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Spanish Course Descriptions: 2019/2020

**TENTATIVE COURSE OFFERINGS, SUBJECT TO CHANGE**

101 = course being offered (bold & underline)

 = counts toward ‘expertise’ requirement for MINOR only
 = counts toward ‘expertise’ requirement for MAJOR and MINOR
LC
= counts towards ‘expertise’ requirement for the Literature and Culture concentration of the major
LS
= counts towards ‘expertise’ requirement for the Language and Society concentration of the major

Course Catalog  Fall 2019  Winter 2020 Spring 2020 Min  Maj ♦ LC LS
101, 102, 103 101 102 103
111, 112 111 & 112 112
150, 151 150
199
201, 202, 203 201 202 203
218, 228 218 218, 228 228
238, 248, 299 299
301 301 301 301
303 303 303 303
305 305 305 305
307 307 307
308 308 308 308
311 311 311
312 312 312 312
315
320 320 320 320
322 322 322 322
324 324 324 324
341  
342 342 342 342  
343 343 343 343  
344 344 344 344  
348 348 348 ♦ LC LS
350 ♦ 
351 351 ♦ 
353 353 ♦ 
399 399 399 399
407, 407/507 407 407 ♦ LC (LS S19 only)
410 410 410 410 ♦ LC
420, 420/520 420/520

420/520

♦ LS
424, 424/524 ♦ LS
425, 425/525 425 ♦ LC LS
428, 428/528 428 ♦ LS
436 ♦ LC
437, 437/537 ♦ LC
448, 448/548 ♦ LC LS
450, 450/550 ♦ LC
451, 451/551 ♦ LC
452, 452/552 ♦ LC
460 ♦ LC
466, 466/566 466 ♦ LC
480, 480/580 ♦ LC 
490, 490/590 490 490 490 ♦ LC
607 607
608
680
690 690 690

 

 = counts toward ‘expertise’ requirement for MINOR only
 = counts toward ‘expertise’ requirement for MAJOR and MINOR


FALL 2019

SPAN 101: First-Year Spanish- Various
Emphasis on the development of speaking, reading, and writing skills; introduction to Hispanic culture. Sequence. Conducted in Spanish. 

SPAN 201: Second-Year Spanish- Various
Continued development of Spanish-language skills; emphasis on diversity of Hispanic cultures. Sequence. Conducted in Spanish. 

SPAN 218: Latino Heritage I
Intermediate Spanish course designed specifically for Heritage learners of Spanish. This class allows students to explore important cultural production from the Spanish-speaking world, with a focus on Latino culture in the U.S., while building their communicative skills in Spanish. This course cannot be combined with SPAN 201, 202, 203 for more than 15 credits of second-year Spanish. Course taught in Spanish and Spanglish.  See SHL page for more details. 

SPAN 301: Cultura y lengua: identidades hispanas
Develops advanced language skills through analysis of major historical influences in the cultures of Spanish-speaking regions: Spain, Latin America, and the United States. 

SPAN 303: Cultura y lengua: expresiones artísticas
Develops advanced language skills through the study of cultural products (e.g., art, literature, film, music) in Spanish-speaking societies. 

SPAN 305: Cultura y lengua: cambios sociales
Develops advanced language skills through the investigation of major currents of change in modern Spanish-speaking societies; gender issues, technology, revolution and counterrevolution. 

SPAN 307: Oral Skills- Various
In this course, students who have completed at least two years of Spanish work on building vocabulary, practicing verbal forms in conversational context, perfecting grammatical structures and pronunciation, and developing complex ideas in discussion, debate, and presentation formats. Prerequisite: two years of Spanish (or placement into third-year Spanish). 2.0 credits.  

SPAN 308: Comunidades Bilingues
Develops advanced language skills through the analysis of social and linguistic dynamics of communities in Spain, Latin America, and the United States where Spanish encounters another language. Taught in Spanish. Sequence with SPAN 301, 303, 305. 

SPAN 312: Spanish in the Media
Designed for heritage learners. Examines the role of Spanish in various forms of media such as television, Internet, and literature. Students practice advanced writing skills necessary to participate in argumentative writing and close textual readings. Prereq: any two from SPAN 301, 303, 305 or 308; SPAN 308 is recommended.   

SPAN 320: Intensive Spanish Grammar Review
Review and development of the more complex aspects of Spanish grammar with special attention to idiomatic usage.

SPAN 322: Introduction to Spanish Linguistics- Boyero
The course content focuses on the analysis of the basic linguistic characteristics of the Spanish language. It introduces students to the study of the Spanish sound system (phonetics and phonology), formation of words (morphology), sentence structure (syntax), as well as the evolution of the different Spanish varieties (historic, regional, and social). This class will prepare students for higher-level courses in Hispanic linguistics and others in which Spanish is used in formal academic contexts. 

SPAN 324: Spanish Pronunciation and Phonetics- Loza
Study of Spanish sounds, rhythms, and intonation; supervised pronunciation practice. 

SPAN 342: Hispanic Cultures through Literature II- Sepulveda
Introduces students to a variety of texts written in the Hispanic world in their literary, artistic, and historical contexts, from the 16th century to the Latin American independences. Sequence with SPAN 341, 343, 344. Prereq: two from SPAN 301, 303, 305, 308. Approved to satisfy Category I-Arts and Letters general-education group requirement. Approved to satisfy Category B: international cultures multicultural requirement.  

SPAN 343: Hispanic Cultures through Literature III- Bottaro
This class introduces students to a variety of literary works from Latin American Independences to the Spanish Civil War, with emphasis on their relationship to historical events and critical representation of Iberian and Latin American societies.

The “long nineteenth century” is the century of crisis, flanked by revolutions, transformations and wars. We will cover from the Wars of Independence in Latin America and the Napoleonic Wars in the Iberian Peninsula to the Spanish Civil War. We will study changes in the key concepts that articulate 19th and early 20th century debates in a Transatlantic framework, without losing sight of the intellectual context that runs parallel to the changes in these concepts: revolution and freedom, nation building and subject formation, civilization, progress, national identity, democracy, modernity, modernization. Among other topics, we will trace by analyzing short stories, poems, plays, and other cultural products: the colonial legacy in the hegemonic nation building projects of the intellectual liberal elites; the conflict between lettered elites and popular masses; bourgeois revolutions; imperial nostalgia for the lost colonies; building of national identity in Spain; the inextricability of fiction from politics; aesthetic innovations at the brink of the Spanish civil war.

SPAN 344: Hispanic Cultures through Literature IV- Herrmann, Sepulveda
Introduces students to a variety of texts written in the Hispanic world in their literary, artistic, and historical contexts, from the 20th century into the 21st. Sequence with SPAN 341, 342, 343. Prereq: two from SPAN 301, 303, 305, 308. Approved to satisfy Category I-Arts and Letters general-education group requirement. Approved to satisfy Category B: international cultures multicultural requirement. 

SPAN 348: US Latino Literature and Culture- Taylor
This course is an introduction to literature by Hispanic writers in the United States. Students
will read a range of literary genres from colonial times as well as 19th and 20th century Hispanic authors to
address relevant literary, cultural and social themes in class discussion and writing
assignments. Topics studied include: borderlands, US-Latin
American relations, the politics of language, Chicano/Latino identities, Chicana/Latina
feminism, migration and exile, and popular culture. Students are expected to read, discuss,
and write in Spanish, although course material varies in linguistic registers (Spanish,
English, Spanglish, Caló, etc.). This course satisfies the “American Cultures” category for
the UO Multicultural Requirement.

SPAN 353: Intro to Narrative- Bottaro
Explores important aspects of Spanish narrative; reading texts from different periods of Spanish and Spanish American literature. Emphasizes formal aspects and critical reading.  

SPAN 399: Spanish for Business- Lara
This course is designed to provide students with opportunities for successful communication
in the Spanish-speaking business world by building on their existing knowledge of Spanish.
It is intended for students wishing to practice real-life applications of typical business
communications, in Spanish, in order to improve fluency in listening, speaking, reading, and
writing. Students will participate in activities that develop critical thinking and highlight cross-
cultural sensitivity relevant to Hispanic business, finance, and marketing within the context
of global markets.

SPAN 407: Puerto Rico and its Diaspora- Enjuto Rangel
In this course we will study the construction of national identity in Puerto Rico and in the Latinx/Puerto Rican community in the US. Our exciting approach to rethinking Puerto Rico as a “cultura fronteriza” and our study of its national identity will be interdisciplinary in nature. We will study Puerto Rico from fields such as History, Politics, Sociology, Philosophy, Sociolinguistics, Music, Art, Architecture, Food, and Literature. We will bring speakers from these diverse fields into our classroom through skype interviews and as invited lecturers. How do language dynamics shape visions of national identity? How does the use of Spanish and/or Spanglish also determine our conceptualization of Puerto Rican identity in the island and in the United States? Since Puerto Rico became territory of the US in 1898, its neocolonial political state defines how languages such as Spanish and English are taught, and spoken. Through essays, articles, images, documentaries, music, art pieces, a play, short stories and poetry we will study how the social dynamics surrounding Spanish (and English and Spanglish) change over time. We will also learn about Hurricane María, Puerto Rico’s current financial crisis and how Puerto Ricans are responding to both in the island and in the US. ***Satisfies expertise-level credit for SPAN major concentrations: Literature and Culture (LC), and Language and Society (LS)

SPAN 410: Escritura creativa en lengua castellana / Creative Writing in Spanish- Sepulveda
Este curso busca potenciar las capacidades creativas de los estudiantes de castellano a través de variados ejercicios de escritura. Durante el trimestre el alumno desarrollará su sensibilidad literaria así como también su juicio crítico e interpretativo mediante sesiones de taller y de discusión grupal. Se espera que el alumno escriba poemas, cuentos y, posiblemente, capítulos de algún proyecto mayor de ficción literaria según sea su interés. También será pertinente escribir guiones y textos creativos híbridos en caso de que el alumno tenga interés en ello. Realizaremos ejercicios de escritura dirigida y leeremos textos ad hoc a los proyectos individuales de escritura. Al término del curso, el alumno deberá presentar como proyecto final un conjunto de escritos creativos que den cuenta de su trabajo en clase, incluyendo borradores y correcciones. La última sesión de clase será una presentación pública del proyecto final dirigida a la comunidad universitaria.  

SPAN 425: Literary Translation- Gladhart
We begin with the premise that the practices and theories of literary translation are profoundly interconnected and can most productively be explored together. Practicing (and thinking about) translation gives us insight into the complexities of reading and of studying multiple languages. The practice of translation enhances and refines language skills in both the source and target language. Translation also engages the promises of and obstacles to cross-cultural communication and understanding. This seminar-workshop gives practical experience in literary translation, through shared exercises and individual projects. Readings will address the pragmatic challenges encountered in practice exercises and activities, and explore issues in translation theory. The work for this course will include analysis of selected literary texts alongside their translations; critical readings of translators’ introductions and notes; readings of texts in translation history and theory; and a substantial literary translation (short story, novel excerpt, selection of poems, graphic novel extract). We will examine various approaches to issues including linguistic similarity and dissimilarity; translation as close critical reading; questions of dramatic and poetic translation; the translation of gender, social class, and political geography; and the creative uses writers and poets have made of translation. Readings and discussion in both Spanish and English.

SPAN 490: Cultures of Narco-Traffic/Las culturas del Narcotráfico – Garcia-Caro
This seminar explores the borderlines of recent representations of violence in the Western Hemisphere. While gangs, traffickers, and states exert violence in their struggles to delimit and control the circulation, price and access to narcotics, the representation of these struggles takes different shapes. Footage of executions, pictures and other materials such as graffiti or narcocorridos, are both a representation of violence and its cultural byproduct. As such they create and naturalize discourses about the body, death, and social violence that disrupt and transform notions about gender, the economy and society. This seminar studies those discourses and their ossification in mainstream culture by looking at several recent texts that have in different ways challenged this routinized view of social and cultural relations.

SPAN 690 The Politics of Memory and the Child in Spanish and Latin American Cinema- Enjuto Rangel
In Latin American and Iberian cinema there is a strong, growing trend that privileges the children’s gaze in the reconstruction of the historical and the political memory of war and dictatorships. We will explore how this trend, which has recently sparked particular attention by cultural critics, has changed our ways of remembering, of coming to terms with the multiple generational gaps, and played a crucial cultural and political role in the transitions to democracy. The trend can be traced back to the sixties and the seventies with classics in Mexico as En el balcón vacío(1962) and in Spain, El espíritu de la colmena (1973). But as it is evident, most of the films that have children as the protagonists telling their stories in the midst of war or totalitarian regimes are also the product of the cultural politics of memory during the return to democracy in Spain and Latin America. The spectators are asked to empathize with the children in films in Spain such asLos girasoles ciegos(2008), and Pa negre (2010); as co-productions Mexico and Spain, El espinazo del Diablo(2001), El laberinto del fauno(2006); in France Julie Gavras’s La faute à Fidel!,(Blame it on Fidel!) (2006); as co-production Uruguay, Argentina and Spain, Paisito(2008); in Chile, Machuca(2004); in Argentina Kamchatka(2002),Cautiva(2003), Infancia clandestina (2011) and in Brasil, O ano em que meus pais saíram de ferias(2006). We will discuss chapters of scholarly works such as Sarah Wright’s The Child in Spanish Cinema(2013), Erin Hogan’s The Two cines con niño: Genre and the Child Protagonist in Over Fifty Years of Spanish Film(1955-2010) (2018) Sarah Thomas’Inhabiting the In-Between: Childhood and Cinema in Spain’s Long Transition(2019), and Deborah Martin’s The Child in Contemporary Latin American Cinema(2019). In every class, we will discuss one or two films and a few theoretical essays by scholars such as Laura Mulvey, André Bazin, Steven Marsh, Dudley Andrew, Ignacio Sánchez Prado, Laura Podalsky, among others, and examine as well essays on the role of filmmaking in the Politics of Memory in the last thirty years.


WINTER 2020

SPAN 102: First-Year Spanish- Various
Emphasis on the development of speaking, reading, and writing skills; introduction to Hispanic culture. Sequence. Conducted in Spanish. 

SPAN 111: Intensive Beginning Spanish
Intensive study for experienced language learners (ex: took Spanish in high school).
Introduction to Hispanic culture. Prereq for 111: previous study of Spanish or competence in
another language.

SPAN 112: Intensive Beginning Spanish
Intensive study for experienced language learners (ex: took Spanish in high school).
Introduction to Hispanic culture. Prereq for 111: previous study of Spanish or competence in
another language.

SPAN 202: Second-Year Spanish- Various
Continued development of Spanish-language skills; emphasis on diversity of Hispanic cultures. Sequence. Conducted in Spanish. 

SPAN 218: Latino Heritage I
Intermediate Spanish course designed specifically for Heritage learners of Spanish. This class allows students to explore important cultural production from the Spanish-speaking world, with a focus on Latino culture in the U.S., while building their communicative skills in Spanish. This course cannot be combined with SPAN 201, 202, 203 for more than 15 credits of second-year Spanish. Course taught in Spanish and Spanglish.  See SHL page for more details.

SPAN 228 Latino Heritage II
Intermediate-level oral skills and academic Spanish development for heritage language
learners of Spanish. Helps students establish a personal connection between their Spanish
language heritage and the wider Spanish-speaking world. Course taught in Spanish and
Spanglish. See SHL page for more details.

SPAN 301: Cultura y lengua: identidades hispanas
Develops advanced language skills through analysis of major historical influences in the cultures of Spanish-speaking regions: Spain, Latin America, and the United States. 

SPAN 303: Cultura y lengua: expresiones artísticas
Develops advanced language skills through the study of cultural products (e.g., art, literature, film, music) in Spanish-speaking societies. 

SPAN 305: Cultura y lengua: cambios sociales
Develops advanced language skills through the investigation of major currents of change in modern Spanish-speaking societies; gender issues, technology, revolution and counterrevolution. 

SPAN 308: Comunidades Bilingues
Develops advanced language skills through the analysis of social and linguistic dynamics of communities in Spain, Latin America, and the United States where Spanish encounters another language. Taught in Spanish. Sequence with SPAN 301, 303, 305. 

SPAN 311: Advanced Writing in Spanish-Contreras
Provides additional language development for students, emphasizing academic writing skills in Spanish. Prereq: Any two of SPAN 301, 303, or 305. 

SPAN 312: Spanish in the Media- Rothgery
Designed for heritage learners. Examines the role of Spanish in various forms of media such as television, Internet, and literature. Students practice advanced writing skills necessary to participate in argumentative writing and close textual readings. Prereq: any two from SPAN 301, 303, 305 or 308; SPAN 308 is recommended.   

SPAN 320: Intensive Spanish Grammar Review- Various
Review and development of the more complex aspects of Spanish grammar with special attention to idiomatic usage.

SPAN 322: Introduction to Hispanic Linguistics- Grammon, Loza
The course content focuses on the analysis of the basic linguistic characteristics of the
Spanish language. It introduces students to the study of the Spanish sound system
(phonetics and phonology), formation of words (morphology), sentence structure (syntax),
as well as the evolution of the different Spanish varieties (historic, regional, and social). This
class will prepare students for higher-level courses in Hispanic linguistics and others in
which Spanish is used in formal academic contexts. ↑

SPAN 324: Spanish Pronunciation and Phonetics- Loza
Study of Spanish sounds, rhythms, and intonation; supervised pronunciation practice.

SPAN 342: Hispanic Cultures through Literature II- Sepulveda
Introduces students to a variety of texts written in the Hispanic world in their literary, artistic,
and historical contexts, from the 16th century to the Latin American independences.
Sequence with SPAN 341, 343, 344. Prereq: two from SPAN 301, 303, 305, 308. Approved
to satisfy Category I-Arts and Letters general-education group requirement. Approved to
satisfy Category B: international cultures multicultural requirement.

SPAN 343: Hispanic Cultures through Literature III- Bottaro
Introduces students to a variety of texts written in the Hispanic world in their literary, artistic,
and historical contexts, from the revolutionary wars to the Spanish Civil War. Sequence with
SPAN 341, 342, 344. Prereq: two from SPAN 301, 303, 305, 308. Approved to satisfy
Category I-Arts and Letters general-education group requirement. Approved to satisfy
Category B: international cultures multicultural requirement.

SPAN 344: Hispanic Cultures through Literature IV- Sepulveda
Introduces students to a variety of texts written in the Hispanic world in their literary, artistic,
and historical contexts, from the 20th century into the 21st. Sequence with SPAN 341, 342,
343. Prereq: two from SPAN 301, 303, 305, 308. Approved to satisfy Category I-Arts and
Letters general-education group requirement. Approved to satisfy Category B: international
cultures multicultural requirement.

SPAN 348: United States Latino Literature and Culture- Taylor
Introduction to Hispanic literature written in the United States. Close reading and discussion
of selected texts by Hispanic authors; emphasis on literary trends and themes.

SPAN 351: Introduction to Theater- Gladhart
Explores important aspects of Spanish theater; reading plays from different periods of
Spanish and Spanish American literature. Emphasizes formal aspects and critical reading.
Prereq: two from SPAN 301, 303, 305, 308.

SPAN 399: Children Literature for the Bilingual Classroom- Enjuto Rangel
This class introduces students to a variety of literary works for children from Latin American, Spanish and Latinx writers. Our goal is to help future teachers in the bilingual school classroom setting explore diverse ways of developing pedagogical strategies to teach critical analysis and Spanish through children’s literature. Students will continue to develop their linguistic proficiency in Spanish, while at the same time learn how to read and teach children’s literature to students ranging from 5 to 18. We will discuss how children’s literature in Spanish, English or Spanglish embraces questions of intersectionality and proposes ways to reflect upon social conflict relating to gender, sexuality, class, race, ethnicity, language and other cultural differences. Students will also have a chance to be creative in their assignments and we will explore how creativity in the classroom can be a wonderful tool for linguistic acquisition.

SPAN 407: Reading Borges – Bottaro
Este curso es una introducción gradual a la compleja obra de Jorge Luis Borges, uno de los más influyentes escritores latinoamericanos del siglo XX. Vamos a investigar las claves de su proyecto estético, los temas recurrentes en su escritura y cómo sus ideas siguen influenciando a intelectuales, filósofos, artistas, cantantes, directores de cine hasta hoy. Analizaremos su construcción de universos múltiples y paralelos, su obsesión con los sueños y la realidad virtual, con las copias y duplicados. Prestaremos atención a su relación con el fascismo y el nacionalismo, el rosismo y el peronismo; sus reescrituras de la polémica civilización-barbarie y de la gauchesca; su pasión por el cuento policial clásico; su construcción de Buenos Aires, las orillas, el Sur, y Palermo. Estudiaremos el rol de las bibliotecas, los laberintos, los espejos, los dobles, los tigres, y las ideas que conectan los conceptos de representación, reescritura, traducción, citación. Finalmente, prestaremos atención a la relación de Borges con otros escritores y artistas argentinos y extranjeros (por ejemplo, Xul Solar, Victoria Ocampo, Bioy Casares, Julio Cortázar, Umberto Eco, Lewis Caroll, Baudrillard, Pablo Katchadjian, y otros).

SPAN 410: Escritura creativa en lengua castellana / Creative Writing in Spanish- Sepulveda
Este curso busca potenciar las capacidades creativas de los estudiantes de castellano a través de variados ejercicios de escritura. Durante el trimestre el alumno desarrollará su sensibilidad literaria así como también su juicio crítico e interpretativo mediante sesiones de taller y de discusión grupal. Se espera que el alumno escriba poemas, cuentos y, posiblemente, capítulos de algún proyecto mayor de ficción literaria según sea su interés. También será pertinente escribir guiones y textos creativos híbridos en caso de que el alumno tenga interés en ello. Realizaremos ejercicios de escritura dirigida y leeremos textos ad hoc a los proyectos individuales de escritura. Al término del curso, el alumno deberá presentar como proyecto final un conjunto de escritos creativos que den cuenta de su trabajo en clase, incluyendo borradores y correcciones. La última sesión de clase será una presentación pública del proyecto final dirigida a la comunidad universitaria.

SPAN 420/520: Linguistic Landscape: Spanish in Public Space – Grammon
This seminar examines the topic of linguistic landscapes (LL), which refers to representations of languages displayed in public spaces such as signs, billboards, graffiti, and moving objects. The presence of Spanish and lived experiences of Spanish speakers in the local community will be of particular focus, with special attention given to the role that LL in public space plays in issues of ethnolinguistic vitality, social justice, sustainability and equity. As part of this course, students will hear from local policy makers and activists and participate in field trips documenting LL in neighborhoods, parks, and institutions in the Eugene-Springfield area. Through this process, students will gain experience with a variety of methods of ethnographic data collection (photographic methods, interviews, field notes), sociolinguistic analysis and interpretation. Requirements include readings of academic articles and book chapters on LL, assignments encompassing the documentation and analysis of LL data, and a focused final paper or collaborative project on Spanish in the LL of a specific public space. Please note: This course entails a significant commitment of time outside of class working in coordination with a partner or small group.

SPAN 466: La invención de la amistad en los siglos 16 y 17 – Middlebrook
¿Cómo es tu mejor amigo? ¿Cómo se conocieron? ¿Cómo sabes con quién compartir tus sueños, tus ansiedades, tus preocupaciones y tus alegrías? En este curso, vamos a explorar el tema de la amistad, con enfoque en cómo se representa esta condición y relación humana en la poesía, el teatro y la prosa de los siglos 16 y 17, o séa, “El siglo de oro español.” Escritores examinados incluyen Juan Boscán, Garcilaso de la Vega, Miguel de Cervantes, María de Zayas, sor Juana Inés de la Cruz. Las tareas para este curso incluyen la preparación de varios trabajos escritos semanales (300-500 palabras) y un trabajo final de ~1000 – 1200 palabras. No hay examen final.

SPAN 490: Mesoamerican Foodways – Alma y alimento en Mesoamérica – Taylor
Examinamos el significado del maíz y la milpa para los diversos pueblos herederos de las civilizaciones mesoamericanas. A través de ensayos, testimonios, canciones, artes gráficas, y películas documentales, identificamos el papel de la agricultura y el alimento en la formación de identidades culturales y luchas políticas en México y en la diáspora mesoamericana hoy en día. Contextualizamos históricamente e interpretamos las conexiones que los pueblos indígenas y campesinos desterritorializados tejen entre la soberanía alimentaria y los derechos humanos transfronterizos. Contrastamos las críticas de los sistemas de agricultura industrial que han surgido del mainstream angloestadounidense con las que provienen de sujetos y comunidades de la diáspora mesoamericana y afrodescendiente en las américas. Articulamos algunas de las estrategias que han desarrollado activistas, artistas, escritores, y cineastas para estimular la soberanía alimentaria y afirmar los derechos humanos de comunidades rurales y urbanas afrodescendientes e indígenas en México y en la diáspora mesoamericana transfronteriza

SPAN 607: Necropolítica y soberanía: éticas y estéticas del narcotráfico- García-Caro

 


SPRING 2020

SPAN 103: First-Year Spanish- Various
Emphasis on the development of speaking, reading, and writing skills; introduction to Hispanic culture. Sequence. Conducted in Spanish. 

SPAN 112: Intensive Beginning Spanish
Intensive study for experienced language learners (ex: took Spanish in high school). Introduction to Hispanic culture. Prereq for 111: previous study of Spanish or competence in another language.

SPAN 203: Second-Year Spanish- Various
Continued development of Spanish-language skills; emphasis on diversity of Hispanic cultures. Sequence. Conducted in Spanish. 

SPAN 228: Latino Heritage II
Intermediate-level oral skills and academic Spanish development for heritage language learners of Spanish. Helps students establish a personal connection between their Spanish language heritage and the wider Spanish-speaking world. Course taught in Spanish and Spanglish. See SHL page for more details: https://rl.uoregon.edu/undergraduate/shl/

SPAN 299: Sp St: Lengua y ciencia – Lara/Rothgery
Designed to appeal to science-oriented students with an interest in languages, this course offers an alternative focus for Spanish 203 with modules on Food Science of First Peoples; Language, Writing Systems and Reality; and Perspectives within Space-Time. The primary goal is to continue developing Spanish language proficiency–speaking, listening, reading and writing–within a cultural framework and to create consciousness of the scientific contributions to humanity by indigenous civilizations and the Spanish speaking world.  Level: for students who have completed 202 or equivalent.

SPAN 299 Sp St: Spanish Through Translation – Gladhart
This course serves as the completion of second-year Spanish, one approach to completing SPAN 203. It is a beginning course in translation, Spanish to English and English to Spanish, emphasizing hands-on translation activities as a means to develop reading, writing, speaking, and listening skills in both languages. We will work with short, self-contained texts (flash fiction, poems, letters, short essays), and texts for specific purposes (letters, recipes).  Level: for students who have completed 202 or equivalent.

SPAN 301: Cultura y lengua: identidades hispanas
Develops advanced language skills through analysis of major historical influences in the cultures of Spanish-speaking regions: Spain, Latin America, and the United States. 

SPAN 303: Cultura y lengua: expresiones artísticas
Develops advanced language skills through the study of cultural products (e.g., art, literature, film, music) in Spanish-speaking societies. 

SPAN 305: Cultura y lengua: cambios sociales
Develops advanced language skills through the investigation of major currents of change in modern Spanish-speaking societies; gender issues, technology, revolution and counterrevolution. 

SPAN 307: Oral Skills
In this course, students who have completed at least two years of Spanish work on building vocabulary, practicing verbal forms in conversational context, perfecting grammatical structures and pronunciation, and developing complex ideas in discussion, debate, and presentation formats. Prerequisite: two years of Spanish (or placement into third-year Spanish). 2.0 credits.  

SPAN 308: Comunidades Bilingues
Develops advanced language skills through the analysis of social and linguistic dynamics of communities in Spain, Latin America, and the United States where Spanish encounters another language. Taught in Spanish. Sequence with SPAN 301, 303, 305. 

SPAN 312: Spanish in the Media
Designed for heritage learners. Examines the role of Spanish in various forms of media such as television, Internet, and literature. Students practice advanced writing skills necessary to participate in argumentative writing and close textual readings. Prereq: any two from SPAN 301, 303, 305 or 308; SPAN 308 is recommended.   

SPAN 320: Intensive Spanish Grammar Review
Review and development of the more complex aspects of Spanish grammar with special attention to idiomatic usage.

SPAN 322: Introduction to Hispanic Linguistics- Grammon
The course content focuses on the analysis of the basic linguistic characteristics of the Spanish language. It introduces students to the study of the Spanish sound system (phonetics and phonology), formation of words (morphology), sentence structure (syntax), as well as the evolution of the different Spanish varieties (historic, regional, and social). This class will prepare students for higher-level courses in Hispanic linguistics and others in which Spanish is used in formal academic contexts

SPAN 342: Hispanic Cultures through Literature II- Sepulveda
Introduces students to a variety of texts written in the Hispanic world in their literary, artistic, and historical contexts, from the 16th century to the Latin American independences.  Sequence with SPAN 341, 343, 344. Prereq: two from SPAN 301, 303, 305, 308. Approved to satisfy Category I-Arts and Letters general-education group requirement. Approved to satisfy Category B:  international cultures multicultural requirement.

SPAN 343 Hispanic Cultures through Literature III – TBA
Introduces students to a variety of texts written in the Hispanic world in their literary, artistic, and historical contexts, from the revolutionary wars to the Spanish Civil War. Series with SPAN 341, 342, 344. Prereq: two from SPAN 301, 303, 305, 308.

SPAN 344: Hispanic Cultures through Literature IV – TBA
Introduces students to a variety of texts written in the Hispanic world in their literary, artistic, and historical contexts, from the 20th century into the 21st. Series with SPAN 341, 342, 343. Prereq: two from SPAN 301, 303, 305, 308.

SPAN 399: Los latinos y la educación- Latinos and Education- Costales
This course will provide a critical analysis of the social, political, economic and cultural factors surrounding the educational experience of Latinos in the United States, and their manifestation in cultural production (murals, poetry, music, film, memoir, etc). Develops advanced language skills as well as awareness of linguistic variation in the field.

SPAN 407:  Seminar: Art and Politics in Latin America – Bottaro
Iconic Mexican muralist Diego Rivera (1886-1957) famously declared, “If art is not propaganda, it’s not art.” This belief that art has a social function and that it is inherently political has been a fundamental tenet in Latin America. This course explores the political dimension of art in Latin America, inextricably bound to a history of colonization and military dictatorships. We will study contemporary US Latino and Latin American cultural production along politically engaged literature and social movements (specifically those whose politics are anti-capitalist, anti-imperialist, and decolonial). We will cover from colonial Mesoamerican codices to aesthetic revolutions, to muralism, to street art, to eco-feminist body art, to contemporary radical Latino and Latin American collectives. In Spanish.

SPAN 410: Escritura creativa en lengua castellana / Creative Writing in Spanish- Sepulveda
Este curso busca potenciar las capacidades creativas de los estudiantes de castellano a través de variados ejercicios de escritura. Durante el trimestre el alumno desarrollará su sensibilidad literaria así como también su juicio crítico e interpretativo mediante sesiones de taller y de discusión grupal. Se espera que el alumno escriba poemas, cuentos y, posiblemente, capítulos de algún proyecto mayor de ficción literaria según sea su interés. También será pertinente escribir guiones y textos creativos híbridos en caso de que el alumno tenga interés en ello. Realizaremos ejercicios de escritura dirigida y leeremos textos ad hoc a los proyectos individuales de escritura. Al término del curso, el alumno deberá presentar como proyecto final un conjunto de escritos creativos que den cuenta de su trabajo en clase, incluyendo borradores y correcciones. La última sesión de clase será una presentación pública del proyecto final dirigida a la comunidad universitaria.

SPAN 420:  Tyrants and Texts – Herrmann
A new course about representations of cultural and linguistic repression in 20th century Spain and Guatemala. In both of these countries, the suppression (often murderous) of people whose politics and ethnic and cultural identities stood in resistance to military dictatorships entailed also linguistic-based discrimination.

SPAN 420/520: Spanish Linguistics: Spanish in the United States: bilingualism, language ideologies and education – Loza
This course offers student an opportunity to explore and discuss sociolinguistic issues related to Spanish as a heritage language in the US. Students will learn about the linguistic and sociolinguistic issues that shape not only the Spanish spoken by US Latinos but also their social/educational experiences. This course will provide students with the necessary background to understand foundational issues such as: language ideologies, language policies, language contact/variation, and SHL education. Students will also become familiarized with the various methodologies used to research these topics: sociolinguistic methods, qualitative (ethnographic) and quantitative methods, as well as critical discourse analysis. Prereq: Two from SPAN 320, 322, 324.

SPAN 428: Spanish in the United States – Grammon
This course provides students with a critical foundation for understanding and analyzing key issues surrounding the use of Spanish in the U.S. context. Our primary focus is on the diverse practices, experiences, and identities of Latinxs and Spanish speakers, including how they define what it means to be bilingual and live between both languages. Through learning to connect theoretical tools with sociolinguistic patterns over the course of the term, students develop a critical awareness of language and prepare themselves to critically engage scholarly research as well as popular discourses and myths about Spanish in contemporary U.S. society. Prereq: Two from SPAN 320, 322, 324.

SPAN 490: Mestizaje – García-Pabón
En este curso estudiaremos la representación del mestizo/a en la literatura latinoamericana desde la colonia hasta el siglo XX. La palabra mestizaje se ha usado y se usa para designar la mezcla racial y cultural de europeos (esencialmente españoles) con indígenas americanos. Exploraremos representaciones positivas y negativas del mestizaje y analizaremos las relaciones de esas representaciones con sus respectivos momentos históricos y políticos, así como con perspectivas de género.

SPAN 690: Mesoamerican Stories and Strategies of Resistance – Taylor
Following Devon Peña’s analysis of the Trumpian attack on Mesoamerican-origin peoples http://mexmigration.blogspot.com/) and Armando Bartra’s call to defend Mesoamerican food and labor sovereignty (https://www.alainet.org/es/active/1607), this course invites us to consider how artists, writers, musicians, and activists have imagined Mesoamerica as a geocultural location-temporality that exceeds and resists modern imperialist cartographies and timelines. We examine specific articulations of Mesoamerican Indigenous antiquity in the art and literature of the Chicano civil rights struggles of the 1960s and beyond as well as current manifestations of Mesoamerica as a site of resistance to what Harsha Walia defines as border imperialism (https://vimeo.com/118655614) as well as what Gerardo Otero refers to as the Neoliberal Food Regime https://www.tandfonline.com/doi/abs/10.1080/02255189.2012.711747. As we identify the different stories and strategies through which several Chicanx, Latinx, Mexican, Guatemalan, and Salvadoran cultural producers and activists affirm rightful belonging and autonomy within and across this borderized space, we observe how their visions of Mesoamerica as a counter-national space contest the dominant Anglo-American image of the US-Mexico border as a finite, pinpointable, and immutable quasi-geological feature of the landscape in need of constant supplementation. MA Period 4