El curso es una introducción panorámica a la historia y los principales movimientos culturales de España durante los siglos XVIII y XIX en el contexto europeo: neoclasicismo, romanticismo, realismo y naturalismo.
Prerequisite: SPAN 221; and SPAN 301 or equivalent expertise in written and spoken Spanish.
Language of Instruction: Spanish
Are heroes necessary for our existence and contemplation of ourselves as part of society? Is unconditional love possible without any exchanges implied? Is poverty deterministic or related to ones choices? Is fiction truth and vice versa? What a ruler should choose between family and the law? In this course, students will explore how the literature of the Spanish Middle and Golden Ages (the 11th to the 17th centuries) bring to the surface these and other central debates and controversies related to human existence both as individuals and as part of larger social frameworks. Students will prepare the readings, familiarize themselves with both sides of the arguments using literary evidence, stage a debate for every module, and write on the socio-political significance of such issues in relation to the present day.
Language of instruction: Spanish
Instructor: Dr. Raúl Álvarez Moreno
Recommended prerequisites: SPAN 221; and SPAN 301 or equivalent expertise in written and spoken Spanish
2 Short Essays 25%
1 Partial Exam 20%
Attendance and Participation 15%
Debate Leader Session 10%
Movie Report 5%
1 Final Paper 25%
Required readings:
El curso es una visión panorámica de la historia y la cultura de España desde la prehistoria hasta el siglo XVIII. Se enfocará en los principales acontecimientos políticos, sociales, económicos, religiosos y culturales. El objetivo es comprender cómo se ha ido forjando su identidad plural a través de los siglos, en una lucha constante y tensa entre centro y periferia, y entre tradición y progreso.
Los objetivos de este curso son:
1) que el estudiante tenga una introducción a la historia y la cultura de España en el contexto Europeo hasta el comienzo del siglo XVIII.
2) que conozca el papel relevante de España y sus aportaciones a la vida y la cultura occidentales (por ejemplo, en el campo del derecho internacional).
3) que entienda cómo se ha formado la identidad española a partir de la fusión de múltiples razas y culturas, y la constante lucha entre tradición y progreso, centro y periferia.
4) que comprenda el origen de la España plural de las Autonomías y su problemática (por ejemplo, la cuestión del anhelo de independencia de Catalana).
5) que aprenda a examinar con ojos críticos ciertos tópicos y lugares comunes sobre España, y comprenda la razón de ser y la complejidad de ciertos fenómenos y eventos [la Inquisición, las relaciones con América, o la expulsión de los judíos y los moriscos de la Península]
6) que entienda la necesidad de poner el arte, la literatura y otras manifestaciones culturales en relación con el contexto social, político, económico y filosófico del momento. Sólo así será posible interpretarlas y disfrutarlas.
7) que ponga las bases necesarias para poder entender plenamente, en cursos posteriores, los textos literarios y culturales que estudie en profundidad.
8) que desarrolle interés por la política, la economía y la cultura de España (que va más allá, por ejemplo, de que a uno no le gusten las corridas de toro, pero le entusiasme la paella, el flamenco y Almodóvar).
9) que siga profundizando en su conocimiento de la lengua española, especialmente en lo relativo a la lectura, el incremento del vocabulario, y la capacidad auditiva.
Language of instruction: Spanish
Prerequisite: One of SPAN 202, SPAN 203 or successful completion of language placement exam or an assessment interview
Coming soon
Coming soon
Welcome to the Lusophone world, the world of the Portuguese-speaking countries! Study the most widely spoken language in the Southern Hemisphere and the 5th most spoken native language in the world!
PORT 101 is an interactive introduction to Portuguese language. The rich cultures of Brazil, Portugal and many other African and Asian Lusophone countries are incorporated in the materials used in class, providing you with an opportunity to immerse in authentic sociocultural situations. You will participate in communicative activities that will help you to develop listening, speaking, reading, and writing skills. These activities will include role-play, group tasks, writing texts of practical nature such as basic internet communication, reading, and talking about simple articles on a variety of topics, playing games to revise lessons, watch and talk about short clips and music videos.
Upon successful completion of the course, you will be able to sustain basic communication about everyday life situations, such as introductions, campus life, expressing personal interests and hobbies, asking for information, ordering food, etc.
Language of instruction: Portuguese
Prerequisites: No prerequisites
Note: Credit will be granted for only one of PORT 101 or PORT 110
The assessment for this course is gently distributed and in a balanced way, with diverse activities throughout the term. There are no scary, long, stressing and tedious midterms or final exams for you in this course.
Assignments and Evaluations Breakdown:
Active Participation, oral proficiency in class, and preparation 10%
Video assignment 10%
MyLab Portuguese Activities 15%
Chapter check-ins (1 online quiz at home, 1 short tests in class, 10% each) 20%
Listening comprehension challenges (2 x 5% each) 10%
Oral interview 15%
Reading comprehension challenge 5%
Written end-of-term assessment 15%
Total = 100%
Pkg Ponto De Encontro: Portguese As A World Language 2/E W /
Author: JOUET-PASTRE
ISBN 9780133557138 or 9780205981120
Explore Spain and Latin America’s contributions to global culture through popular Hispanic literature in translation.
Prerequisites: No prerequisites
Language of instruction: English
Know how to apply for a job in Spanish? Ready to present confidently a product or service in this language? Want to read and understand real economic or business related materials from Spanish-speaking countries? Prepared to thrive in common situations you will face while conducting business in Spanish?
SPAN 308 will provide students with a working knowledge of business-related vocabulary, documents, concepts and cross-cultural practices from the Spanish-speaking business world. The course will offer the basic tools needed to function (i.e., apply for a job, effectively introduce a product or service in person or over Zoom, logistics…) , understand and produce business documents (i.e., letters, job descriptions, emails, commercial documents…), and carry out simple day-to-day negotiations in Spanish (i.e., vendor or supplier agreements, clients discounts, conflict resolution, …). In addition to the 21 Spanish-speaking countries that will be studied throughout the course, we will also take into account the growing importance of Brazil, North American Latino regions, trade agreements in North and South American commerce, and the European Union. Finally, the course will use of a variety of sources for information that will include, but are not limited to the textbooks, videos, magazines, on-line newspapers, digital media files (i.e. Podcasts), and guest speakers from the business world.
Prerequisite: One of SPAN 207, SPAN 302. Or successful completion of a language placement exam or an assessment interview.
Instructor: Dr. Raúl Álvarez Moreno
Language of instruction: Spanish
Homework 24%
Participation 10%
Country Presentation 8%
Mid-term 1 18%
Mid-term 2 18%
Business Portfolio & Interview 22%
Texts or/and links to the texts and the rest of the materials (i.e., models for the assignments) will be provided by the instructor in advance for every week on Canvas.
SPAN 302 is an Intermediate-level course in applied Spanish grammar that expands on the topics and skills covered and gained in SPAN 301. Through this course, students continue deepening their oral and written communication skills (listening, speaking, reading, and writing), intercultural knowledge, and awareness of how language works in specific cultural texts and contexts, representative of the Hispanic World. Homework assignments will emphasize students’ engagement with personal learning strategies and focus on developing their familiarity with the themes and vocabulary and grammatical structures used in the weekly lessons. In-class activities will prioritize collaborative learning, guided conversation, and student-led activities. Each week will close with in-class preparation for the brief listening and writing portions in the homework activities and global course assessments, including an original final project.
Language of Instruction: Spanish
Instructor: Dr. Brianne Orr-Álvarez
Prerequisite: SPAN 301 or successful completion of language placement exam or an assessment interview.
Required materials and texts for this course will be made available to students on Canvas and through UBC Library Course Reserves.
The course topic may differ depending on the instructor.
Instructor: Dr. Brianne Orr-Álvarez
SPAN 301 is an Intermediate-level course in applied Spanish grammar that helps students deepen oral and written communication skills (listening, speaking, reading, and writing), intercultural knowledge, and awareness of how language works in cultural texts and contexts representative of the Hispanic World. Homework assignments will emphasize students’ engagement with personal learning strategies and focus on developing their familiarity with the themes and vocabulary and grammatical structures used in the weekly lessons. In-class activities will prioritize collaborative learning, guided conversation, and student-led activities. Each week will close with in-class preparation for the brief listening and writing portions in the homework activities and global course assessments.
Grading Breakdown:
Participation [13%]
Discussion Leader Session [12%]
Homework [25%]
Quizzes [30%]
Final Exam [20%]Total = 100%
Readings:
Required course materials will be made available to students on Canvas through UBC library course reserves.
Instructor: Dr. Maria Carbonetti
SPAN 301 (CFER B1-1) is a course for intermediate students in which language skills are deepened towards an advanced intermediate level. The objective of the course is for students to broaden and deepen their communication skills (orality, writing and listening), as well as linguistic reflection through the study of grammar in context. Review of basic grammar topics and introduction of new structures in complex contexts. The course emphasizes recognizing the social and cultural diversity of the Hispanic world by exposing students to literary and non-literary texts, art and audiovisual expressions. The course includes readings, analysis of texts, original compositions, English/Spanish grammar and comparison exercises, discussions and oral presentations in which students must demonstrate not only their linguistic progress but also their capacity for critical reflection. Classes are conducted in Spanish and students must use the Spanish language in their interactions and written assignments. The course may include volunteer opportunities in community projects related to the Hispanic community*. Students have the opportunity to learn and apply their skills in community-based projects through the FHIS Spanish for Community, with community organizations in Metro Vancouver and/or in Latin America. Attendance, preparation and active participation are essential requirements of the course.
*SPAN 301 may include Community Engaged Learning in all or some of the sections (see sections notes) with different options for participation. Projects are fully integrated in the course curriculum reflected in the learning outcomes and assessments. When integrated as mandatory component, the projects will not require onsite time, only optional or volunteer-based projects may have some outside class time.
To learn more about past and current projects and students’ experiences please visit our website.
Grading Breakdown:
Coming soon!
Readings:
Repase y escriba: Curso avanzado de gramática y composición, 7th Edition
Maria Canteli Dominicis
ISBN: 978-1-118-50931-9
Hard copy or e-text
Language of instruction: Spanish
Prerequisite: One of BC High School Spanish Grade 12, SPAN 202, SPAN 203, SPAN 206, SPAN 207 or successful completion of language placement exam or an assessment interview.
#IAm132
“We are the 90 percent!”
“Starving is cringe!”
“Education is not for sale!”
What if the classmate sitting next to you today were one of the leaders for change toward a better tomorrow at UBC, in Vancouver, or even around the world? The slogans that open this course description were voiced by student leaders that strove to revolutionize the face of university life and society as a whole in Mexico, Chile, Colombia… and even right here in Vancouver, Canada!
Since the start of the 20th century (and even long before!), student activists from across Latin America have used the university as a space to breed social and political change. Beginning with José Enrique Rodó’s Ariel (1900), which establishes youth as a form of power to be employed toward change, and ending with more recent protests against neo-liberal education practices, this course traverses countries (Chile, Colombia, Cuba, Mexico, Nicaragua, and Venezuela), spaces (the university, the mountain, the city square, the border, the internet), and genres (diary, testimonial, (graphic) novel, documentary, film, music, new and social media) to evaluate the major concepts, practices, urgencies, and voices that frame student movements in Latin America throughout the 20th and 21st centuries.
We will read some of the most impactful works-in-translation on student-driven pathways to change: Ernesto “Che” Guevara’s Motorcycle Diaries (2003), Iverna Lockpez’s graphic novel, Cuba: My Revolution (2010), Elena Poniatowska’s collection of testimonies on the 1968 Mexican Student Movement and ensuing massacre, Massacre in Mexico (1971), Omar Cabezas’s account of his time as a student-revolutionary in Nicaragua’s Sandinista Revolution, Fire from the Mountain (1983), and Juan Gabriel Vásquez’s depiction of the bogotazo and other violent events in Colombia’s recent history, The Shape of the Ruins (2015), among others. We will also examine manifestos, (new) media, documentaries, and films from and on student voices from Venezuela’s caracazo (1989), the Chilean Winter (2011), and more recent protests in Mexico, Nicaragua, and Colombia, which show why and how issues that impact university life—equal access to education, tuition raises, food insecurity, and safety—are also connected to broader social and political issues and questions of democracy across Latin America and beyond.
Accessibility—in terms of topics addressed and types of works studied, affordability and easy access to materials, and student interests and levels—is a major priority for the instructor.
Required texts
Required texts and supplementary materials will be provided in digital format when possible, and made available to students on Canvas.
Select films and documentaries:
Prerequisite: None
Language of Instruction: English
[Cross-listed with Italian Studies 234]
By harnessing laughter to the illustration of major social, economic, or political issues of its day, the commedia all’italiana has contributed to fostering a better informed, more humane humanity, and in the process has set an example that ought to be held up as a mirror of ethical commitment (not to mention artistic accomplishment and box-office success) for cultures across the world. Hence the title of this course — The Humane Comedy: Educational Laughter in Contemporary Italian Cinema.
The topics covered are the following. Before the midterm: the politics of early post-Fascist Italy and the paradigms of neorealism (e.g. De Sica’s Bicycle Thieves, 1948); Pietro Germi’s Divorce, Italian Style (1961); Elio Petri’s The Working Class Goes to Heaven (1971); Franco Brusati’s Bread and Chocolate (1973). After the midterm: Ettore Scola’s We All Loved Each Other (1974); Maurizio Nichetti’s Icicle Thieves (1989); Lina Wertmüller’s Seven Beauties (1975); Roberto Benigni’s Life is Beautiful (1998); Gabriele Muccino’s Remember Me, My Love (2003); and Paolo Virzì’s Caterina Goes to the Big City (2003).
The class will meet on T Th 15:30-17:00. The viewings will be introduced and/or followed by lectures and discussion.
Textbooks
CINEMA (REQUIRED)
Bondanella, Peter. A History of Italian Cinema. New York: Continuum, 2011 (copyright 2009).
HIST AND CIV (REQUIRED)
Hearder, Harry, and Jonathan Morris. Italy: A Short History. Cambridge University Press, 2001 (or latest ed.)
Prerequisite: None
Language of instruction: English