as embodied by Bishop JTatik Samuel Ruiz. We will study some of the ways that the indigenous communities of Chiapas have struggled for rights and justice while exercising autonomy in the most important areas of their social lives (food production, education, health and good governance). We will explore a poetic mayatsotsil worldview and consider its relationship to contemporary social problems. Once onsite, in Chiapas, students will apply that on-campus learning as context for deeper engagement in language class, field trips to related sites and individual and group reflection.

The aim of this course is an intensive study on a topic in Hispanic Cultures, Literatures or Linguistics, including reading, discussion and independent research. Specific course content varies, but equitable attention will be given to Spain and Latin America. This course also questions the limits between Latin American, Iberian, Caribbean, Latino, Afro-American and other identities, to propose a productive redefinition of the local and the global in the study of culture, literature and language.

A study of the cultural and historical issues through the analysis of literary works, musical interpretation, and visual texts (film and art) of contemporary Spain and Latin America. Themes may include: nationalism, memory, trauma, conflict, gender, sexuality, and pluralism. Evaluation criteria includes presentation, short writing assignments and term paper.

This course addresses Spain’s political and social development since its integration in the European Union, the Spanish political institutions and the role that Spain plays in the New Europe. The course will focus on Spain’s regionalisms and explores how the Euro and European Union structure has affected Spanish society and influenced the patterns of national development. Students will be actively involved in group presentations on the complex interaction between “economy,” “politics,” and “society,” at both the national and European Community/Union levels, including an examination of Spanish politics and the European Union in terms of popular participation, party structures, and political institutions. When taken as HISP 359, this class counts towards the culture requirement for the Hispanic Studies major.

This course will be conducted in Spanish and is intended for students in the health-related professions who will be working with Spanish-speaking patients. It will focus on pronunciation, reading and patient interaction skills. It will cover Medical Terminology such as body parts and organs, vital signs, patient instructions and medications. It will also address health conditions in Hispanic populations, as well as cultural components specific to the Hispanic community, including personal space, physical contact, formal and informal register.

The most challenging issues of our times call for creative and collaborative thinking that crosses disciplinary boundaries. This course will function as a workshop using a “problem-posing” approach to explore contemporary challenges while providing opportunities to apply Spanish language learning in meaningful contexts. Students will play an active decision-making role in choosing thematic content of the course by engaging in dialogue around their current realities and related academic interests. Project-based learning and cross-disciplinary perspectives will shape Spanish language research, writing and speaking opportunities. Intended as a culminating experience for Hispanic Studies minors or majors, this course will end with a celebration of student learning and a wicked problems forum. Open to HISP majors/minors with senior standing or instructor approval. Fulfills the Capstone requirement for HISP majors.

Inspired by socially engaged poetry and shaped by participatory pedagogy, this course is conducted as a collaborative poetry writing workshop. The course is divided between the study of social justice-oriented Spanish language or bilingual poetry and the development of our own writing practices. With lived experience at the forefront of the thematic content, participants will read, write, and critique poems as a way of articulating connections to the worlds they inhabit. We treat poetry writing as a practice for exploring and claiming a voice while simultaneously promoting and refining Spanish language proficiency. Poets and non-poets, shy people and extroverts are all invited to become active participants in the making of a Spanish language collaborative poetry workshop. Open to anyone with appropriate Spanish language background and instructor approval.

Study and utilization of grammar in speech and writing. The course focuses on Spanish grammar, syntax, phonology, morphology, and lexicon. The class incorporates a study and understanding of grammar, syntax, and principles of organization of thought and ideas. This course will count toward the linguistic requirement in the Hispanic Studies major.

Research has demonstrated that study abroad can enhance every aspect of language ability. One of the most important general findings of this research is, however, that study abroad is most beneficial for the development of abilities related to social interaction. Students who go abroad can learn to do things with words, such as requesting, apologizing, or offering compliments, and they may also learn to interpret situations calling such speech acts in ways that local people do...in short, and logically, study abroad has been shown to enhance the aspects of communicative competence that are most difficult to foster in classroom settings.

Research has demonstrated that study abroad can enhance every aspect of language ability. One of the most important general findings of this research is, however, that study abroad is most beneficial for the development of abilities related to social interaction. Students who go abroad can learn to do things with words, such as requesting, apologizing, or offering compliments, and they may also learn to interpret situations calling such speech acts in ways that local people do...in short, and logically, study abroad has been shown to enhance the aspects of communicative competence that are most difficult to foster in classroom settings.

As a part of the Guatemala study abroad program, this course deepens Spanish communicative proficiency giving emphasis to spoken language and grammatical accuracy. It offers practice in presentational and interactive uses of Spanish with a focus on health-related topics in the Guatemalan context. Open to students participating in the Guatemala program pre-health track. Prerequisite: HISP 216, 311, 312, 315, 316, or 363. Can be applied to the HISP major or minor. Offered for A-F grading only.

This course analyzes the role of women in Spanish literature in the 19th and 20th centuries as well as the literary works written specifically by women during both centuries. The role of women in literature of previous centuries will be examined. It is mainly during Romantisicm that women begin to take an active role in literature and by the middle of the 20th century women have the liberty to express themselves and their vision of reality through the world of fiction. Conducted in Spanish.

Since the origin of Gaucho poetry and the Argentine national poem, Martin Fierro, by Jose Hernandez in the 19th century, Argentine poetry stands out as one of the most important types of Latin American literature. The objective of this course is to expose students to a variety of diverse and complex Argentine poets, including modern poets, vanguard poets, works by Jorge Luis Borges, and studies of popular folklore, tango, and rock songs.

context of history of human occupation from colonial times to the present. It explores the gradual shift of human activity from the Andean region to the Atlantic coast, and the development of the dominant area of the country today, the Pampa and Buenos Aires.

This course is mainly focused on exploring tango as a fusion of Afro-Rioplatense, gaucho, and European dances and rhythms, typical of the shores of Buenos Aires and Montevideo. Now it is a globally and transnationally recognized musical genre that manifests the tradition and breakdown of Argentine culture. From the outskirts and margins of poor neighborhoods to the centrality of an international dance, tango is the best cultural artifact for studying Argentine society. During classes, sociocultural aspects of tango, its beginnings and the genre’s evolution, and the relationship between the culture of tango and the development of the city of Buenos Aires will be analyzed. Selected discography from different time periods of the genre will also be reviewed. Practical classes will allow the students to acquire the skills to improvise this social dance and will progressively incorporate the characteristic movements, turns, and steps of tango.

This seminar seeks to explore Latin American identity through its own literary and film production. Our starting point will be the popular image of Latin America in a permanent state of crisis. We will analyze how this widespread condition of crisis has prompted a hardy search for original survival strategies. We will take these artistic forms as a space of resistance against social, historic, economic, and cultural impositions. We will study, in particular, the cultural and literary tradition within Latin America and its main contributions to the process of self-exploration. We will focus on topics such as the confrontation between nature/the environment and humans, tradition vs. change, economic struggle and social exclusion/inclusion, the urban movement and realist portrait, the exploration of fantasy and the power of the unconscious, the Latin American boom and new directions, strategies for humor and transgression, the female voice and its personal challenges, the modern city and its codes, the continuous labyrinth of time and space, and myths and legends. To do this, we will analyze a selection of movies that show the diverse spectrum of Latin American realities in connection with specific crisis scenarios – the literary crisis (fantastic representation, the magical realism answer, the neo-baroque as a point of inflection, the post-modern (dis)continuity, political crisis (dictatorships, revolutions, wars, national mythologies, exile, censorship, etc.), sociocultural crisis (the search for identity, dominant traditions, imperialism, language and origins, gender, hybridity, poverty, injustice, the margins). The course consists of critical reading/viewing and formal literary/visual analysis of the texts and films included. The main objective is to open a committed dialogue among participants in order to better understand what we call “Latin America.” Also, to learn to watch and reflect critically when it comes to tradition, identity, and paths of self-discovery.

Supervised reading or research at the upper-division level. Permission of department chair and completion and/or concurrent registration of 12 credits within the department required. Consult department for applicability towards major requirements. Not available to first-year students.

The objective of this course is to study the most prolific Spanish playwrights of the 20th & 21st century from a variety of perspectives applying various theoretical tools including feminist theory. The course uses an interdisciplinary approach and a variety of cultural mediums including plays, films, and modern art to explore themes such as the Spanish civil war and its aftermath, the transition to democracy, exile, immigration, racism, and xenophobia. There will be a special focus on gender relations, the transformation of the female subject, feminine space, masculinity, love, marriage and maternity, infertility, infidelity, etc. Students will learn how political changes through each historical period affected men and women’s lives and will examine ways in which advocacy and social change took place at different times. Prerequisite: HISP 312

This course is designed to be a culminating experience for Hispanic Studies majors in which the student demonstrates skills and knowledge acquired from his/her work in the major and experience in Spanish-speaking contexts. The course will focus on research methods. Each student will select a topic related to the language, literature, culture, history and/or civilization of the Spanish-speaking peoples of the world. Students will write a research paper and will present their findings in a public forum. Normally 4 credits are required. Professor approval is needed to enroll for 2 credits only. Prerequisite: Senior standing. Prerequisite: HISP 312, 313 or 316. Offered for A-F grading only.

A practical off-campus experience with a substantial academic component, the internship represents an opportunity to apply language skills and explore issues and culture of Minnesota’s Hispanic communities through a combination of social service/professional experience and independent research. Prerequisite: 312 and approval of the department chair. A-F grading only.