Rutgers World Languages Institute

Summer 2009 Spanish

The Spanish Language Program offers the possibility of completing all MAT course requirements in three summers, depending on enrollment. The MAT in Spanish is designed for individuals already teaching Spanish, but also is open to prospective teachers at the K-12 school level. Credits from World Languages Institute courses may be applied towards state certification and/or continued professional development. Teachers are required to complete successfully at least two Spanish courses in the World Languages Institute before applying to the MAT program. Details are available at the Department of Spanish and Portuguese or its web site at http://span-port.rutgers.edu.

Course Offerings: See also Core Curriculum.

INDEX NUMBERS (for http://webreg.rutgers.edu registration purposes) ARE LISTED IN ORANGE

METHODS OF SPANISH LANGUAGE TEACHING. (K-12). (CR. 3.)
16:940:500:D1
N.B. DAY JUNE 30-JULY 14
WTHFMT 8:30-12:30 SESSION B
K. SÁNCHEZ
Prerequisite: 617:502.
This section is open only to teachers who have been admitted to the World Languages Institute (WLI). Contact the WLI for registration procedures.
Methods of teaching Spanish to both English speakers and those coming from a Hispanic background, with special emphasis given to K-12. Emphasis on curriculum development, uses of technology, and software applications. Review of theoretical resources. Conducted in Spanish.
Registration for this course is by special permission only. If you wish to register, please contact Patty at 732-932-7373.

ADVANCED SPANISH GRAMMAR & STYLISTICS. (CR. 3.)
16:940:504:D1:91298
N.B. DAY JULY 1-JULY 15
WTHFMT 8:30-12:30 SESSION B
CAMACHO
Intense practice in reading, writing, and creating age-appropriate language exercises, utilizing a variety of discourse levels. Based upon language examples taken from both daily usage and more formal levels of discourse, the exercises serve to review grammatical concepts, build vocabulary, and emphasize differences in discursive expression. Examples are drawn from contemporary sources such as newspapers and magazines, business communication, political speeches, and advertisements, as well as more formal, official and/or academic prose. Special emphasis is given to Spanish in context, and the social and political implications of dialect. Conducted in Spanish.

THE SPANISH LANGUAGE ACROSS THE CURRICULUM (K-12). (CR. 3. + 3 ADDITIONAL CREDITS)
16:940:508:04:94214
AUGUST 1-AUGUST 15 SESSION D
TIME TO BE ARRANGED
QUITO, ECUADOR AND THE GALAPAGOS ISLANDS
K. SÁNCHEZ
Refinement of reading, writing, and oral proficiency skills; vocabulary building; and content-based unit development. Includes discussion of resources taken from a variety of media. Development of instructional materials appropriate for K-12, with an emphasis on teaching the sciences and mathematics. Conducted in Spanish. For more information about this program, please click here or contact the Spanish Department at 732-932-9323.

SEMINAR: TOPICS IN HISPANIC LINGUISTICS: THE “EYES” HAVE IT: VISUAL CULTURAL REPRESENTATIONS OF RACE AND ETHNICITY IN LATIN AMERICA. (CR.3.)
16:940:589:S1:94532
N.B. DAY JULY 30-AUGUST 12
THFMTW 8:30-12:30 SESSION D
STEPHENS
This course will introduce graduate students to the diverse means through which the races, classes, and ethnic identities of Latin Americans have been constituted, portrayed, displayed, interpreted, and misinterpreted in art, publicity/advertising, television, movies, documentaries, and other visual media. From Frida Kahlo to Madison Avenue, from Ushuaia to Barrow, from the Galápagos and Easter Island to Fernando de Noronha, from “Xica da Silva” to “Cosas que dejé en la Habana,” from Latinas to Mexkimos, from works of art to nibs of artless drivel, it will examine the oft-hidden prejudices and racial/racist attitudes generated by these visual cues. Furthermore, it will consider minority status, physical characteristics, linguistic variation, and socio-political pressures that resonate in ethnic and racial, and even gender, identities as they are manifest in the visual media of Latin America. Finally, the class will lend special attention to uses of these materials as realia for the K-12 language classroom. Conducted in Spanish.

SEMINAR IN HISPANIC LITERATURE: “INTERCULTURALIDAD” AND CULTURAL DIALOGUES. (CR. 3.)
16:940:597:D1:94099
N.B. DAY JULY 1-JULY 15
WTHFMT 1:30-5-30 SESSION B
KIM
In this course, we will examine the terms that describe cultural co-existence such as multiculturalism, pluralism and "interculturalidad", how different cultures communicate and what it means to become transcultural in several different historico-cultural contexts. A series of Spanish films and theoretical texts will be analyzed to discuss the issues abovementioned and their bearings in our classroom. Conducted in Spanish.

PLEASE NOTE: If you are interested in registering for BOTH Seminar in Hispanic Literature courses (the course listed above and the course listed below), please contact Patty at 732-932-7373 to register

SEMINAR IN HISPANIC LITERATURE: FESTIVALS OF LATIN AMERICA AND THE CARIBBEAN. (CR.3.)
16:940:597:G1:94098
N.B. DAY JULY 16-JULY29
THFMTW 8:30-12:30 SESSION C
FERNANDEZ
Fiestas in Latin America are complex events that engage people in a variety of ways. Some activities, such as processions, competitions, and pageants, involve a multitude of participants who come together in public events that often expand into city streets and plazas; others are carried out by individuals and families in the privacy of their homes. Fiestas draw on a wealth of creative traditions (food, crafts, performing arts) that are practiced within a given cultural community and are grounded in local lifestyles, history, and beliefs. Using examples from Mexico, Puerto Rico, Costa Rica, and Peru, this course will provide a conceptual scheme for studying religious and popular "fiestas" and discuss strategies and activities that can be used to introduce linguistic terms and concepts across various subjects areas, including visual and performing arts, social studies, and world languages. Course requirements include short response papers to readings, an oral presentation, and the development of a thematic unit appropriate for their particular level of the K-12 Spanish classroom. Conducted in Spanish.

SEMINAR IN HISPANIC LITERATURE: THE STRUCTURES OF POWER IN THE HISPANIC AND PORTUGUESE-SPEAKING WORLDS. (CR. 3.)
16:940:598:A6:94100
N.B. DAY JUNE 4-JUNE 17
THFMTW 5:00-9:00 SESSION A
ROTHWELL
The aim of this course is to investigate and analyze the processes of power as they have operated and continue to operate in the Hispanic and Portuguese-speaking worlds. Issues including colonialism, urban and rural violence, and workers' rights will be set in a historical context and discussed with particular attention paid to Spanish, Latin American and African films. Conducted in Spanish.