An introductory course emphasizing four basic skills: aural comprehension, speaking, reading, and writing. Also noted is the cultural and historical background of the areas where the language is spoken. Participation and active use of the language is emphasized in the classroom.

An introductory course emphasizing four basic skills: aural comprehension, speaking, reading, and writing. Also noted is the cultural and historical background of the areas where the language is spoken. Participation and active use of the language is emphasized in the classroom.

Intensive practical use of the language designed to bring the student to a high level of proficiency in communicative skills through first-hand exposure and through the use of cultural and literary materials. Language lab practice is continued. Conducted in Spanish.

Intensive practical use of the language designed to bring the student to a high level of proficiency in communicative skills through first-hand exposure and through the use of cultural and literary materials. Language lab practice is continued. Conducted in Spanish.

A course designed to advance communication skills through civic engagement. Students will continue to improve grammar and writing skills through the study of a variety of topics pertaining to Spanish speaking world while interacting with the local Spanish speaking populations in the urban setting of City Heights. Conducted in Spanish.

A course designed to advance grammatical skills through the practice of reading and writing. Students will refine their skills while learning about Hispanic culture through Film and a variety of written texts. Conducted in Spanish.

A course designed to cover the most important periods of the history and civilization of Latin America. Students will learn about the indigenous and Hispanic cultures of Mexico, Central, and South America, the structures of colonialism, revolutions and independence, nationalism, populism and the various dictatorships to current times. Conducted in Spanish.

How did Spain go from being the "greatest Empire in the world" to a forgotten European country with fascist dictatorship? In this course, students will learn the history of the Iberian Peninsula from how the "myth" of Spain was created, how it was brought to the Americas, to how it was dismantled. Students will also learn about the artistic production of the various peoples who integrated the Spanish nation. Conducted in Spanish.

This course focuses on the portrayal of female figures in Spanish Literature and Film through an in-depth analysis and discussion of commonly used archetypes. The course will explore texts and contexts in which female subjects are forced into religious or cultural otherness, the contradictions of the inherent gender politics, and of the resistance of female writers.

This course will show how resistance to political oppression manifests itself in various ways during the Franco years in Spain, or throughout distinct regimes in Latin America. Students will analyze a multitude of non-fictional as well as fictional texts and works, in order to see how social protest movements are born and how they come to fruition to accomplish their goals.

Many outside Latin America may recognize the name Pablo Neruda, whose verses can be found even in Hallmark cards. But how many have really read his poetry? How many know the circumstances in which this Chilean poet developed? This class has several goals. First, it will introduce students to Latin America's vast, diverse, and complex literary culture through the works of its most widely known and revered international best-sellers. Second, it will go beyond the superficial reading to which these major writers are often subjected. Finally, it will examine the possible reasons behind their success. We will try to answer the following questions: What makes a work a classic? What kinds of imagery, styles, characters and plots attract the average reader in the US and why? What version(s) of Latin America is the market supporting? Students will read the works of classic authors such as Neruda (Chile), Jorge Luis Borges (Argentina) and Gabriel García Márquez (Colombia), as well as the work of a newer generation of writers that includes Mariana Enríquez (Argentina) and Cristina Rivera Garza (Mexico), among others.

Historically, the Caribbean has been a place of syncretism: a collage of different languages, ethnicities, cultures, religions and traditions. It has also been a place of social and political unrest due to its colonial past and those everlasting consequences. The syncretism has allowed for a variety of artistic expressions whereby joy, and tragedy are intertwined, and historical trauma is constantly interrogated. In this class we will examine the ways in which artists -writers and musicians- have defined themselves in their own words while fighting back preconceptions, stereotypes, and expectations imposed on them. We will wrestle with questions such as: how do people from the Caribbean use music to resist assimilation? How is reggaetón, for instance, tied to Africa and slavery? How does poetry and music become both a tool of resistance and a bridge to connect the Caribbean with the rest of the world? How have these artists successfully intervened in the political realm, steering the conversation towards the struggles of the people?

The search for the self is not particular to a specific culture. The question "Who am I?" doesn't belong to one group or historical period. However, for those whose identities have been constantly challenged by the law, the dominant culture, the media, and even other members of their own group-the individual and collective search for the self becomes an indispensable means of survival. Even in hostile conditions, this identity building can transform into a way of flourishing. In this class we explore ways in which Latinos and Latinas in the US have transformed those initially hostile conditions into opportunities to define and redefine themselves as people whose strengths lie in their creativity, openness, adaptability and tenacity. We will examine a wide variety of essays, memoirs, short stories, poetry, and media representations that address this phenomenon as well as the issues of cultural displacement, family, authenticity, assimilation, and the fight for belonging.

This class will explore representations of motherhood in various Spanish texts. We will study the social and cultural construction within their historical context and analyze the significance of the distinct types of mothers presented in each work; the absent mother, the domineering mother, the indifferent/uncaring mother, the subservient mother, and others. Why is the unthinkable crime of "matricide" so commonly seen? Primary texts will be supplemented with theoretical and historical readings. Authors studied include, Miguel de Unamuno, Federico García Lorca, Camilo José Cela, Almudena Grandes.

In this class we will explore Latin American culture through readings of literary texts (mainly novels and short stories) from various authors, and also watch films based on those texts. Some potential works to read and view are Notas de viaje (The Motorcycle Diaries), by Ernesto Che Guevara (the film directed by Walter Salles), Como agua para chocolate (Like Water for Chocolate) by Laura Esquivel (the film directed by Alfonso Arau), and Crónica de una muerte anunciada (Chronicle of a Death Foretold) by Gabriel García Márquez (the film directed by Francesco Rosi), among others. We will delve deep into culture and a wide variety of themes from the region through critical analysis of the texts and a theoretical approach to film study. Finally, we will compare the written texts with their film versions to foster rich and engaging discussion about the culture and context of Latin America in an evocative way.

In this course we examine the historical, literary, artistic, and cultural context of Mexico through diverse perspectives. We will engage this cultural exploration by considering Mexican history (the Spanish conquest, the Mexican Revolution and Post-Revolution) and various genres of literature produced by some of Mexico's foundational authors (such as Juan Rulfo, Mariano Azuela, Octavio Paz and Carlos Fuentes). These literary works will help us to understand the Mexican point of view in a unique and in-depth way. Likewise, we will delve into visual art, exploring works by Diego Rivera, Frida Kahlo, Rufino Tamayo, and other more recent artists. In this manner, we will explore themes of identity, social issues, indigenous traditions, politics, and popular culture. Ultimately, the class will help students to understand the inspiring history of the Mexican Revolution through the voices of some of the country's greatest minds.

The U.S.-Mexico Border is a rich and fascinating cultural space, but often misunderstood because of negative perceptions that predominate in the mainstream media and because of a general lack of knowledge and misconceptions in U.S. society. In this class we will learn about the cultural production from the Borderlands-mainly through literature and art-to break down stereotypes by reading captivating texts (novels, short stories, essays, and poetry) and reflecting on visual art (painting, street art, activist art) to learn about an area that is very close to home. We will read challenging texts by authors such as Luis Alberto Urrea, Sandra Cisneros, and Gloria Anzaldía, and we will delve deeper into the Northern Mexican perspective with texts by Luis Humberto Crosthwaite, Roberto Castillo Udiarte, Rosina Conde, and José Javier Villarreal, among others. We will reflect on and engage with visual art from the region as we explore theoretical implications concerning both immigration and the urban space, highlighting unique perspectives and connections. As a bonus, we will have the chance to interact with authors and artists through experiential excursions (in both San Diego and Tijuana) to help make the texts and art come to life in a way that will leave students with a true, new perspective of what the U.S.-Mexico border represents.

This course focuses on the portrayal of female figures in Spanish Literature and Film through an in-depth analysis and discussion of commonly used archetypes. The course will explore texts and contexts in which female subjects are forced into religious or cultural otherness, the contradictions of the inherent gender politics, and of the resistance of female writers.

This course will show how resistance to political oppression manifests itself in various ways during the Franco years in Spain, or throughout distinct regimes in Latin America. Students will analyze a multitude of non-fictional as well as fictional texts and works, in order to see how social protest movements are born and how they come to fruition to accomplish their goals.

Many outside Latin America may recognize the name Pablo Neruda, whose verses can be found even in Hallmark cards. But how many have really read his poetry? How many know the circumstances in which this Chilean poet developed? This class has several goals. First, it will introduce students to Latin America's vast, diverse, and complex literary culture through the works of its most widely known and revered international best-sellers. Second, it will go beyond the superficial reading to which these major writers are often subjected. Finally, it will examine the possible reasons behind their success. We will try to answer the following questions: What makes a work a classic? What kinds of imagery, styles, characters and plots attract the average reader in the US and why? What version(s) of Latin America is the market supporting? Students will read the works of classic authors such as Neruda (Chile), Jorge Luis Borges (Argentina) and Gabriel García Márquez (Colombia), as well as the work of a newer generation of writers that includes Mariana Enríquez (Argentina) and Cristina Rivera Garza (Mexico), among others.

Historically, the Caribbean has been a place of syncretism: a collage of different languages, ethnicities, cultures, religions and traditions. It has also been a place of social and political unrest due to its colonial past and those everlasting consequences. The syncretism has allowed for a variety of artistic expressions whereby joy, and tragedy are intertwined, and historical trauma is constantly interrogated. In this class we will examine the ways in which artists -writers and musicians- have defined themselves in their own words while fighting back preconceptions, stereotypes, and expectations imposed on them. We will wrestle with questions such as: how do people from the Caribbean use music to resist assimilation? How is reggaetón, for instance, tied to Africa and slavery? How does poetry and music become both a tool of resistance and a bridge to connect the Caribbean with the rest of the world? How have these artists successfully intervened in the political realm, steering the conversation towards the struggles of the people?

The search for the self is not particular to a specific culture. The question "Who am I?" doesn't belong to one group or historical period. However, for those whose identities have been constantly challenged by the law, the dominant culture, the media, and even other members of their own group-the individual and collective search for the self becomes an indispensable means of survival. Even in hostile conditions, this identity building can transform into a way of flourishing. In this class we explore ways in which Latinos and Latinas in the US have transformed those initially hostile conditions into opportunities to define and redefine themselves as people whose strengths lie in their creativity, openness, adaptability and tenacity. We will examine a wide variety of essays, memoirs, short stories, poetry, and media representations that address this phenomenon as well as the issues of cultural displacement, family, authenticity, assimilation, and the fight for belonging.

This class will explore representations of motherhood in various Spanish texts. We will study the social and cultural construction within their historical context and analyze the significance of the distinct types of mothers presented in each work; the absent mother, the domineering mother, the indifferent/uncaring mother, the subservient mother, and others. Why is the unthinkable crime of "matricide" so commonly seen? Primary texts will be supplemented with theoretical and historical readings. Authors studied include, Miguel de Unamuno, Federico García Lorca, Camilo José Cela, Almudena Grandes.

In this class we will explore Latin American culture through readings of literary texts (mainly novels and short stories) from various authors, and also watch films based on those texts. Some potential works to read and view are Notas de viaje (The Motorcycle Diaries), by Ernesto Che Guevara (the film directed by Walter Salles), Como agua para chocolate (Like Water for Chocolate) by Laura Esquivel (the film directed by Alfonso Arau), and Crónica de una muerte anunciada (Chronicle of a Death Foretold) by Gabriel García Márquez (the film directed by Francesco Rosi), among others. We will delve deep into culture and a wide variety of themes from the region through critical analysis of the texts and a theoretical approach to film study. Finally, we will compare the written texts with their film versions to foster rich and engaging discussion about the culture and context of Latin America in an evocative way.

In this course we examine the historical, literary, artistic, and cultural context of Mexico through diverse perspectives. We will engage this cultural exploration by considering Mexican history (the Spanish conquest, the Mexican Revolution and Post-Revolution) and various genres of literature produced by some of Mexico's foundational authors (such as Juan Rulfo, Mariano Azuela, Octavio Paz and Carlos Fuentes). These literary works will help us to understand the Mexican point of view in a unique and in-depth way. Likewise, we will delve into visual art, exploring works by Diego Rivera, Frida Kahlo, Rufino Tamayo, and other more recent artists. In this manner, we will explore themes of identity, social issues, indigenous traditions, politics, and popular culture. Ultimately, the class will help students to understand the inspiring history of the Mexican Revolution through the voices of some of the country's greatest minds.

The U.S.-Mexico Border is a rich and fascinating cultural space, but often misunderstood because of negative perceptions that predominate in the mainstream media and because of a general lack of knowledge and misconceptions in U.S. society. In this class we will learn about the cultural production from the Borderlands-mainly through literature and art-to break down stereotypes by reading captivating texts (novels, short stories, essays, and poetry) and reflecting on visual art (painting, street art, activist art) to learn about an area that is very close to home. We will read challenging texts by authors such as Luis Alberto Urrea, Sandra Cisneros, and Gloria Anzaldía, and we will delve deeper into the Northern Mexican perspective with texts by Luis Humberto Crosthwaite, Roberto Castillo Udiarte, Rosina Conde, and José Javier Villarreal, among others. We will reflect on and engage with visual art from the region as we explore theoretical implications concerning both immigration and the urban space, highlighting unique perspectives and connections. As a bonus, we will have the chance to interact with authors and artists through experiential excursions (in both San Diego and Tijuana) to help make the texts and art come to life in a way that will leave students with a true, new perspective of what the U.S.-Mexico border represents.

A course designed to reflect upon and to integrate issues of culture, civilization, language, and literatures of the Spanish-speaking world. Research is conducted to see how areas such as cultural contrasts, linguistic and lexical variations, and political and artistic realities have influenced modern literary pieces. Completion of a portfolio and a summative evaluation of language skills required.

An intensive study of a selected problem by an individual or group under the direction of a member of the faculty.

Independent research under the guidance of a faculty member.

Analysis and discussion of representative works from the medieval era to the 18th century. Conducted in Spanish.

Analysis and discussion of representative works from the 19th century to the present. Conducted in Spanish.

A survey of major 20th century Mexican American writers and their cultural heritage in the United States. Genres for consideration include short story, poetry, novel, and drama. Conducted in Spanish.

A study of the development of literary genres featuring representative works from Mexican, Central, and South American writers from the pre-Columbian period to the Mexican revolution. Conducted in Spanish.

A study of the Latin American narrative from the Mexican revolution to the present day. Conducted in Spanish.

A study of a literary genre or period of Hispanic literature or film. Conducted in Spanish.