The Many Facets of Love In this course we will study the different metaphors, ideas and social attitudes about love that have appeared in the Iberian Peninsula from the eight to the twenty first century in various cultural artifacts. We will start with the poetic traditions brought by the Arabs, which were a mix of learned and popular culture, and Ibn Hazm's El collar de la paloma, an eleventh century Moorish love treatise, and will end with the movies, literature and TV programs produced after 1975, the year Spain entered into its last democratic period, after the 36 years of Franco's dictatorship. We will learn about matchmakers, courtly love, romantic love, love sickness and its cures, heterosexual and same sex relationships and the way these all have been viewed and treated in poetic, social and legal terms during the past thirteen hundred years, since 711 A. C. (the year the Muslims arrived in Spain), to the present time.

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	Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use.

M-W----

4:00P-5:20P

TBA

Garcia Liendo

No Final

Desc:

PEDAGOGIES OF MODERNITY Schooling of indigenous people in the Andes during the twentieth century became an arena in which peasant societies, the State, modernity, and pedagogical theories (from progressive education to the Pedagogy of the Oppressed) collided and redefined the meaning of race, gender, culture, and nature. This course explores such a history focusing on Peru and Bolivia. We will delve into archival material, pedagogical theories, State and US-sponsored rural school projects, folklore, film, and the culture produced in rural schools by teachers and students (poems, plays, drawings, woodcuts, etc.) to underscore the multiple dimensions of schooling and the interplay between modernity and rurality. In doing that, we will also study the global circulation of knowledge (from pedagogy to development theory), the sentimental and practical education of men and women (home economics, hygiene, medicine, manual labor, and so on), the disciplinary regimes over bodies and minds, and the history of modern indigenismo, state-formation, and peasant resistance. This course will pay special attention to how rural schooling transformed indigeneity and Andean racialization schemes. Students will select a topic and become active interdisciplinary researchers over the semester. PreReq: At least the completion of one Researching Cultures course.

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L38 Span 413

Linguistics and Language Learning

This course, taught in English, is a foundation for students who will work with linguistically and culturally diverse people in the USA and around the world, whether this work is in the courtroom, hospital, classroom, office and more. The class will help prepare students for the diverse range of twenty-first century occupations that have language and linguistics at their center, including machine learning and translation studies. The class utilizes a survey format and covers both internal and external factors related to language acquisition and language use, such as language and the brain, language aptitude, age, gender, memory, prior knowledge, etc. Theoretical and research dimensions of both linguistics and foreign / second language learning are treated. Corresponding implications of the readings focus on action- on making decisions for language policies and debates around the world that are informed by linguistic and language knowledge. The course is required for the minor in applied linguistics, the PhD in Applied Linguistics, and the graduate certificate in language instruction. This course carries the Social and Behavioral Sciences attribute and can be taken for different majors such as Global Studies and Educational Studies. Prereq: Ling 170 is recommended but not required.

Attributes:

A&S IQ: SSC BU: BA, ETH EN: S

Instruction Type:

Classroom instruction

L92 4111 L12 4111 L92 5111 L97 4113

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1:00P-2:20P

TBA

Brantmeier

Project

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L38 Span 419

Feminist Literary and Cultural Theory

This course provides a historical overview of feminist literary and cultural theories since the 1960s and 70s, acquainting students with a diversity of voices within contemporary feminism and gender studies. Readings will include works of French feminism, Foucault's History of Sexuality, feminist responses to Foucault, queer (LGBTQ+) theory, postcolonial and decolonial feminism, feminist disability theory, and writings by US feminists of color (African-American, Asian-American, Latina, Native-American). The reading list will be updated each year to reflect new developments in the discipline. We will approach these readings from an intersectional and interdisciplinary perspective, considering their dialogue with broader sociopolitical, cultural, and philosophical currents. By the end of the course, students are expected to have gained a basic knowledge of the major debates in feminist literary and cultural studies in the last 50 years, as well as the ability to draw on the repertoire of readings to identify and frame research questions in their areas of specialization. The class will be largely interactive, requiring active participation and collaborative effort on the part of the students. Students will be encouraged to make relevant connections between the class readings, everyday social and political issues, and their own research interests. NOTE: This course is in the core curriculum for the Women, Gender, and Sexuality Studies graduate certificate. Prerequisite: advanced course work in WGSS or in literary theory (300 level and above) or permission of the instructor.

Attributes:

A&S IQ: HUM, SC, SD Arch: HUM Art: HUM EN: H

Instruction Type:

Classroom instruction

L77 419 L14 476 L34 5150 L36 419 L38 5150 L77 5150

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10:00A-11:20A

McMillan / 221

Tsuchiya

Paper/Project/Take Home

Desc:

12 seats available. Majors and minors in WGSS receive first priority. Other students will be admitted as course enrollment allows.

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L38 Span 466

Second Language Acquisition

There are many ways in which a second language can be learned: from infancy as the child of bilingual parents, or later through formal instruction, immersion in a new culture, or in a particular work or social situation. This class is an inquiry into the processes by which acquisition occurs. Topics include the nature of language learning within the scope of other types of human learning; the relationship between first and second language acquisition; the role of linguistic, cognitive, and sociocultural factors; insights gained from analyzing learners' errors; key concepts such as interlanguage and communicative competence; bilingualism; the optimal age for second language acquisition; and a critical appraisal of different theories of second language acquisition. Both theoretical and instructional implications of second language acquisition research are considered. This course can be used towards certification in TESOL and is a required course for the Graduate Certificate in Language Instruction. Prerequisite: Ling 170D or equivalent is recommended, especially for undergraduates, but is not required.

Attributes:

A&S IQ: HUM Arch: HUM Art: HUM EN: H

Instruction Type:

Classroom instruction

L44 466 L38 5660 L64 466

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4:00P-6:50P

TBA

Barcroft

May 2 2025 6:00PM - 8:00PM

Desc:

This is a course for both undergraduate and graduate students. All students enrolled will attend from 4:00p to 5:50p. A preceptorial for undergraduate students only will meet from 6:00p to 6:50p.

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C	=	Credit (letter grade)
P	=	Pass/Fail
A	=	Audit
U	=	Satisfactory/Unsatisfactory
S	=	Special Audit
Q	=	ME Q (Medical School)
Please note: not all grade options assigned to a course are available to all students, based on prime school and/or division. Please contact the student support services area in your school or program with questions.