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Language Studies [clear]

Title	Offering	Standing	Credits	Credits	When	F	W	S	Description	Preparatory	Faculty	Days	Multiple Standings	Start Quarters	Open Quarters
American Sign Language I, II, III (A) Beth Schoenberg language studies	Course	FR–SRFreshmen–Senior	4	04	Day	F 14 Fall	W 15Winter	S 15Spring			Beth Schoenberg	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
American Sign Language I, II, III (B) Beth Schoenberg language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall	W 15Winter	S 15Spring			Beth Schoenberg	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Chinese, Beginning I, II, III Lin Crowley cultural studies history language studies	Course	FR–SRFreshmen–Senior	4	04	Evening and Weekend	F 14 Fall	W 15Winter	S 15Spring	This introductory Chinese course will emphasize the standard Chinese pronunciation and the building of useful vocabularies. Students with no or little prior experience will learn Chinese pinyin system and modern Mandarin Chinese through interactive practice and continuous small group activities. Learning activities may also include speaker presentations and field trips. Chinese history and culture will be included as it relates to each language lesson.Students enrolling in this course may also use this as a prerequisite for a Chinese study abroad program. If you are interested in traveling to China in the summer, please be sure to contact the faculty for more information.		Lin Crowley	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Counter Narratives: Songs and Stories Across Cultures Andrew Buchman and Leslie Flemmer American studies cultural studies gender and women's studies language studies media studies music sociology writing	Program	JR–SRJunior–Senior	16	16	Day			S 15Spring	Counter narratives are personal stories that alter our understanding of dominant cultural narratives. Detailed descriptions of the particular and the local convey unique personal experiences. Storytelling, songs, biographies, and ethnographies all enable us to engage imaginatively in the lives and experiences of people from different cultures, times, and places. Such counter narratives can document the daily encounters of marginalized people, generate knowledge, and build community. They can expand our understanding of reality, and help us to imagine future possibilities. The stories of young people who understand more than one culture through personal experience often undermine older ideas of social identity. Counter narratives can point us toward a future in which people from diverse cultural backgrounds can co-exist peacefully and learn from one another. How can different forms of literacy such as music or songs, media, and popular culture help generate counter narratives? In this unique and collaborative program between two institutions of higher education, Evergreen and Daejeon University in Korea, we will begin to investigate what it means to understand and tell our own stories, across different cultural domains, through music, storytelling, and learning in community. This program will also serve as an opportunity to support students developing more complex language skills through everyday encounters with each other. Evergreen students who engage with the participating group of visiting Korean students in their English language studies will acquire skills in teaching English as a Second Language (ESL). How can examining and sharing stories enable us to develop greater social and academic language skills? Students will mentor each other and collaborate on in-class projects, including ethnographies, story-telling and songwriting workshops, lectures and seminars on films, books, and works of art, field trips and nature walks in the beautiful Pacific Northwest, and other individual and small group creative and scholarly projects. Students in this program may earn credit in cultural studies and humanities, musicianship and story-telling, writing and language studies.		Andrew Buchman Leslie Flemmer		Junior JR Senior SR	Spring	Spring
French - First Year I (A), II, III Judith Gabriele language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall	W 15Winter	S 15Spring	This year-long sequence of courses in French emphasizes mastery of basic skills through a solid study of grammatical structures and focus on interactive oral activities. Classes use immersion style learning and students are surrounded by authentic French from the start. Student work encompasses all four language skills: listening, speaking, reading and writing. They will develop accurate pronunciation, build a useful vocabulary, work regularly in small groups and learn conversational skills. Classes are lively and fast-paced with a wide variety of creative, fun activities including music, poetry, videos, role-play, and web sites. Winter quarter themes focus on regional French traditions, cuisine, fables and poetry. Spring quarter themes focus on development of reading skills through tales, legends and viewing Francophone films from the Francophone world alongside grammatical study. Through aloud reading and discussions in French, students will acquire vocabulary proficiency, accurate pronunciation, fluidity, and dialogues. Throughout the year, students use the Language Laboratory to accelerate their skills.		Judith Gabriele	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
French - First Year I (B) Judith Gabriele language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall			This first quarter of the year-long sequence of courses in French emphasizes mastery of basic skills through a solid study of grammatical structures and focus on interactive oral activities. Classes use immersion style learning and students are surrounded by authentic French from the start. Student work encompasses all four language skills: listening, speaking, reading and writing. They will develop accurate pronunciation, build a useful vocabulary, work regularly in small groups and learn conversational skills. Classes are lively and fast-paced with a wide variety of creative, fun activities including music, poetry, videos, role-play, and web sites. Students can choose to continue on in Winter quarter by joining the Tuesday/Thursday course.		Judith Gabriele	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
French - Second Year I, II, III Judith Gabriele language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall	W 15Winter	S 15Spring	This year-long course is designed for those who are in between Beginning and Intermediate Level, but beyond basic Beginner level. It is targeted to bring student skills up with overview and review of first year structures moving quickly to more advanced grammar. Classes will be conducted entirely in French. Students need to have a working knowledge of basic structures, particularly present and past tenses. The primary objectives are communicative interactions in French, alongside enhanced development of grammatical proficiency. Students will practice all four language skills: listening, speaking, reading and writing. They will learn not only to express themselves in French, but to understand written and spoken French and discover much they didn't know about themselves. Fall quarter Students will develop reading skills through short stories and poetry. Winter quarter themes will include theater scenes, role-play and work with films. Spring quarter students will read a short novel and work with its companion film. Throughout the year, students use the Language Laboratory to accelerate their skills.		Judith Gabriele	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
German, Beginning I (A),II,III Marianne Hoepli language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall	W 15Winter	S 15Spring	Komm und lern Deutsch! This year-long sequence of courses for beginning German students will cover basic grammatical concepts, vocabulary, and conversation. Students will develop basic skills in speaking, reading, translating, and writing standard high German. Students will also learn about culture, traditions, and customs of the German people, new and old. Through involvement in children’s stories, music, and activities in the language laboratory, students will also become familiar with idiomatic expressions. By the end of the year, students will improve their oral skills to the point of discussing short films and modern short stories and learning how to write a formal letter, a resumé, or a job application. Classes will use a communicative method and will move quickly toward being conducted primarily in German.Taught by a NATIVE SPEAKER.		Marianne Hoepli	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
German, Beginning I (B) Marianne Hoepli language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall			Komm und lern Deutsch! This beginning course is part of a year-long sequence of courses for beginning German students will cover basic grammatical concepts, vocabulary, and conversation. Students will develop basic skills in speaking, reading, translating, and writing standard high German. Students will also learn about culture, traditions, and customs of the German people, new and old. Through involvement in children’s stories, music, and activities in the language laboratory, students will also become familiar with idiomatic expressions. By the end of the year, students will improve their oral skills to the point of discussing short films and modern short stories and learning how to write a formal letter, a resumé, or a job application. Classes will use a communicative method and will move quickly toward being conducted primarily in German. Taught by a NATIVE SPEAKER.		Marianne Hoepli	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Histories and Mysteries of English Diego de Acosta language studies linguistics	Program	FR–SRFreshmen–Senior	16	16	Day		W 15Winter		Walt Whitman once described the English language as “the accretion and growth of every dialect, race, and range of time... the free and compacted composition of all.” Just how did English grow from its humble origins on a small island in the North Atlantic to become a global lingua franca? What does this growth and development reveal about the cultural and social histories of English-speaking peoples? Could the continued expansion of English spell disaster for smaller languages around the world?In this program, we’ll examine the history of English vocabulary and the structure of English grammar from its distant prehistoric roots to the very latest slang and technospeak. We’ll look at syntactic and semantic change, borrowings from foreign languages, “standard language” and “dialects,” taboo and euphemism, pidgins and creoles, and much more.We’ll also consider how English has been regarded through the ages, both by its own speakers and by others. We’ll study the earliest written English of the Anglo-Saxon period, the effects of the Norman Conquest on English society and literature, the rise of a written standard between the lifetimes of Chaucer and Shakespeare, the development of American English, and the relationship between the spread of English and the increased number of dying languages all over the globe.This program will be an intensive examination of topics requiring a significant amount of reading. There will be regular problem sets in linguistic analysis and essays on various sociolinguistic topics.	communications, language studies, and linguistics.	Diego de Acosta		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
How Language Works Rachel Hastings and Diego de Acosta communication language studies linguistics	Program	FR–SRFreshmen–Senior	16	16	Day			S 15Spring	What do you know when you know a language? How do you get that knowledge? Are there properties that all languages share? How do languages change over time? Why are half of the world's languages now under threat of extinction?We will consider these questions and others through the lens of linguistics. We will study the sound systems of languages (phonetics and phonology), the structure and meaning of sentences (semantics and syntax) and the mysteries of word formation (morphology). We will discuss ways in which languages change and interact with societal structures (sociolinguistics), the nature of language life cycles and the process of language acquisition. We will look at the grammar of English as well as less-known languages from different parts of the world. Through the course of the program students will learn a variety of conceptual and empirical techniques, from analyzing speech sounds to calculating aspects of linguistic meaning to identifying conditions associated with language change and loss in human societies.This program will be an intensive examination of topics requiring a significant amount of reading as well as regular problem sets and essays.		Rachel Hastings Diego de Acosta		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Japanese - First Year I, II, III Tomoko Hirai Ulmer language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall	W 15Winter	S 15Spring			Tomoko Hirai Ulmer	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Japanese - Second Year I, II, III Tomoko Hirai Ulmer language studies	Course	FR–SRFreshmen–Senior	4	04	Day	F 14 Fall	W 15Winter	S 15Spring			Tomoko Hirai Ulmer	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Russia and the Forging of Empires: Vikings, Mongols and Slavs Patricia Krafcik and Robert Smurr cultural studies geography history language studies literature writing	Program	SO–SRSophomore–Senior	12, 16	12 16	Day	F 14 Fall			This program offers an interdisciplinary approach to Russian and Eurasian history, literature, culture, geography and film. Our journey will take us across all of the vast territories that once comprised the Russian and Soviet empires—territories that today make up more than 15 independent states. In lectures, seminars and film analyses and discussions, we will travel from the fjords of Norway to the thriving cities of Constantinople and Baghdad; from the windswept grasslands of Mongolia to the Moscow cathedrals built by Ivan the Terrible; from the Artic Ocean to the marketplaces of Central Asia; from the peaks of the Caucasus Mountains to the deserts of Uzbekistan.Our focus is the rise and fall of empires in this region, beginning with one that no longer exists—the Mongol empire—and one that in many senses still does—the Russian empire. We will investigate the development of the Russians and their nation through history, starting with Viking invasions of Slavic territories in the 800s and progressing to Russia's thriving imperial era in the 1800s. This latter period witnessed not only Napoleon's massive invasion of Russia, but also the emergence of some of the world's greatest literature (including Pushkin, Lermontov, Gogol and Turgenev). The diverse ethnicities that had cultural, political, social, economic and religious contact with the Russians—the Vikings, Mongols, Greeks, Tatars and Turkic peoples, among others—will all play key roles in our examinations. Faculty will provide lectures to guide our study and students will read and discuss a diverse selection of historical and literary texts in seminars, view and discuss relevant documentaries and films, and write three major essays based on seminar readings. One field trip will be to the Maryhill Museum to view its collection of icons and other Russian-related items along with a visit to a Greek Orthodox women's monastery for a tour of the grounds and the icon studio. Another field trip will take us to the Pacific Coast village of La Push, Washington, and the Quileute Reservation, where in the early 19th century a Russian ship was grounded—an event which was preserved in Quileute oral tradition and is significant in our study of the Russian historical presence in Alaska and the Pacific Northwest. Students are strongly urged to take the Beginning Russian Language segment within the full-time program. Studying Russian will enhance their learning experience. Those who opt out of language should register for only 12 credits.		Patricia Krafcik Robert Smurr		Sophomore SO Junior JR Senior SR	Fall	Fall
Russia Falls, the Soviet Union Rises: Imperial Beauty, Turmoil and Tragedy Robert Smurr and Patricia Krafcik cultural studies geography history language studies literature writing	Program	SO–SRSophomore–Senior	16	16	Day		W 15Winter		This program emphasizes the Russian Empire’s extraordinary political, historical, literary, artistic and musical developments of the 19th and early 20th centuries. We will explore literary masterpieces by Dostoevsky, Tolstoy and Chekhov; examine paintings by Repin, Nesterov and Vereshchagin; and listen to the compositions of Musorgsky, Rimsky-Korsakov and Tchaikovsky. We will also examine the rise of the Russian Empire’s radical intelligentsia, thinkers who rebelled against autocratic tsarist policies and the institution of serfdom and whose activities led to the world-changing revolutions of the early 20th century.Readings from social and revolutionary activists, such as Marx, Lenin and Trotsky, will allow us to better understand how these thinkers managed to transform the economically and socially “backward” Russian Empire into the planet’s most experimental and, at times, most feared political power. Our diverse readings from Russian and Soviet imperial literature and history will help us gain an appreciation for the cultural, social and political nuances of these expansive, beguiling and enigmatic lands. Faculty will provide lectures to guide our study. Students will read and discuss in seminar a diverse selection of historical and literary texts; view and discuss relevant documentaries and films; and write three major essays based on seminar readings. A special all-program workshop in (wax-resist egg decorating) will offer a hands-on Slavic folk art experience. New language students will be accepted in the Beginning Russian Language segment within the program if they have one college quarter of Russian or the equivalent.A special history workshop segment is available to students within or from outside the program for 4 credits. It will investigate the origins, development and dissolution of nine separate wars in which the former Russian Empire, the former Soviet Union and contemporary Russia have been involved. The workshop, entitled "Russian, Soviet, and Post-Soviet Wars," will start with the Napoleonic invasion of the Russian Empire and progress chronologically to a new war each week.		Robert Smurr Patricia Krafcik		Sophomore SO Junior JR Senior SR	Winter	Winter
Russian, Beginning I, II, III Elena Smith cultural studies language studies literature visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall	W 15Winter	S 15Spring	This year-long course is designed to teach students to read the mysterious looking Cyrillic script, write the unique Russian cursive, construct sentences and express themselves in Russian. Students will immerse themselves in the colorful cultural and historical context provided by authentic text, film, music, and visual arts. Exploring selected works by such literary masters as A. Pushkin, L. Tolstoy, and A. Chekhov, to name a few, students will be able to understand not only the specifics of Russian grammar and vocabulary but also the complexities of Russian character and the Russian way of thinking as documented and preserved by outstanding Russian authors.		Elena Smith	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
The Soviet Union and the Rebirth of Russia: Stalin, Gorbachev and Putin Robert Smurr and Patricia Krafcik cultural studies geography history language studies literature writing	Program	SO–SRSophomore–Senior	16	16	Day			S 15Spring	This program will investigate the 74-year lifespan of the Union of Soviet Socialist Republics (USSR), as well as the two decades that have passed since its collapse in 1991. We will explore Russian and Eurasian poetry and prose from this period and analyze the reasons why the USSR produced such remarkable and world-renowned talents as the writers Bulgakov and Solzhenitsyn and such composers as Prokofiev and Shostakovich. We shall also investigate how this society included inhuman prison camps, governmental rule by terror and totalitarian rule. Indeed, we shall attempt to determine how Josef Stalin became responsible for the murder of at least 20 million of his fellow citizens while at the same time transforming a relatively backward empire into an undisputed world power.Economic difficulties and shortages of consumer goods continued to plague citizens of the USSR until its collapse, but the empire’s last leader, Mikhail Gorbachev, did his best to revitalize the Soviet socialist experiment via peaceful and more open means. Gorbachev’s campaigns to “restructure” the empire’s economy and become more “open” towards a free press simply hastened the collapse of the empire. We will examine these policies, but equally as important, we will also investigate the rise of 15 independent states that emerged from the ashes of the former Soviet Empire and trace their paths since they gained independence in 1991. Vladimir Putin has led Russia since 2000 and his authoritarian policies suggest that he will remain in power until 2024. Faculty will provide lectures to guide our study and students will read and discuss a diverse selection of historical and literary texts in seminars and will view and discuss relevant documentaries and films. The centerpiece of student work will be a major research paper on any topic connected with the Soviet Union and Russia, along with the production of a professional-quality poster for the students' final presentation of their research this term. Students are strongly urged, but not required, to take the Beginning Russian Language segment within the full-time program. To enter language study at this point, students should have the equivalent of two quarters of college Russian. A special history workshop segment is available to students within or from outside the program for four credits. It will investigate aspects of the "Cold War" from U.S. and Soviet perspectives, as well as lend a greater understanding of the worldwide struggle for political, economic, military and ideological supremacy.		Robert Smurr Patricia Krafcik		Sophomore SO Junior JR Senior SR	Spring	Spring
Spanish, Beginning I, II, III (A) Arleen Sandifer language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall	W 15Winter	S 15Spring	This year-long sequence of courses covers the first year of Spanish. Have you wanted to learn Spanish so you can communicate face-to-face when you take that long-dreamed of trip to the sunny beaches of Mexico, Central or South America? Have you noticed that you hear more Spanish being spoken in the various community locations you frequent such as grocery, hardware and department stores? Are you curious about the culture of the people that now constitute the largest ethnic minority in the United States? Have you come to the conclusion that being able to communicate in Spanish would greatly increase your professional or academic flexibility and value? Did you study Spanish previously and want to “brush up” on your skills? Any and all of these are excellent reasons to study Spanish, and one of the Spanish classes offered at Evergreen will meet your needs.You may need to start with Beginning Spanish I if you have little or no experience with learning the language or if your previous experience with studying the language was some years ago. Beginning Spanish II may be the best class for you if you have fairly recent or familial experience with the language and a good grasp of the fundamentals of grammar such as conjugation of verbs and the appropriate use of . Sometimes, students with recent, more advanced study, whether through real world or academic experience, are ready for Beginning Spanish III. One of the Spanish language faculty can assist you in finding the right class for your needs. Classes are highly interactive, safe environments to practice your new skills. A wide range of learning activities is provided so that students learn to read, write, speak and understand the language. Students use a written text and workbook for self-study. An online learning vehicle is also used so that students are immersed in the various components of the language. Students have access to a language lab that incorporates Rosetta Stone for additional practice. Cultural activities are integrated into the classes so that students learn not only the language but also the major cultural values and traditions of countries where Spanish is spoken. A culminating language fair is held during spring quarter in conjunction with other language classes and provides language students with opportunities to display their own learning as well as learn about the other cultures represented by those languages. Come join us and begin expanding your world – present and future!The following is a short description of the material covered in each of the Beginning Spanish classes:Beginning Spanish I: Beginning Spanish I students acquire the skills to understand written and oral language and to express themselves in written and oral language about the following: greetings, introductions, expressions of courtesy, academic life, days of the week, schedules, family, identifying and describing people, professions and occupations, leisure activities, sports, asking for and giving directions within a city or campus, travel and vacation arrangements and activities, months and seasons of the year and weather. Students acquire the following grammatical structures: use of the verbs and , conjugation of verbs in the present tense including stem-changing verbs, and , noun/adjective agreement, subject/verb agreement, and various idiomatic expressions related to the topics studied.Beginning Spanish II: Beginning Spanish II students acquire the skills to understand written and oral language and to express themselves in written and oral language about the following: vacations and other free time activities, months of the year, seasons and weather, clothing and shopping, negotiating a price and buying, colors, daily routines and time expressions, food and meals. Students acquire the following grammatical structures: use of the reflexive mood and preterit tense, including verbs and in the preterit, demonstrative pronouns, direct and indirect object pronouns, and various idiomatic expressions related to the topics studied.Beginning Spanish III: Beginning Spanish III students continue to build their knowledge base of the foundational communicative structures, including: use of reflexive verbs, indefinite and negative words, preterite of irregular and stem-changing verbs, double object pronouns, the imperfect tense, contrasting uses and meanings of preterite and imperfect tenses, familiar and formal commands, and the present subjunctive. These structures are acquired while communicating about the following: describing one’s daily personal hygiene and life routines, shopping for and describing food and preparing meals, parties and celebrations, family relationships and stages of life, identifying parts of the body and symptoms and medical conditions to obtain medical assistance and daily domestic chores and routines.		Arleen Sandifer	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Spanish, Beginning I, II, III (B) David Phillips language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall	W 15Winter	S 15Spring	Students in Beginning Spanish I gain foundational skills and begin efforts to communicate in the language. This immersion-mode Spanish course is designed for students with little or no experience in the language. Initially, students listen closely, acquire useful vocabulary and learn basics of pronunciation. Students practice speaking and share readings in small collaborative groups. All along we strive to create an active, stress-free learning environment. In-context topics include people, school, pastimes, time, home, food, and travel. Elements of grammar are integrated into written practice exercises. The textbook, audiovisuals, music and games complement the learning. This Beginning Spanish sequence continues on with courses in winter and spring quarters.In Beginning Spanish II, students build upon what they learned previously to develop Spanish language skills in listening comprehension, conversation, reading and writing. One prior quarter of college-level Spanish or one year of high school Spanish is required. The course takes place entirely in Spanish in an interactive learning environment. Conversation sessions in small groups involve practical topics. Class discussions and audiovisual presentations cover diverse issues related to Latin American societies and Hispanic cultures. Students expand their range of vocabulary, with emphasis on verbs in past tenses, pronouns and other key elements of grammar. Written assignments are extensive, with opportunities for self-directed creative writing and reading. This course sequence continues into spring quarter. Beginning Spanish III prepares students for future language studies at intermediate level, as well to communicate in Spanish during travel and studies abroad, and in the workplace. Two prior quarters of college-level Spanish or two years of high school Spanish are required. Emphasis is placed on reinforcing writing and grammar skills, and on developing conversational fluency. In-depth readings and basic level research help to expand knowledge of vocabulary and syntax. The course involves readings and interactive discussions of Latin American and Hispanic cultures, societies and environment. Students will have opportunities to carry out individual research and writing projects on topics of their choice.		David Phillips	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Spanish, Beginning II new David Phillips language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall			Beginning Spanish II is designed for students with some prior Spanish studies; for example, one quarter at college-level or a year in high school. The course takes place entirely in Spanish in an interactive learning environment. Students review and build upon their language skills through listening, conversation, reading and writing. Conversation takes place mainly in small groups. Class discussions and audiovisual presentations will cover a wide range of practical and cultural topics. Students acquire and expand their working vocabulary, with emphasis on applying verbs, pronouns and key elements of grammar. Writing and reading assignments reinforce their communication skills. Level testing and placement advising will be available during the first week to help students who need to determine their skill level.		David Phillips	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Spanish, Intermediate I, II, III Hugo Flores language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall	W 15Winter	S 15Spring	This year-long sequence of courses is designed for students who have developed conversational Spanish language skills. Communication in class takes place entirely in Spanish. These courses build upon previous work to strengthen communication skills and fluency in Spanish. Coursework focuses on intensive conversation, reading, and writing, as well as practice of selected grammatical structures. Group conversations and written work will focus on practical themes as well as on many topics related to Latin American societies and Hispanic cultures. By spring, students will be working with complex and abstract ideas in their reading of selected short stories and current news from different sources and in their writing of papers based on specific questions.		Hugo Flores	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
The Spanish-Speaking World: Cultural Crossings Alice Nelson, David Phillips and Catalina Ocampo cultural studies history language studies literature study abroad writing Signature Required: Winter Spring	Program	SO–SRSophomore–Senior	16	16	Day	F 14 Fall	W 15Winter	S 15Spring	Spain and Latin America share not only the Spanish language but also an intertwined history of complex cultural crossings. The cultures of both arose from dynamic and sometimes violent encounters and continue to be shaped by uneven power relationships as well as vibrant forms of resistance. In this program, students will engage in an intensive study of the Spanish language and explore cultural production by Spaniards and Latin Americans in historical context. Every week will include seminars on readings in English, Spanish language classes, a lecture or workshop conducted in Spanish and a Spanish-language film. There will be regular written seminar responses, synthesis essays and a winter-quarter research project. Please note that Spanish language classes are integrated into the program, so students do not have to register for them separately. We welcome students with any level of Spanish, from true beginner to advanced. No previous study of Spanish is required to enter in the fall.Fall quarter, we will explore cultural crossings in Spain and Latin America prior to the 20th century. We will study the coexistence of Jews, Christians and Muslims in medieval Spain and the suppression of Jewish and Muslim communities during the Spanish Inquisition. We will also examine violence against indigenous peoples and Africans during Spain's process of imperial expansion and how subsequent colonial institutions were contested by diverse resistance movements, including Latin America's struggles for independence in the 19th century. Our readings will include historical accounts as well as contemporary cultural products that reexamine and reimagine these encounters.Winter quarter, we will turn to the 20th and 21st centuries in Latin America, with emphasis on the roles of class, gender and ethnicity in various groups' struggles to contest unequal power relations and determine their own futures. Possible cases include: ethnic and national movements in the Caribbean; ongoing issues of land, violence and sovereignty in Mexico; indigenism and indigeneity in Mexico, Guatemala and Peru; legacies of the Nicaraguan revolution; roles of new social movements in transitions to democracy in the Southern Cone; and the impact of unprecedented migration in the Americas. In each of these contexts, we will explore the interrelationships between politics and cultural production and how literature and film can impact processes of social change.Spring quarter offers two options for study abroad and an internship option with local Latino organizations for those who stay on campus. The Santo Tomás, Nicaragua, program is coordinated with the Thurston-Santo Tomás Sister County Association and its counterpart in Nicaragua and is open to 4-8 intermediate/advanced language students. The Mérida, Mexico option is co-coordinated with HABLA Language and Culture Center, and is open to 15 or more students of all language levels. For students staying in Olympia, the program will have an on-campus core of Spanish classes and seminars focused on Latino/a communities in the U.S. and the opportunity for student-originated projects and/or internships. All classes during spring quarter, in Olympia and abroad, will be conducted entirely in Spanish.		Alice Nelson David Phillips Catalina Ocampo		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Understanding Language revised Diego de Acosta communication language studies linguistics	Program	JR–SRJunior–Senior	16	16	Day	F 14 Fall			This one-quarter program is designed to allow advanced students to develop their understanding of how languages are structured and how they change over time. We will consider linguistic structure at various levels, from the sounds and gestures of speech to the structure and meaning of words and sentences. We will also work to understand the complex relationship between an individual's knowledge of language and the broader function of language in human society and history. Throughout the quarter, we will look at a variety of languages from around the world and learn to analyze, describe and compare them. Topics for the quarter will include phonetics and phonology, historical linguistics, comparative linguistics and dialectology, language and gender, and field methods. Our work for the quarter will include discussions of linguistic theory, extensive reading of primary and secondary scientific literature, regular problem sets and an independent research project.		Diego de Acosta		Junior JR Senior SR	Fall	Fall