Introduction to Advanced Spanish Grammar and Hispanic Linguistics

This course is a two-hour class. One hour is an integrated approach to bridging the gap between intermediate and advanced levels of language, putting particular emphasis on some of the most essential topics of Spanish grammar such as: 1) Rules of orthographical accents; 2) Se/r vs. /estar; 3) Uses of past tenses, indicative mood; 3) Prepositions (a, por, para); 4) Basic uses of the subjunctive/subordinate clauses. The approach to these grammar topics will take into consideration the theoretical aspects as well as the practical use in speech and writing. Authentic cultural readings of diverse types and sources will serve as a context for linguistic practice and written exercises in the classroom. In the other hour, the course will serve as an introduction to basic concepts of Hispanic linguistics in order to provide a better understanding of the linguistic courses throughout the MA program. (1 unit)

Required text: a) Grammar: Electronic material provided at Middlebury; b) Hispanic Linguistics: José Ignacio Hualde, Introducción a la Lingüística Hispánica (New York: Cambridge University Press, 2ª ed. 2010) (ISBN: 978-0521513982).

Summer 2009, Summer 2010, Summer 2011, Summer 2012, Summer 2013

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Advanced Spanish Grammar and Introduction to Hispanic Linguistics

This mandatory course for first summer graduate students is a two-hour class. One hour is focused in some of more relevant topics on Spanish grammar such as: a) uses of ser and estar; b) uses of indicative tenses, paying special attention to past forms; c) the subjunctive; d) study of subordinate clauses, focusing on the uses of subordinate conjunctions and values of indicative and subjunctive in these sentences. This part has a theoretical and a practical approach in order to improve the comprehension of Spanish grammar issues and how they can be explained. In the other hour, the course will serve as an introduction to the basic concepts of Hispanic linguistics in order to provide a better understanding of the linguistic courses throughout the MA program. (1 unit)

Required text: a) Grammar: Electronic material provided at Middlebury; b) Hispanic Linguistics: José Ignacio Hualde, Introducción a la Lingüística Hispánica (New York: Cambridge University Press, 2ª ed. 2010) (ISBN: 978-0521513982).

Summer 2009, Summer 2010, Summer 2011, Summer 2012, Summer 2013

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Introduction to Hispanic Linguistics

This course is offered as a regular class instead of 6502 for students with high level in the placement exam. It will serve as an introduction to the basic concepts of Hispanic linguistics in order to provide a better understanding of the linguistic courses along the mastery. This class covers several topics relative to different areas of the discipline: phonetics and phonology, morphology, syntax, semantics and pragmatics, historical linguistics (Spanish language changes), the Spanish linguistic variation, and sociolinguistic issues. The course will have not only a theoretical dimension but also a practical orientation with exercises designed to improve the comprehension of all these subjects (1 unit)

Required text: José Ignacio Hualde, Introducción a la Lingüística Hispánica (New York: Cambridge University Press, 2ª ed. 2010) (ISBN: 978-0521513982).

Summer 2013

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Advanced Academic Writing

The course aims at developing students academic writing skills through the understanding of key concepts of discourse analysis such as reference, cohesion, and coherence. A variety of text types will be analyzed in class. Rhetoric devices such as argumentation, hypothesis, and exposition will be presented and practiced through writing tasks, with group work integrated into the course. Special attention will be given to the articulation of class activities with the requirements of other courses at the same level. (1 unit).

Required text: Electronic material provided at Middlebury.

Summer 2009, Summer 2010, Summer 2011, Summer 2012, Summer 2013

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Historical Memory: Dictatorship & Democracy in Spain

The topic of Historical Memory has become a central matter for the current society in Spain, from the moment the Spanish Congress approved, in October, 2007, the law commonly known as “Law for Historical Memory”, by which there are a series of dispositions for a critical review of the Franco period and the transition to the democracy. In this course we will analyze the nature of the dictatorship and the democratic transition from plural perspectives, supported by abundant documentation. (1 unit)

Required text: Borja de Riquer Permanyer, La Dictadura de Franco (Barcelona: Editorial Crítica/Marcial Pons, 2010).

Summer 2010, Summer 2011

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This course will introduce the graduate student to the techniques of literary analysis, critical thinking, reading, and interpreting Hispanic literary texts. It is divided into three segments, each of which is devoted to the analytic strategies pertinent to one major genre: narrative, poetry, and drama. Each student will write several papers and actively participate in class discussions. (1 unit)

Required texts: Calderón de la Barca, La vida es sueño (Cátedra, 1989) (ISBN 9788437600925); Antonio Sobejano-Morán & Paola Bianco, Prisma: Análisis crítico de textos en español (Panda Publications, 2008) (ISBN: 978-0-9818392-0-2); Juan Carlos Onetti, Los adioses (any edition) (available on Amazon ISBN 978-663-2011-5).

Summer 2009, Summer 2010, Summer 2011, Summer 2012, Summer 2013

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Spanish American Film of the New Millennium

Three-week course, second session

Between 2000 and 2011, a young Spanish American film emerges, taking at times a minimalist point of view to narrate individual stories with a subjective tone, or continuing a tradition of the historical panorama to present national tragedies that occurred in the last two or three decades. This course will focus on this new type of film from different countries, with such titles as Historias mínimas, Los colores de la montaña, El casamiento, La mirada invisible, Cosas insignificantes, Cinco días sin Nora, Mal día para pescar, La vida útil, A un metro de ti, Contracorriente, among others. (.5 unit)

Required text: Films to be seen at lab and additional bibliography to be included in the course website at Middlebury.

Summer 2009, Summer 2010, Summer 2011, Summer 2012

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Theatre: Theory and Practicum

This course is conceived as a linguistic and cultural experience, to expose students to the nature of drama, and to acquaint them with selections from Hispanic dramatic literature. After a preliminary consideration of the theoretical and historical underpinnings of Hispanic theater, two practical stages will be followed. The first stage introduces the students to the basis of acting through dramatic readings, exercises in speech, and corporal expression. In the second stage, a play will be prepared and performed as a means of bringing together, in one project, all the work of the course. (1 unit)

This course is cross-listed: Culture & Civilization and Literature.

Summer 2009, Summer 2010

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The aim of this course is to introduce students to the various schools that set the grounds for modern literary and cultural criticism. Class discussions will concentrate on the understanding of theoretical texts, as well as, on the reading and analysis of literature and cultural products. We will engage with the main theoretical currents of our time such as structuralism, postructuralism, feminism, and cultural studies. (1 unit)

Required text: Sardar, Ziauddin, Boris Van Loon, Estudios culturales para todos (Barcelona: Paidos, 2005) (ISBN: 84-493-1748-7) (available on Amazon); also electronic material provided at Middlebury.

Summer 2009, Summer 2010, Summer 2011, Summer 2012, Summer 2013

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Spanish Peninsular Literary Works: from Literature to Social Context

This course will examine the different works of those authors who are most representative of 19th- and 20th-century Spanish literature in the different literary movements comprised within this period: Realism, Fin del Siglo (Modernism and '98), Group of '27, and Post War. Each of the texts will be analyzed according to its movement, context, and author. In addition, the course will also focus on the following: to understand the connections between the literature and its social, cultural, and artistic context; to distinguish the individual characteristics of each author; to develop a capacity for literary analysis and commentary of both fragmented and complete texts. (1 unit)

Required texts: Leopoldo Alas (‘Clarín’), Relatos breves. ed. de R. Rodríguez Marín (Madrid: Castalia Didáctica); Antonio Machado, Poesías completas. ed. de Manuel Alvar (Madrid: Espasa); Pío Baroja. El árbol de la ciencia (Madrid: Alianza Editorial); VVAA, Antología poética de la Generación del 27. ed. de Arturo Ramoneda (Madrid: Castalia Didáctica); Antonio Buero Vallejo, El tragaluz. ed. de Luis Iglesias Feijoo & A. Mª Platas (Madrid, Espasa Austral); Carmen Martín Gaite, Las ataduras (Barcelona: Destino); material in course pack form to be purchased at Middlebury upon arrival.

Summer 2009

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Jews, Christians, and Muslims in Medieval Spain

This course is designed to study the different aspects of Jewish, Christian, and Muslim Cultural Heritage in medieval Spain. Special emphasis is placed on the contribution of Muslims, Christians, and Jews to Spanish literature, history, religion, philosophy, arts, and sciences. A comparative study of these contributions is an important part of the course. The sociological situation of Christian, Islamic, and Jewish communities in either a Christian or a Muslim context, and the role of women in these societies will be analyzed. Special relevance is given to the question of the identity of the minority groups in the multicultural environment of medieval Spain. In class, we will analyze, comment, and discuss primary sources—translated into Spanish—from the period, especially literary documents and historical sources. (1 unit)

Required text: Electronic material provided at Middlebury.

Summer 2009, Summer 2011, Summer 2012, Summer 2013

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The course introduces a modern and historical panorama of Spanish language dictionaries. The course will include a theoretical introduction to lexicography and the production of dictionaries; in this way it will establish a foundation for lexical commentary. We will analyze the most important Spanish language dictionaries, starting with the bilingual Nebrija dictionaries to the Pan-Hispanic dictionary of the RAE (Real Academia Española -Spanish Real Academia-), which will be used as the reference text. Lastly, the course will finish the study of theory by using databases that facilitate the production of dictionaries. (1 unit)

Required text: A. M. Medina (coord.), Lexicografía española, (Barcelona: Ariel Lingüística, 2003).

Summer 2013

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Spanish in Context

THIS COURSE IS TAUGHT IN GUADALAJARA

This class consists in the analysis of important aspects of the contextual uses of Spanish. It focuses on conditions that regulate the use of the language in specific contexts of communication. In specific situations, language becomes a mechanism of various values. This course will evaluate the use of interrogative sentences, negative structures, and metaphorical use of Spanish in different registers such as in a formal context or in verbal disagreement situations. Language is analyzed in this course as a second reading of its intentional use, with its metaphorical values, connotations, second meanings, exaggerations, analogies, etc. Some of the concepts studied here will be “verbal context”, “speech”, “communicative meaning”, etc. (1 unit)

Required text: Course pack for purchase in Mexico.

Summer 2011

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Verb Tenses within the Indicative Mood: Evolution and Nuances of Meaning

In this course we will explore the values and meanings (temporal, aspect, and modal) of the verb forms or tenses of the indicative mood. We will discuss the general rules governing tense use, studying the oppositions that are set up at the level of paradigm or general system, within the Spanish language (habitual present, historical present, “future” present, for example, or the distinctions between various past tenses). In addition, wherever possible we will ascertain the particular systematic values that some verb forms acquire, in particular dialects or varieties of Spanish—for example, in American Spanish versus European Spanish. (1 unit)

Required texts: José G. Moreno de Alba, Estudios sobre los tiempos verbales (Mexico: Instituto de Investigaciones Filológicas, Universidad Autónoma de México, 2003); José G. Moreno de Alba, Valores de las formas verbales en el español de México, 2nd. ed. (Mexico: Instituto de Investigaciones Filológicas, Universidad Autónoma de México, 1986).

Summer 2009

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Values and Uses of the Subjunctive in Spanish

Subjunctive constitutes one of the basic topics of Spanish grammar and is one of the most important problems in the acquisition of Spanish as a second language. This course focuses on the study of how, when, and why the subjunctive is used in Spanish. In addition, it will also pay attention to other issues such as the values and uses of subjunctive in independent and subordinated sentences, and how these values and uses can be explained by teachers of Spanish in their classes. The course will have not only a theoretical dimension but also a practical orientation, with exercises designed to improve the comprehension of subjunctive in Spanish. (1 unit)

Required text: Electronic material provided at Middlebury

Summer 2010, Summer 2011, Summer 2012, Summer 2013

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THIS COURSE IS TAUGHT IN GUADALAJARA

The Subjunctive

You will learn to identify the different types of clauses in which the subjunctive can appear and the rules that govern its use in each type, noting contrasts in meaning with the indicative when these occur. You will be encouraged to prepare your own materials for teaching this grammatical point, whether you are a present teacher or are planning to be one. (1 unit)

Required text: None. Students will be provided with free materials written by the instructor.

Texts available in Mexico

Summer 2011

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Introduction to Spanish Linguistics

The purpose of this course is to provide an introduction to the scientific study of language by presenting some of its fundamental characteristics, in particular phonetics, phonology, morphology, syntax, and semantics. Additionally, students will discuss the interaction between these levels and other disciplines (developmental, psycho-, neuro-, socio-linguistics). The use of exercises will help the students to understand theoretical concepts and learn how to approach language in a scientific way. (1 unit)

Required text: Andrew Radford, Martin Atkinson, David Britain, Harald Clahsen, and Andrew Spencer, Introducción a la linguistic (Sevilla: Akal, 2000). Further references will be given in class. Selected readings will be distributed in class. Other materials will be provided in electronic format on Segue.

Summer 2011

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Spanish (worldwide) in Contact with Other Languages

This course offers a comprehensive historical, social, and linguistic overview of Spanish in contact with other languages in all of its major contexts---in Spain, the United States, and Latin America. In so doing it explores the historical and social factors that have shaped contact varieties of the Spanish language, synthesizing the principle arguments and theories about language contact, and examining linguistic changes in Spanish phonology, morphology and syntax, and pragmatics. The course first explores the importance of language contact to the evolution of languages. Individual lessons analyze particular contact situations: in Spain, contact with Basque, Catalan, and Galician; in Mexico, Central, and South America, contact with Nahuatl, Maya, Quechua, Aimara, and Guarani; in the Southern Cone, contact with other principle European languages such as Portuguese, Italian, English, German, and Danish; in the United States, contact with English. The course also explores the historical influence of African languages*on Latin American Spanish. An important aspect of this class will be to provide students with the opportunity to /teach/part of the course. The course is thus meant to provide a /practicum/that can serve as stepping stone for students' future career as college or university faculty. Two exams, no written paper. (1 unit)

Summer 2013

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THIS COURSE IS TAUGHT IN BUENOS AIRES

When tango was born in Buenos Aires, in the second half of the 19th-century, Argentina was undergoing profound changes. With the arrival of millions of immigrants, the shape of the city and its society began an intense process of modernization. A product from the bordello and a “threat” to national identity, tango came to be a global success in only twenty years. Acclaimed in Paris and New York, tango became a symbol for Argentina and its new ways of thinking about sexuality, gender, and class relations. This course treats tango as a cultural artifact that condenses many of the key debates about the relationships between popular culture and society. Through the study of tango lyrics, plays, films, novels, and other cultural productions, this course proposes a critical analysis of theoretical problems such as national identity, gender studies, and the consumption of culture in a global era. The course combines lectures with seminar-style classes encouraging discussion and participation. Students will also have to visit different places in the city of Buenos Aires that are clearly linked to the history of tango. (1 unit)

Summer 2013

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The Spanish Language in America

This course will study the most important aspects of the Spanish language as it is spoken on the American continent, with the aid of literature, history and, above all, linguistics. Departing from some reflections on the influence of the Andaluz and the Amerindian languages on the development of the Spanish language in the Americas, the course will address the main phonetic, grammatical, and lexical features of the Spanish language as employed on this continent. Current trends will be studied to investigate both the unity and the variety displayed in the Spanish used on this side of the Atlantic. (1 unit).

Required texts: Introducción al español en América (Madrid: Arco / Libros, 2007); other materials will be available upon arrival at Middlebury.

Summer 2009

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This course will study the history of Spanish language through texts, from Medieval Ages through the present. By the end of the summer, students will be able to read texts of any period, understanding their linguistic differences in order to identify in which historic moment each was written. The objectives of this course are: a) to improve students’ capacity for reading literary texts of any period based on the knowledge of their linguistic features; and b) to study from a historic perspective many aspects of the modern Spanish language (orthography, grammar, varieties of Spanish, etc). All these topics can be most useful to understand linguistics problems that are generally taught in classes of Spanish as a second language (1 unit)

Required text: Material in course pack form to be purchased at Middlebury; additional material in electronic form on Segue.

Summer 2011

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Contemporary Art, Technology, and New Media
*Three-week course, first session*

This course is conceived like a trip around the interesting and problematic relationship between Art and Technology. Since the beginning, Art and technè have been inseparable concepts. The historical Avant- gardes of the beginning of the 20th-century modified this view and deeply examined this relationship. The new technological discovers and the media that appeared during this century changed completely the Art landscape. Our course purposes an overview of the different art manifestations focusing in Latin-American productions such as video art, net art, interactive art, installations, urban interventions, performance art, blog art; and also will analyze the changes in the new spectators, as users or operators and the social consequences that this situation involves. (.5 unit)

Summer 2013

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THIS COURSE IS TAUGHT IN GUADALAJARA

Culture of Mexico

This course examines the rich territory of contemporary Mexican culture. We will study the main cultural movements and tendencies of the plastic and visual arts (painting, photography) of the 20th-century, including the Mexican Muralists. Students will have the opportunity to analyze the musical and artistic expressions that define “Mexican-ness” (popular songs, dance, and “corridos”). Other forms of popular culture will be also studied for their social and aesthetic relevance (crafts, “charreria”, movies, among others). (1 Unit)

Required text: Course pack for purchase in Mexico.

Summer 2011

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We will study a broad introduction to the history of the Spanish language. From it's distant origins in Latin learned by the early inhabitants of the Iberian Peninsula, to it's privileged position of language in today's world, and in its Peninsular and Atlantic variants. We will study the evolution (phonetic, morphological, syntactic, and lexical) of Spanish at successive stages (origins, medieval, modern, classic, current). We will reflect on it's relationship to historical events that have shaped the Hispanic civilization and the development of the Spanish language. Finally, we will analyze significant texts of each historical moment and discuss their most relevant linguistic and stylistic characteristics. (1 unit)

Required text: Mª Jesús Torrens Álvarez, Evolución e historia de la lengua española (Arco / Libros, 2007).

Summer 2009, Summer 2012, Summer 2013

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THIS COURSE IS TAUGHT IN BUENOS AIRES

This course offers a historical-linguistic vision of the Spanish language evolution from its Latin roots to its modern form. It proposes theoretical and practical fundaments in the field to understand phonetic, morphological, and lexical changes, which have being developed from the 11th-century until our modern days. The class presents the most important aspects of the evolution of the Spanish language: the linguistic situation of the Peninsula before the Romans arrived, the relevance of the spoken Latin (Latín vulgar), the Arab linguistic influence, the origins of the primitive peninsular romance languages, and the particular transformation of one of them: Castilian, the relevant linguistic changes, the political and geographical expansion of Castilian, and its latest flourishing as a national and transatlantic language. (1 unit)

Required text: Núñez-Méndez, E.: Fundamentos teóricos y prácticos de historia de la lengua (New Haven: Yale University Press. xiii + 315 pp. 2011 ISBN : 978-0-300-17098-6 (available at the Middlebury College Bookstore in Vermont).

Summer 2012

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History of the Spanish Language

THIS COURSE IS TAUGHT IN GUADALAJARA

This course offers a historical-linguistic vision of the Spanish language evolution from its Latin roots to its modern form. It proposes theoretical and practical fundaments in the field to understand phonetic, morphological, and lexical changes, which have being developed from the 11th-century until our modern days. The class presents the most important aspects of the evolution of the Spanish language: the linguistic situation of the Peninsula before the Romans arrived, the relevance of the spoken Latin (Latín vulgar), the Arab linguistic influence, the origins of the primitive peninsular romance languages, and the particular transformation of one of them: Castilian, the relevant linguistic changes, the political and geographical expansion of Castilian, and its latest flourishing as a national and transatlantic language. (1 unit)

Required text: Torres Alvarez, Evolucion e historia de la lengua española Text available at the Middlebury, Vermont College Store.

Summer 2011

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The purpose of this course is to provide a balanced combination of theory and practice concerning the structure of a sentence in Spanish and the basic problems when teaching Spanish grammar. The course focuses in the grammatical relationships between the components of the simple and dependent sentences. Course topics include: the Spanish order of the words, the alternance between the indicative and the subjunctive in the different types of dependent sentences, the different values of SE, the use of the prepositions, etc. Students will analyze texts in order to better understand the most complex questions of Spanish grammar. (l unit)

Required text: Mariluz Gutiérrez Araus, Problemas fundamentales de la gramática del español como 2 / L (Madrid: Arco Libros, 2012, 4ª ed.).

Summer 2009, Summer 2011, Summer 2012, Summer 2013

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Lexicography and the Structure of the Dictionary

This course centers on what are the central, theoretical and practical aspects of the lexicographical work in producing a dictionary of the Spanish language. The course puts special emphasis on a contrastive dictionary of American Spanish. It also tackles theoretical-practical questions that are essential in the making of a dictionary; for example, which is the determination of the word unit, what is the relation between the grammar and the lexicon-dictionary of a language, or what is the impact of the processes of linguistic change in the structure of a dictionary, this is, the processes of lexicalization. At the end of the course the student will be able: a) to prepare a lexicographical entry, indicating the grammatical and sociolinguistic status of the term or locution in question, and to write a definition; b) to know the relation between grammar and dictionary; c) to understand the different types of lexicalization; d) to know the difference between the different types of dictionaries, especially between contrastive and non-contrastive. (1 unit)

Required texts: L.F. Lara, De la definición lexicográfica (Mexico: El Colegio de México, 2004); M.A. Medina Guerra, Lexicografía española (Barcelona: Ariel, 2003).

Summer 2009

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Migration & Exile in Contemporary Spanish American Theater

This course will examine Spanish American plays from both the 20th-and 21st-centuries that explore the topic of migration in thematic and symbolic terms. We will study the various manifestations of migration—immigration, emigration, exile, and return—as each of them are connected to social, political, economic, psychological, linguistic, and physical realities. The movement of peoples and communities from one continent, country, or region to another has become a frequent occurrence, and playwrights have seen, interpreted, and staged the drama and instability behind this uprooting. The goal is to study Spanish American plays from countries and regions that have experience significant amounts of internal and external migration, as well as countries that have experienced massive emigration. The course will be divided in both regions and topics: Argentina: Displacement and disappearance; Mexico/U.S. Borderlands; The Caribbean: “Sailing” Away; Pilgrimage and Memory: The Andean Region. Some of the playwrights to be studied include René Marqués (Puerto Rico); Roberto Cossa (Argentina); Arístides Vargas (Argentina/Ecuador), Sabina Berman (México); Grupo Yuyachkani (Perú); Hugo Salcedo (México). (1 unit)

Required text: Roberto Cossa, La nona (Corregidor, January 1, 2006) (ISBN: 10-9500515369 ISBN 13:978-9500515368).

Summer 2013

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Surviving Memories: Resisting Dictatorships

One of the most serious phenomena of the 20th-century was the rise of totalitarian regimes in different nations. In Latin America and Spain there emerged new regimes that monopolized power, dominated society through a systematic mechanism of control and propaganda and also exercised unprecedented repression. In opposition to these regimes, voices that resisted opening up new margins of freedom arose. The aim of this course is to develop insight into the American and Spanish dictatorships through the study and discussion of writings and diverse reports from witnesses who were able to keep their memories alive. (1 unit)

Required texts: A selection of excerpts from the following authors: Mariano Constante, Los años rojos (Barcelona: Círculo de Lectores, 2004), Cristina Peri Rossi, El museo de los esfuerzos inútiles, en Lo mío es escribir: Siglo XX, ed. Anna Caballé (Barcelona: Círculo de Lectores, 2003); Victoria Kent, Cuatro años de mi vida, 1940-1944 (Barcelona: Bruguera, 1978); Ernesto Sábato, La resistencia (Barcelona: Seix Barral, 2000); Jorge Semprun, La escritura o la vida (Barcelona: Tusquets, 2002). Excerpts provided in electronic form at Middlebury.

Summer 2012

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THIS COURSE IS TAUGHT IN BUENOS AIRES

Latin American Contemporary Art

The aim of this course is to introduce students to Latin American Contemporary Art and its relations with historical, political, and aesthetic contexts in our region. We will reflect upon fundamental issues of todas art: the affective , conceptual, and ironic role of artists in creation; the relationship with the market, the presence in biennials, the pursue of formal procedures, and the problematization of artistic languages. The course will provide tolos of visual and critical analysis in order to think the complex status of the image within latin american production. We will study a variety of artists: Nicola Constantino, Graciela Sacco (Argentina), Ligya Clark, Vic Muniz, Cildo Meireles and Adriana Varejao (Brazil), Alfredo Jaar (Chile), Los Carpinteros and KCHO (Cuba), Doris Salcedo and Beatriz González (Colombia), Teresa Margolles, Francis Allys and Elena Climent (Mexico), among others. (1 unit)

Summer 2013

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The Orphic Imperative: Music and Literature in Latin America *

*THIS COURSE IS TAUGHT IN GUADALAJARA

For Luis Rafael Sánchez, one of Puerto Rico's premier writers, popular music is the greatest cohesive element of Latin American culture. His assertion on the importance of music in the region is quite convincing. Since the past century, Latin America has produced a wealth of musical genres and subgenres. The influence of native rhythms, musical hybrids, and fusions has been remarkable on these societies as a whole and, in particular, on other forms of cultural production and artistic expression. This is the case of the relationship between popular music and literature, which has always originated interesting cross-fertilizations. From revolutionary chants to romantic boleros to tangos, the musical language has both channeled and nurtured literature. The course will approach the subject from a literary perspective and will discuss concepts such as: literary adaptation, intertextuality, mimesis, meaning, and representation in both literature and music. We will also discuss some socio-political and cultural issues related to this broad subject: immigration, orality, social protest, modernism/post-modernism, nationalism/transnationalism, etc.

The readings include works by Jorge Luis Borges, Nicolás Guillén, María Luisa Bombal, Isabel Allende, Vinicius da Moraes, Alejo Carpentier, Luis Rafael Sánchez, and Ana Lydia Vega. (1 unit)

Required texts: Guillermo Cabrera Infante, Delito por bailar el chachachá (México: Alfaguara, 1996); Alejo Carpentier, Concierto barroco (México: Siglo XXI, 1994); Luis Rafael Sánchez, La guaracha del Macho Camacho (Madrid: Cátedra, 2001); Juan Villoro, Tiempo transcurrido (México: FCE, 1993).

Texts available in Mexico except for La guaracha del Macho Camacho which will be available in Vermont.

Summer 2011

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Painting and Poetry in the Spanish and Spanish American Culture of the Golden Age

In this course we will explore the relationship between painting and poetry during the Spanish Renaissance and Baroque by focusing on relevant themes of the time: the revival of interests in figures from pagan mythology (e.g. Europa, Venus, Vulcan, Laocoön); the Council of Trent and its influence on Christian painting and literature from Spain and its American colonies; the representation of women according to the period’s norms of beauty; melancholy as sickness; the vanitas topus; mysticism and eroticism; and Casta Painting. Paintings of El Greco, Zurbarán, Velázquez, Villalpando, among others, will be analyzed in conjunction with their counterparts in literary texts by Teresa of Avila, Garcilaso de la Vega, Lope de Vega, Francisco de Quevedo, Sor Juana Inés de la Cruz, etc. Contemporary art will also be considered. No previous knowledge of art is required. (1 unit)

Required texts: Susan Woodford, Cómo mirar un cuadro (Barcelona: Editorial Gustavo Gili, 1983. ISBN: 9788425212420); Alfonso Pérez Sánchez, Pintura Barroca en España. 1600-1750 (Madrid: Manuales Cátedra, Cátedra, 2010, ISBN: 978-84-376-2684-0); Elias Rivers ed., Renaissance and Baroque Poetry of Spain. With English Prose Translations (Waveland Press. Any edition. ISBN 0881333638) Poesía colonial hispanoamericana. (Madrid: Cátedra, 2004 ISBN: 978-84-376-2113-5).

This course is cross-listed with Culture.

Summer 2012

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Spanish American Vanguard Literature: Between Art & Politics

An introduction to the Vanguardist period in Spanish American cultural history, exploring how political and social changes in early 20th-century Spanish America moved Vanguardist writers and artists away from experimentalist and elitist attitudes towards increased social and political commitment. This course examines how the varied manifestos, poems, theatre works, novels, and short stories of the Vanguardists reflected the tension between playfulness and engagement, cosmopolitanism and regionalism, creativity and conscience. Major authors to be read include: Vicente Huidobro, César Vallejo, Pablo Neruda, Jorge Luis Borges, Nicolás Guillén, Martín Adán, Jaime Torres Bodet, Nelly Campobello, Roberto Arlt, Clemente Palma, and Juan Bosch. (1 unit)

Summer 2013

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THIS COURSE IS TAUGHT IN BUENOS AIRES

National Identities in the New Millennium

At the end of 20th-century, national narratives in Latin-America and Spain faced changes and redefinitions. Migrations, the emergence of formerly repressed identities, and the presence of a changing cultural market fueled the appearance of voices considered unconventional a few decades ago. Ranging from the end of 20th-century up to the present, the Spanish and Latin American texts discussed in this course question or redefine the traditional discourses that were officially marked as representative of the national identities. The analysis will account for current debates on geopolitics, linguistic and gender issues, as well as those belonging to the construction of alternative communal identities. (1 unit)

Required text: Course pack for purchase in Argentina.

Summer 2012

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THIS COURSE IS TAUGHT IN BUENOS AIRES

This course focuses on the last fifty years of Argentine cinema. The end of World War II, the fall of Juan Domingo Perón, and the closing of movie studios imposed varied political, social, and cultural transformations reflected in the movies produced since then. During the years that followed, we witness the birth of independent cinema (on the margins of movie industry), the relationship with other cinemas within the region and the confrontation with new cinemas and with artistic avant-gardes throughout the world. Thus, experimentation, social testimony, and politization of cinema are features of on growing relevance. In this sense, cinema would be a privileged media to study not only aesthetic changes but also socio-political developments towards the end of the 20th-century. The aim of the syllabus is to concéntrate on the above mentioned issues through the analysis of major films by Leopoldo Torre Nilsson, Leonardo Favio, Fernando Solanas, Adolfo Aristarain, Lucrecia Martel, and Pablo Trapero, among others. We would analyze the innovations brought about by the so called generation of the ´60s, the emergence of political cinema in the beginning of the 70´s, the complex relationship between society and cinema during the military dictatorship, the democratic period and the new cinema of the 1990´s. Special attention will be paid to certain topics such as the relationship between cinema and avant-gardes, high and pop culture, films as political tools and generally speaking, to movies as witnesses of historical processes. (1 unit)

Summer 2012, Summer 2013

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Mexican Contemporary Cinema

This course addresses the radical transformations suffered by Mexican cinema in the wake of neoliberalism, due to the impact of privatization in exhibition and production and the changes in the cinematic audiences from the popular to the middle classes. The course will address four phenomena: the decline of nationalism as the privileged discourse for Mexican cinema; the rise of romantic comedy as the main cinematic mode for the middle class; the transformation of the notion of "political cinema", and the emergence of transnational directors. Students will see films by the major directors of the period, including Maria Novaro, Alfonso Cuarón, Alejandro Gonzáles Iñarritu, and Fernando Sariñana.

Required text: Lucía Hinojosa Córdova, El cine mexicano (Mexico: Trillas, 2003), course pack for purchase in Mexico.

Texts available in Mexico

Summer 2011

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Music & Narrative in the Hispanic Caribbean

Music, particularly popular music, is considered the oldest, most significant, and best recognized contribution of the Hispanic Caribbean to world culture. This course will study the development of the narrative genre in the Greater Antilles (Cuba, the Dominican Republic, and Puerto Rico) from its origins in the 19th-century until now, focusing on how music is presented and is incorporated in narrative discourse. In selected readings from this period we will examine how writers of the region have dealt in their works with the almost overwhelming presence of melody and rhythm in the daily life of the cultures in and about which they write. This course is for students who are interested in research, or who are considering continuing to the Ph.D. or DML level. (1 unit)

Required text: Juliá Rodríguez Edgardo, El entierro de Cortijo (Río Piedras: Ediciones Huracán, 2006. ISBN: 978-0940238213); other material in electronic form on Segue.

Summer 2011

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THIS COURSE IS TAUGHT IN GUADALAJARA

Jalisciense Narrative of the 20th Century

The course will study the works of the most important writers from this state of Western Mexico (Jalisco, the state in which Guadalajara is located), that have had a profound influence in the literary panorama of the 20th-century: Juan Rulfo, Agustín Yáñez, Juan José Arreola, and Mariano Azuela. We will study diverse literary aspects of their works using a variety of critical approaches, different aesthetics, and a sociocultural perspective, always considering the social and historical contexts in which these authors have elaborated their fictional worlds. The course will be complemented with visual texts (photographs), films, and recordings made by the authors. (1 unit)

Required texts: Juan Rulfo, Pedro Páramo; Juan Rulfo, El llano en llamas; Juan José Arreola, Confabulario; Juan José Arreola, Estas páginas mías (antología); Agustín Yáñez, Al filo del agua; Agustín Yáñez, Tres cuentos; Mariano Azuela, Los de abajo. Texts available in Mexico except for Tres cuentos which will be available in Vermont.

Summer 2011

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Sor Juana Inés de la Cruz and the Culture of the Baroque

This seminar will focus on the life and writings of the 17th-century Mexican nun, Sor Juana Inés de la Cruz (1649-1695), who is considered not only one of the major literary figures of Colonial times, but also the first feminist of the New World. We will study her poetry, drama, autobiographical letters, and theological writings in the context of the main cultural trends of the Baroque: the new scientific discoveries, painting vs. poetry, the debate on Holy images, theories about the female body, women educational discourse, and others. (1 Unit)

Required texts: Sor Juana Inés de la Cruz, Obras completas (Mexico: ed. Porrúa, 2007); Octavio Paz, Sor Juana Inés de la Cruz y las trampas de la fe (Mexico: Fondo de Cultura Económica); Michel Foucault, La historia de la sexualidad. La voluntad del saber vol. 1 (Mexico: Siglo XXI); additional readings will be available in electronic form on Segue.

Summer 2011

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THIS COURSE IS TAUGHT IN BUENOS AIRES

In its relative short existence, Argentinean literature have been tightly linked to the national political projects. From its origins to the present day, it is possible to follow in the cultural production a long story of passion, hate and love, soundly attached to the historical life of the country. The course will analyze literary masterpieces in its dialog with the construction of national identities from 19th-century to the present. It will also focus on comparative readings of the texts in order to explore, in the context of struggling ideologies, the development of an hybrid culture. Works studied will include, among others, those of Sarmiento, Echeverría, Hernández, Cambaceres, Arlt, Marechal, Cortázar, Borges and popular tango poetry. (1 unit)

Required text: Course pack for purchase in Argentina.

Summer 2012

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Don Quixote is one of the most famous and widely read books in the whole world; therefore its capacity to generate critical literature seems to have no limits. Both the reading and the writing have undergone a revision that will inevitably transform the idea of literature and of the represented fiction. During the course we will focus on questions that belong to the critical canon, questions that will be discussed in the light of recent studies: The consideration that Don Quixote is the first modern novel; the fundamental idea that it breaks the inherited literary rules; its belonging to the category of playful and burlesque literature (the carnival, the parody of the classic paradigms, the ironic critique of the ideological structure, the mockery of its contemporary ones ...), etc... (1 unit)

Required texts: Miguel de Cervantes, El ingenioso hidalgo don Quijote de La Mancha, (Madrid: ClasicosCastalia) 2 vols. (ISBN 978-84-9740-372-6, ISBN 978-84-9740-373-6).

Summer 2009, Summer 2010, Summer 2011, Summer 2012, Summer 2013

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The Latin American Essay: Themes and Tendencies

THIS COURSE IS TAUGHT IN GUADALAJARA

Central to the formation of a Latin American cultural discourse since the mid-19th-century, the genre of the essay has become the main vehicle for the articulation of issues, concerns, and ideals for generations of intellectuals in the region. The course will explore the continuity and difference that have marked the study of this essential literary genre in the work of some of its most representative exponents and through concepts such as cultural mestizaje, transculturation, heterogeneity, hybridity, and peripheral modernity. From the perspective of the new cultural history, it will also analyze the impact political events and social movements, on the one hand, and the social sciences and the economy, and the languages of the arts and film, on the other, have had on its development from the journalistic articles of the modernista generation to the neo-Zapatista communiqués, or the radio essays of Latino/a authors in the United States. Among the authors included in the program are José Martí, José Enrique Rodó, Alfonso Reyes, Jorge Luis Borges, José Carlos Mariátegui, Octavio Paz, Mariano Picón Salas, Rosario Castellanos, Beatriz Sarlo, and Richard Rodriguez. (1 unit)

Required texts: Tulio Halperín Donghi, Historia contemporánea de América Latina (Madrid: Alianza Editorial, 2005); John Skirius, El ensayo hispanoamericano del siglo XX (México: F.C.E., 2004).

Texts available in Mexico

Summer 2011

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Three-week course, second session

In this course we will work with poems, short stories, or novel excerpts written by students, who must submit their texts to be discussed in class. We will try to guide these discussions to a thorough review of the expressive and literary quality of each text, but without losing sight of the possibility of glimpsing a larger project. The texts should not exceed two pages and each participant will be responsible for bringing copies for other students in the class and the teacher. Discussions will aim to create a final version of the original to achieve the highest possible quality, but also, in cases of participants who so desire, we will try to open the road so they can address and plan, on their own, a future book project. (.5 unit).

This course is cross-listed with Linguistics.

Summer 2009, Summer 2010, Summer 2011, Summer 2012, Summer 2013

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THIS COURSE IS TAUGHT IN BUENOS AIRES

Students will be introduced into different writing practices: short stories, poems, or non-fiction texts such as autobiographies, chronicles, biographies, and even blogs. The aim is to stimulate their individual abilities in the Spanish language as well as their linguistic fluency. Not only writing would be at the very core of this class, but also the reading of canonical writers that could help to shape students´ own production. We will be working with theoretical material in order to provide a more complex perspective on literary genres and their specific issues. A published writer will be invited to the class so he/she could share with students his/her own creative experience. Visits and activities such as attendance to poetry readings and festivals will be included in the course. Final evaluation will take into account class participation and a portfolio with the corrected texts that students had produced during the course. (1 unit)

This course is cross-listed with Literature.

Summer 2012, Summer 2013

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Fate, Love, Death Federico Garcia Lorca: From Tragedy to Poetry

Federico García Lorca is one of Spain's greatest literary figures, and after Cervantes, perhaps the most widely recognized Spanish writer in the English-speaking world. The aim of this course is to study Lorca’s rural dramatic trilogy (Blood Wedding, Yerma, The House of Bernarda Alba), alongside selections of his poetry: Gypsy Ballads, Poema del canto jondo, and A Poet in New York. Social and anthropological issues such as honor, social class and desire, religion and taboo, homoerotism, the role of women in society, will be topics for discussion. Articles, documentaries, and class discussions will situate the varied works within the historical, socio-political, and cultural contexts that shaped Spain prior to the Civil War. Critical works will provide the necessary framework for the analysis of primary sources. Two short papers, in-class oral presentations, and active participation are required. (1 unit).

Required texts: Federico García Lorca, Amor de don Perlimplín con Belisa en su jardín (Madrid, Cátedra) (ISBN: 978-84-376-0899-0); Bodas de sangre (Madrid, Cátedra) (ISBN 978-84-376-0569-9); Yerma (Madrid, Cátedra, any edition); La casa de Bernarda Alba (Madrid, Cátedra) (ISBN: 978-84-376-2245-3); Selected Poems to be provided at Middlebury.

Summer 2013

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History of Mexico

THIS COURSE IS TAUGHT IN GUADALAJARA

This course analyzes the political and social history of Mexico from Pre-Columbian times to the present. We will focus on some of the major historical landmarks of the country's history, including the foundation of Tenochtitlan, the Conquest, the Borbon Laws, the Independence, the 19th-century invasions and wars, the Revolution, the 68 Tlatelolco movement, and the 2000 transition. (1 unit)

Required texts: Nueva Historia Mínima de México (El Colegio de México, 2007); Historia de México (edited by FCE-SEP).

Texts available in Mexico

Summer 2011

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Creative Writing Through Life's Memories

Three-week course, first session

This course is designed to encourage students to express themselves through written texts in Spanish, with the goal to improve their imaginative scope through personal stories (making use of life memories), or through various exercises. Texts written by participants will be shared and would require providing copies for classmates and instructor. Very active group participation is expected. The course aims to improve the tools of written language and stimulate the imagination for accurate expression, through a more rhythmic and precise writing. The teacher will provide samples of artistic solutions to specific writing approaches that will be analyzed by the group. Students are encouraged to provide fragments of a publishing project in mind. (.5 unit)

This course is cross-listed with Linguistics.

Summer 2013

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THIS COURSE IS TAUGHT IN BUENOS AIRES

Political Violence, Memory and Cultural Representation

The aim of this course is to study cultural and human responses to the violence of political repression in Spanish America. Central to the theoretical and critical corpus of the course is the multidisciplinary work of scholars writing in response to historical violence, which posed questions regarding social trauma, the links between mourning and memory, and the social and cultural role of artistic creation. The theoretical dimension of the topic will be discussed in class through the reflection on key critical works and will provide the necessary framework for the analysis of primary sources, such as literature, film, art, oral history, journalism and popular music. In order to introduce students to the complex issues of memory and violence in its subjective and social dimension, the course will focus on the study of three different moments of Spanish American history. The main topics discussed will be a) the aftermath of traumatic political events and its long lasting effects on the present, b) the use of historical memory and c) dictatorships and democratic transitions in Chile, Uruguay, and Argentina (special attention will be given to the latter). (1 unit)

This course is cross-listed with Literature.

Summer 2012, Summer 2013

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20th Century Mexican Poetry
*Three-week course, first session*

The purpose of this course is to provide a review of six Mexican poets who have shaped and influenced the tradition of poetry written today: José Juan Tablada, José Gorostiza, Xavier Villaurrutia, Octavio Paz, Jaime Sabines, and Enriqueta Ochoa. A sample of their most representative poems will be read in order to recognize their personal style, their poetics, and, if relevant, the group or movement to which they belong. A critical bibliography about the writers will also be provided. As a complement to the course, some videos on Mexican poets will be screened, where the authors talk about their work, and offer their own ethical and aesthetic views about their experience with poetry. (.5 unit)

Summer 2013

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Three-week course, second session

The course will center on a textual explanation of poems ranging from the Middle Ages to contemporary poetry. Each poem will be looked into with a fine comb, analyzing each line, word by word, in order to establish and reinforce a given theory or manner of explaining the text in question, based on the biography of the author, the times in which he/she lived, and the way language functions in the poem. Above all, language will be the primary force to be studied, the way it conveys, hides, enriches the text or demolishes itself, and/or its historical period. We will look into poems by such diverse authors as Lope de Vega, Góngora, Juan Ramón Jiménez, San Juan de la Cruz, some Spanish Romances, Sor Juana Inés de la Cruz, Darío, López Velarde, Vallejo, Neruda, Armando Uribe, Marosa Di Giorgio, Coral Bracho, among others. (.5 unit).

Required text: Material to be provided at Middlebury.

Summer 2013

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THIS COURSE IS TAUGHT IN BUENOS AIRES

Literature of Argentina and Uruguay

In this course we will focus in the development of a national, regional, and urban literary identity. In order to reflect upon the sources of this identity, we will read “gauchesca” literature from the 19th-century and we will confront it vis a vis with the representation of the “gaucho” during the 19th-, 20th-, and 21st-centuries.We will also read fundamental avant garde texts from the 20¨s and 30´s of the 20th-century: Borges, Arlt, Girondo, Storni, and Juana de Ibarborou. We will discuss the way in which avant garde movements in the Río de la Plata build the concept of “the new” while also looking to their shared past and traditions. The 60´s (Cortázar, Onetti) will be discussed as new ways of practicing narrative techniques in the area. We will read Manuel Puig as a new critical approach to the emergence of new identities. We will also read authors such as the argentinean Aira, the uruguayan Marosa di Giorgio, and others, reflecting upon the different ways in which new technologies and knowledge are dealt with in the region and in Latin America. (1 unit)

Required text: Course pack for purchase in Argentina.

Summer 2013

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Introduction to Sociolinguistics

This course is an introduction to sociolinguistic theory and its application to issues related to Spanish in the contexts of Spain, Latin America, and the United States. It will focus on both quantitative and qualitative research on language variation and language contact in the Spanish-speaking world. We will discuss basic concepts and principles of contemporary sociolinguistics (language vs. dialect; language variation; mechanism of language change; diatopical variation; social variation; etc. We will also identify and discuss methodologies for sociolinguistic research (participant observation; selection of speech community/speakers; socio-economic variables; taping conversations; collecting, organizing, and analyzing sociolinguistic data). (1 unit)

Required Text: Carmen Silva-Corvalán, Sociolingüística y pragmática del español (Washington: Georgetown UP, 2001).

Summer 2010, Summer 2012

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THIS COURSE IS TAUGHT IN BUENOS AIRES

This course is an introduction to sociolinguistic theory and its application to issues related to Spanish in the contexts of Spain, Latin America, and the United States. It will focus on both quantitative and qualitative research on language variation and language contact in the Spanish-speaking world. We will discuss basic concepts and principles of contemporary sociolinguistics (language vs. dialect; language variation; mechanism of language change; diatopical variation; social variation; etc.) We will also identify and discuss methodologies for sociolinguistic research (participant observation; selection of speech community/speakers; socio-economic variables; taping conversations; collecting, organizing, and analyzing sociolinguistic data). (1 unit)

Summer 2012, Summer 2013

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Religions in the Mediterranean World

This course is designed to analyze the origin and evolution of the most important religions in the Mediterranean world from Antiquity to Modern times. These include Egyptian religion, Canaanite religion, Greek religion, and Roman religion, among others. Special relevance is given to the three monotheistic religions: Judaism, Christianity, and Islam. The mutual influences among religions, the interchange of ideas, as well as the conflicts and confrontations among them will be discussed. How the historical circumstances determined the evolution of religions, and what peculiarities distinguish a certain religion from the rest will also be studied. In class, we will analyze, comment, and discuss primary sources—translated into Spanish—of these religions. (1 unit)

Required text: Electronic material on Segue.

Summer 2009, Summer 2011

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Romance Languages of the Mediterranean

This course offers the student a clear and simple introduction of linguistic unity that Romania is constructed of and from the mother language, Latin, through carefully selected data from external history (substrate, superstrate, and adstratum) and internal history (phonetic level, morphosyntactic level, and especially the lexical-semantic level) of the different varieties of Neo-Latin (Romance languages ). We will focus on the analysis and comparison of the three major languages (Spanish, French, and Italian) around the Mediterranean Sea, although we will refer to others. We will study the fragmentation process of Vulgar Latin and the birth of the Romance languages . We will describe the similarities and differences of the most important Romance languages . (1 unit)

Required text: José Manuel Fradejas, Las lenguas románicas (Madrid: Arco/Libros, 2010).

Summer 2010, Summer 2012

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This course traces the history of the peoples and civilizations placed in the rims of the Mediterranean, from the prehistoric times up to the beginning of the Renaissance in the 15th-century. During this long period, the Mediterranean has been a stage of the birth, splendor, and decline of ancient civilizations, as the Minoan, Mycenaean, Phoenician, Egyptian, etc.; of the classic civilizations of Greece, Rome, and Byzantium; of the Muslim civilization; of the medieval and of the renaissance of the Italian cities and of the classic culture. The goal of the course is to understand in depth the different and diverse trajectories of these peoples and civilizations, their internal developments, struggles, and conflicts. (1 unit)

Required text: Robin Lane Fox, El Mundo Clásico. La epopeya de Grecia y Roma (Barcelona: Editorial Crítical/Marcial Pons, 2010).

Summer 2009, Summer 2011

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Spanish Phonetics and Phonology

An introduction to the sound system of contemporary Spanish. No previous training in phonetics or phonology is assumed. You will learn how Spanish sounds are produced and how Spanish sentences are transcribed using the International Phonetic Alphabet. The course is also intended to make you aware of the psychological aspects of pronunciation, such as the fact that sounds that are physically different may be perceived as identical and sounds that are identical may be perceived as different. Some class time will be dedicated to pronunciation drills, but you will also be able to practice on your own by using the audio CD that comes with the textbook. Special attention will be given to the differences between the sound systems of Spanish and English that create pronunciation problems for second language Spanish learners. (1 unit)

This course is cross-listed with Professional Preparation for Teachers

Required text: Jorge Guitart, Sonido y sentido: teoría y práctica de la pronunciación del español (Georgetown University Press, 2004).

Summer 2009

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THIS COURSE IS TAUGHT IN GUADALAJARA

Spanish Phonetics and Phonology

This course is an introduction to the sound system of contemporary Spanish. No previous training in phonetics or phonology is assumed. You will learn how Spanish sounds are produced and how Spanish sentences are transcribed using the International Phonetic Alphabet. Some class time will be dedicated to pronunciation drills, but you will also be able to practice on your own by using the audio CD that comes with the textbook. Special attention will be given to the differences between the sound systems of Spanish and English that create pronunciation problems for second language Spanish learners. (1 unit)

Required text: Jorge Guitart, Sonido y sentido: teoría y práctica de la pronunciación del español, (Georgetown University Press, 2004). Text available at the Middlebury, Vermont college store.

This course is cross-listed with Professional Preparation

Summer 2011

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Values and Uses of Prepositions in Spanish

Prepositions are considered one the most difficult topics in the acquisition of a second language. This course focuses on the study of uses and values of prepositions in Spanish in depth, and how they can be explained by teachers of Spanish in their classes. The course pays attention to some preposition with specific problems for an English speaker: A, EN, DE/DESDE, POR/PARA… Other issues will be studied such as uses of prepositions with verbs, adjectives, and nouns, and the role of prepositions in some grammatical matters (prepositional phrases, prepositional groups, etc.) The course will have not only a theoretical dimension but also a practical orientation, with exercises designed to improve the comprehension of prepositions in Spanish. (1 unit)

Required text: Electronic material provided at Middlebury.

This course is cross-listed with Professional Preparation for Teachers.

Summer 2010, Summer 2012, Summer 2013

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Exiles: Spanish Writers in North America

One of the least known aspects of contemporary Spanish history is the rich cultural contribution by numerous Spaniards who lived and died in exile. Being a nation that from its origins forged its identity not in linguistic or legal unity, but in ideology, exclusion due to differences was a constant. From the first expulsions of Jews and Muslims at the end of the 15th-century, the contributions of the Sephardics and the Andalusians were frequent in the melancholic culture of exile. In this course we will examine the Spanish exiles’ contributions to strengthening Spanish studies in the United States and Mexico. Franco’s victory in the Spanish Civil War triggered the last great wave of exiles to America. Educational and cultural institutions which had already established close ties with the intellectual Republicans, generously accepted these exiles. Their work, influenced by their absence, continued to center on the Spanish culture, thus contributing to the North America’s interest in cultural contributions by a Spain that only existed in their memories. (1 unit)

Required texts: A selection of excerpts from the following texts and authors available in Electronic form on Segue: Isabel García Lorca, Recuerdos míos (Barcelona: Tusquets editores, 2002); Jaime Salinas, Travesías (Barcelona: Tusquets editores, 2003); Victoria Kent, Cuatro años de mi vida, (1940-1944) (Barcelona: Bruguera, 1978); María Zambrano, Delirio y Destino, (Barcelona: Mondadori, 1989); Patricia Fagen, Transterrados y ciudadanos. Los republicanos españoles en México (Mexico: FCE, 1975).

This course is cross-listed with Literature

Summer 2009, Summer 2011

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Contemporary Spanish Syntax

This is an introductory course with theoretical and practical aims. It will discuss the structure and typology of the sentence in standard current Spanish (simple and compound sentences; model sentences; types of dependent and independent sentences; types of connectors; semantic and syntactic equivalencies; etc.). We will analyze the types of relations of different components in the sentence. The main goals of this coure are: (i) to study in depth a theoretical - practical knowledge of Spanish that goes beyond the mere use; (ii) to find explanations to certain daily uses; (iii) to learn to establish questions about the internal functioning of contemporary Spanish in his use and in his norm; (iv) to familiarize with the technical grammatical vocabulary; (v) to attempt an integrated explanation of different syntactic aspects and grammatical elements of Spanish. This course will combine the explanations of theoretical and informative nature by the teacher, with the activities and exercises of practical nature that will be assigned to the students. (1 unit)

Required Text: Electronic material in Segue.

Summer 2010

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Cultures and Civilizations in the Modern History of the Mediterranean (15th- to 21st-Centuries)

This course is designed to study the most important events that took place in and around the Mediterranean sea from the 15th-century to contemporary times. It covers the origin, development, and consolidation of the different cultures and civilizations that characterize the Mediterranean countries. Special relevance is given to the political, philosophical, religious, and literary ideas that contribute to the creation of such cultures. The main goal of this course is to understand and assimilate such historical processes and the nature of each culture and civilization in the context of the Mediterranean sea. In class, we will analyze, comment, and discuss primary sources—translated into Spanish—from the period, especially documents and historical sources, as well as historical studies by contemporary historians. (1 unit)

Required text: Electronic material provided at Middlebury.

Summer 2010, Summer 2012, Summer 2013

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Introduction to Spanish Phonetics

This course introduces students to fundamental notions of Spanish phonetics. The course has two main components: (1) the first component zeroes in on the theoretical aspects of articulatory phonetics (how are sounds produced? why and how do English/Spanish sounds differ, what is the phonological system of Spanish, etc.); (2) the second component is of a practical nature, and has as its goal the *elimination of foreign accent* in the students’ Spanish. Two exams plus comprehensive final exam (these exams concern mostly the theoretical aspects of the course). No papers required. The textbook used is authored by Professor Schwegler. (1 unit)

Required texts: Armin Schwegler, Juergen Kempff, A. Ameal-Guerra, Fonética y fonología españolas (Wiley & Sons, 4th ed., 2010).
This course is cross-listed with Professional Preparation for Teachers

Summer 2010, Summer 2011, Summer 2012, Summer 2013

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THIS COURSE IS TAUGHT IN BUEONS AIRES

Introduction to Spanish Phonetics
This course introduces students to fundamental notions of Spanish phonetics. The course has two main components: (1) the first component includes an articulatory description of the Spanish sounds in an phonetic context; and, (2) the second component is of a practical nature, and has as its goal the elimination of foreign accent in the students' Spanish. (1 unit)

Required texts: Armin Schwegler, Juergen Kempff, A. Ameal-Guerra, Fonética y fonología españolas (Wiley & Sons, 4th ed., 2010); Carlos Piñeros, Estructuras de los sonidos del español (Pearson, 2008).

Summer 2013

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Latin American Independence in Literature
*Three-week course, first session*

The process of independence of the new Latin American nations that broke off from the old Spanish Catholic monarchy were accompanied by a major renovation of continental letters. The transition from neoclassical to romantic poetry in Andrés Bello, José María Heredia, and José Joaquín Olmedo, and the first prose works of José Joaquín Fernández de Lizardi or Esteban Echeverría, are representative of the literature of the first generation of Republican Spanish America. The purpose of this course is to reconstruct the aesthetic and political project that rested on the early works by Spanish American writers, including in these politicians whose prose formulations achieved great influence, as in the case of Simón Bolívar and Fray Servando Teresa de Mier. The course emphasis will be placed on the analysis of various strategies of narrating the birth of new republics within the poetry or prose of those writers. (.5 unit)

Required text: Electronic material provided at Middlebury.

This course is cross-listed with Literature.

Summer 2011, Summer 2012

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Civ Cul & Soc

Summer 2010

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The Pleasure of Word: Eroticism and Life in Spanish and Spanish American Poetry of the Golden Age

The aim of this course is to study the presence of vital pleasures in the Spanish and Spanish-American Poetry of the Golden Age (16th and 17th centuries). We will comment on brief texts written by canonical poets, in their relation with social and aesthetics context. After the explanation of historic-literary sources and the analysis of poems, the goal is that the students can make an interpretation about the evolution, during two centuries, of eroticism and other vital pleasures in the poetry of several Spanish and Spanish American poets. The basis of evaluation will be: 1. participation; 2. debates by groups; 3. individual essays. (1 unit)

Required texts: Selected poems by Garcilaso de Vega, Fray Luis de León, San Juan de la Cruz, Luis de Góngora, Lope de Vega, Francisco de Quevedo, Sor Juana Inés de la Cruz, and Juan del Valle Caviedes. These materials will be in electronic form made available to students upon arrival.

Summer 2009

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Jewish Latin American Writing

Three-week course, second session

This course is devoted to Jewish Latin American writing in the 20th-century. It will cover a variety of texts from different countries and in different genres. Basic information about Judaism will be provided; we will use as well some theoretical readings on a number of Jewish topics, including kabbalah and religion, alterity, diaspora and errancy, and anti-semitism. Some of the writers to be discussed in class are: Alberto Gerchunoff, Isaac Goldemberg, Margo Glantz, Juan Gelman, José Kozer, and Jacobo Sefamí.

Required Texts: Alberto Gerchunoff, "Los gauchos judios" (Madrid: Sefarad Editores, 2005) ISBN: 84-87765-06-8; Margo Glantz, "Obras reunidas" Vol. II (Mexico: Fondo de Cultura Economica, 2008) ISBN: 978-607-16-0026-4; Jacobo Sefami, "Los dolientes" (Mexico: Plaza y Janes, 2004); other materials will be provided in electronic form on Segue.

Summer 2010

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Latin American Spanish

This course offers a survey of Latin American Spanish dialects. The course aims at stating the major historical and sociolinguistic questions posed by Latin American dialectology and the Hispanic sociolinguistics, and to stimulate further inquiry. Dialect variation of Spanish language is the key element that defines Latin America; as such, a close examination of its sociolinguistic history will be of interest to any humanist with a focus on South America, Central America, Mexico, the Caribbean, and even the United States. (1 unit)

Required text: John Lipski, El español de América (Cátedra, 1996).

Reference book available at the college library: Manuel Díaz Campos (ed)., Handbook of Hispanic Sociolinguistics (Wiley/Blackwell, 2011).

Summer 2010, Summer 2011, Summer 2012

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THIS COURSE IS TAUGHT IN BUENOS AIRES

This course offers a survey of Latin American Spanish dialects. The course aims at stating the major historical and sociolinguistic questions posed by Latin American dialectology and the Hispanic sociolinguistics, and to stimulate further inquiry. Dialect variation of Spanish language is the key element that defines Latin America; as such, a close examination of its sociolinguistic history will be of interest to any humanist with a focus on South America, Central America, Mexico, the Caribbean, and even the United States. (1 unit)

Required text: John Lipski, El español de América (Cátedra, 1996).

Summer 2013

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History of Women Through Their Writings

In this course through the reading of text written by women --diaries, autobiographies, and letters-- we will examine the process of construction of gender identity at various stages of history and the perception that women had of their own situation. We will also analyze the political, social, and legal discussions which made possible the emergence of feminism in Spain and Latin America. (1 unit)

Required text: A selection of excerpts from the following texts and authors available in electronic form at Middlebury: Anna Caballé (dir.), La vida escrita por las mujeres. La pluma como espada. Del romanticismo al modernismo (Madrid: Círculo de Lectores, 2003); Birute Ciplijauskaité, La novela femenina contemporánea. Hacia una tipología de la narración en primera persona (1970-1985) (Barcelona: Antrophos, 1988); Isabel Morant (dir.), Historia de las mujeres en España y América Latina (Madrid: Cátedra, 2005).

This course is cross-listed with Literature.

Summer 2010, Summer 2011, Summer 2012, Summer 2013

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Narrative and Religion in Contemporary Spanish American Literature

This course examines the many ways in which religious discourse has been appropriated in 20th-century Spanish American narrative, often with the aim of turning novels into "sacred texts." We will also consider the meaning of the "literary theology" that Spanish American literature has generated by creatively adapting into its makeup a variety of religious concepts, such as "the holy," the notion of an afterlife, reincarnation, salvation, canonization, and the various theories about the nature of God. Primary readings include works ranging from Federico Gamboa's Santa (1903), María Luisa Bombal's La amortajada (1938), and selected essays and stories by Jorge Luis Borges to Gabriel García Márquez's "La santa" and Tomás Eloy Martinez's Santa Evita (1995), among others. (.5 unit)

(A Three Week Course).

Required texts: Federico Gamboa, Santa (México: Grijalbo, 2001. ISBN: 970-05-0263-5); Maria Luisa Bombal, La amortajada (Barcelona: Barral Biblioteca de Bolsillo, 2000. ISBN: 84-322-3055-3); Gabriel García Márquez, Cronica de una muerte anunciada (Vintage, 2003. ISBN: 978-1400034956); Juan Rulfo, Pedro Páramo (Cátedra, 2006. ISBN: 978-8437604183); Tomás Eloy Martínez, Santa Evita (Punto de Lectura, 2006. ISBN: 978-8466368438).

Summer 2009

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Coloniality and the Emergence of Writing

Three-week course. first session

The objective of the course is to read and analyze key texts in colonial writing within the perspective of the coloniality of power, that is to say to consider the emergence of writing in the Americas as a phenomenon traversed by the epistemological and cultural parameters of writing in the European context before and after 1492. (1/2 unit)

Required Text: Popol Vuh. Las antiguas historias del Quiché ed. Adrian Recinos. (Any current edition in paper back.); Miguel León Portilla, ed. La visión de los vencidos. Relaciones indígenas de la conquista (any recent edition in paper back).

Summer 2010

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Modern and Postmodern Latin American Poetry

Assuming that poetry is a privileged tool to read the changes in subjectivity, this course will investigate various lines that run through Latin American poetry from the Avant-Garde to the new “realisms” of the 21st-century. Concepts such as "lyric subject," "reality," "textuality", "form-content", change their meaning in the light of the works of poets like Oliverio Girondo, César Vallejo, Pablo Neruda, Alejandra Pizarnik, and Roberta Iannamico, among others. These changes provide clues to better understand the subjective transformations in relation to historical and social contexts in which they occur. In this sense, the main goal of the course is for students to access the poetic material without preconceptions and ready to enjoy it, but at the same time to acquire critical tools that will enable them to read between the lines what poetry has to say about the world. The evaluation will be based on class participation and a final paper. (1 unit)

Summer 2012

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THIS COURSE IS TAUGHT IN BUENOS AIRES

Modern and Postmodern Latin American Poetry

Assuming that poetry is a privileged tool to read the changes in subjectivity, this course will investigate various lines that run through Latin American poetry from the Avant-Garde to the new “realisms” of the 21st-century. Concepts such as "lyric subject," "reality," "textuality", "form-content", change their meaning in the light of the works of poets like Oliverio Girondo, César Vallejo, Pablo Neruda, Alejandra Pizarnik, and Roberta Iannamico, among others. These changes provide clues to better understand the subjective transformations in relation to historical and social contexts in which they occur. In this sense, the main goal of the course is for students to access the poetic material without preconceptions and ready to enjoy it, but at the same time to acquire critical tools that will enable them to read between the lines what poetry has to say about the world. The evaluation will be based on class participation and a final paper. (1 unit)

Summer 2013

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Humor in Contemporary Spanish American Narrative

Humor is one of the least studied aspects of the literature of Hispanic America. In the midst of revolutions, injustice, political repression, and all manner of natural and man-made disasters, the literature of Hispanic America has produced a body of work in which laughter, or at least a smile, may have multiple functions. What are some of these functions? What shape does humor take in the narrative of these countries? Is it a recent phenomenon, or does it have a tradition and a history? This course is for students who are interested in research, or who are considering continuing to the Ph.D. or DML level. (1 unit)

Required text: Alfredo Bryce Echenique, La última mudanza de Felipe Carrillo (Barcelona: Plaza y Janés ISBN: 978-8401429682).

Summer 2011, Summer 2012

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Narrative and Journalism in Spanish America

A study of the narrative-journalism relation in Spanish America from the early 19th- to the early 21st-century. Topics include definitions of journalistic discourse; the “law of dissimulation”; journalism and the self; journalism versus genealogy; journalism and avant-garde writing; testimonial and documentary fiction. (1 unit)

Required Text: Heriberto Frías, Tomochic (Editorial Porrúa, 2001) (ISBN: 9700729451; Gabriel García Márquez, Crónica de una muerte anunciada (Vintage, 2003) (ISBN: 1400034957); Gabriel García Márquez, Noticia de un secuestro (Plaza y Janés, 2006) (ISBN: 0307350509); Domingo F. Sarmiento, Facundo (Editorial Cátedra, 2006) (ISBN: 843760933X).

Summer 2010

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This course studies the indicative mood in Spanish verb structure and its relation to other moods of the verbal system. It gives special attention to the reflexive use in order to develop the student's proficiency in this aspect of the Spanish language. One of the goals for this course is to improve the use of such linguistic forms in different contexts and situations by practicing effective communication. The course will combine descriptive presentations by the professor with active participation and exercises by students. (1 unit).

Required text: Electronic material provided at Middlebury.

Summer 2011, Summer 2012, Summer 2013

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Negotiating Silence: History of Women in Spain and Latin America

On closer inspection of historical works, one of the most surprising facts is the silence about certain social groups. In history, there are many groups who for reasons of gender, class, or ethnic background are not visible in historiographic discussions. In this course we will examine the process of construction of gender identity at various stages of history and the perception women had of their own situation. We will also try to analyze the political, social, and legal discussions which made possible the perception of the inequality of women as oppressive, and eventually, the emergence of feminism in Spain and Latin America. (1 unit)

Required Texts: A selection of excerpts from the following texts and authors: Anna Caballé (dir.), La vida escrita por las mujeres. La pluma como espada. Del romanticismo al modernismo (Madrid: Círculo de Lectores, 2003); Rosa María Capel (coord.), Mujeres para la historia. Figuras destacadas del primer feminismo (Madrid: Abdad Editores, 2004); Isabel Morant (dir.), Historia de las mujeres en España y América Latina (Madrid: Cátedra, 2005). These materials will be in electronic form to be made available to students upon arrival.

Summer 2009

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Frictions in the Atlantic World: Spain and the Americas from the 16th- to the 18th-Centuries

The encounter between the Iberian kingdom of Castille and the Americas sparked off one of the richest and most complex periods in modern history. In this course, we will be studying the dramatic transformation of those two worlds in a theater familiar to us today as “the Spanish Atlantic World”. Through the reading and discussion of memoirs, diaries, letters, and political texts as well as historical writings this period will be analyzed. (1 unit)

Required text: A selection of excerpts from the following authors: Miguel León Portilla, Códices: los antiguos libros del Nuevo Mundo (Mexico: Aguilar, 2003); John H. Elliott, Imperios del mundo atlántico: España y Gran Bretaña en América (Madrid: Taurus, 2006); J. Cañizares-Esguerra, Católicos y puritanos en la colonización de América (Madrid: Marcial Pons, 2008); Pablo Fernández Albaladejo, La crisis de la monarquía (Barcelona: Crítica / Marcial Pons, 2009).

Summer 2013

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Pablo Picasso: His Life and Work

If it was necessary to sum up the art of the 20th-century in only one name, this would be undoubtedly that of Pablo Picasso (1881-1973). His work, multiple, and unmistakable, represents the complexity of one century that transformed radically the idea of art. This course will trace the personality of Picasso in both his biographical and artistic aspects, to understand his different stylistic stages within the context of the society and history of his times and, finally, to value his projection and influence in the art of the 20th-century. (1 unit)

Required Text: Carsten-Peter Warncke, Picasso ed. Taschen (2007).
ISBN 978-3-8228-3812-9

Summer 2010

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Myth and Reality of the Spanish National Identities

This course will explore the combination of factors—historical, sociological, cultural, etc.—that have given rise, over time, to the senses of identity or belonging within the different Spanish collective nationalities: Spain as a national entity, the País Vasco, Cataluña, and Galicia. Since history (and our way of telling it) mingles with mythical histories at the heart of these identity questions, the course will explore both interpretative arenas, and their limitations. (1 unit)

Required texts: José Álvarez Junco, Mater Dolorosa (Madrid: Taurus, 2005); material in electronic form to be available for students upon arrival at Middlebury.

Summer 2009

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The visual arts in Mexico have a remarkable and very old tradition that begins hundreds and even thousands of years ago, and that continues without interruption to our very present time. This course will explore the contemporary art scene in Mexico based in a series of interviews, images, and analysis of the visual art work of some 40 contemporary painters and sculptors, engravers, and mixed media artists, stressing the combination of factors -artistic, historical, sociological, cultural, and philosophical- that have given rise, over time, to the sense of a very powerful and thriving art scene in Mexico. (.5 unit)

(A Three-Week Course).

Required text: Material in electronic form to be made available upon arrival at Middlebury.

Summer 2009, Summer 2010

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Independence in Latin America: Republicanism, Revolutions, and the Emergence of New Nations

The aim of this course is to analyze the political culture that forms the basis of the independence process in Latin America. We will be reading memoirs, diaries, the correspondence between “the founders”, and political texts as well as historical writings. Considering the fact that the revolutions in Latin America were not isolated events, but rather an integral part of a transnational movement that engulfed America and Europe at the end of the 18th-century that was known as the Atlantic Revolutions. (1 unit)

Required text: A selection of excerpts from the following texts and authors available in electronic form on Segue: Jorge Cañizares Esguerra, Cómo escribir la historia del Nuevo Mundo. Historia, epistemologías, e identidades en el mundo del Atlántico del siglo XVIII (Mexico: Fondo de Cultura Económica, 2007); Manuel Chust, La cuestión nacional Americana en la cortes de Cádiz (Valencia: Fundación Instituto de Historia Social, 1999); Jaime E. Rodríguez, La independencia de la América española (Mexico: Colegio de México/FCE, 2008); Rafael Rojas, Las repúblicas de aire. Utopía y desencanto en la revolución de Hispanoamérica (Madrid: Taurus, 2009).

Summer 2010

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The Truth of the Matter: Modern and Contemporary Spanish American Narrative Nonfiction, Autofiction, and 'Testimonio'

In this seminar, we will discuss and analyze an array of modern and
contemporary texts from Latin America which, in different ways, weave factual events and characters into the very fabric of their composition. Journalism, historiography, ethnography, and ‘narratives of the self’ unsettle and expand the boundaries of literary discourse and, by doing so, reframe our understanding of such crucial categories as authorship, storytelling, and representation. Critical and theoretical essays on relevant topics will be assigned for group discussion. (1 unit)

Required texts: Rodolfo Walsh, Operación masacre (Buenos Aires: Ediciones de La Flor); Gabriel García Márquez, Relato de un náufrago (España: Mondadori); Elena Poniatowska, Hasta no verte Jesús mío (México: Era); Mario Vargas Llosa, La tía Julia y el escribido/r (España: Seix Barral); Tomás Eloy Martínez, /Santa Evita (Argentina: Alfaguara); Fernando Vallejo, El desbarrancadero (Mexico: Alfaguara).

Summer 2011

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During the Middle Ages the world was a reflection of the will of God, a design of the Providence that did not admit the possibility of change. Each element of this social order had to humbly its place in the world. Rebelling against the financial, sexual, political status quo, was deemed a criticism of the perfection of the divine creation. Immobilism was, therefore, absolute. It wasn’t until the Renaissance that such a state of affairs was questioned. In Spain, in 1499, a converted Jew (converso) wrote a book that will open the door to a different view of human demeanor in society, its understanding and interpretation of the inherited world and prompted the debate of the relationship between knowledge and experience. It was an enormous change, with fundamental implications in order to understand the subsequent course of History. The book in called Celestina and its author, Fernando de Rojas. From this moment on, literature took a different path from the one it had followed until then, and blossomed into what has been called the Golden Age of Spanish literature. In the course, Obras clasicas de la literature española, we will read and discuss the most famous texts of Classical Spanish literature. This will be done through a reading of the text in depth, but nevertheless adapting the classical text to our present sensitivity. In addition this course will help to better understand the language and history of Spain. (1 unit).

Required texts: Fernando de Rojas, La Celestina, ed. Patricia S. Finch (Newark: Delaware: Cervantes&CO., Juan de la Cuesta) (ISBN 1-58977-011-0); Lazarillo de Tormes, ed. Francisco Rico (Madrid: Cátedra) (ISBN 978-84-376-0660-6); Calderon de la Barca, La vida es sueño, ed. Ciriaco Moron (Madrid: Catedra); also electronic material provided at Middlebury.

Summer 2011, Summer 2012, Summer 2013

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Avant-garde Arts & lit in Argentina (1920-1930)

Three-week course, first session

In the decade of 1920-30, the ideas of the European avant-garde were redefined for the Latin American environment by painters working mostly in Buenos Aires, at the time one of the most cosmopolitan and modern cities in the continent. In this course we will study the process beginning with the works of Xul Solar and Pettoruti, its most radical proponents, continue with artists such as Alfredo Guttero, and the Grupo de París, and up to and including the introduction of surrealism and abstraction by painters like Antonio Berni and Juan Del Prete. The course will place this development within the framework of artistic nationalism and social art prevalent at the time. (.5 unit)

Required reading will be provided by the Professor upon arrival.
Patricia M. Artundo, “Buenos Aires 1921-1933: modernidad y vanguardia”. En María Dolores Jiménez-Blanco y Pablo Jiménez Burillo, Capitales del arte moderno, Madrid, Instituto de Cultura – Fundación Mapfre, 2007, p. 241-275.

Summer 2011

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Surrealism in Mexico

Three-Week course, first session

This course will focus on Surrealism in Mexico. At the very beginning, we will offer an introduction to the Surrealist Movement and to the most important surrealists ideas, techniques, and goals. Immediately, we will devote some classes to the main surrealist figures that visited Mexico -André Breton, Benjamin Péret, Antonin Artaud- as well as to those surrealist artists that decided to remain in Mexico and create an important part of their whole work in Mexico, like Wolfgang Paalen, Luis Buñuel, Leonora Carrington, Edward James, and Alice Rahon. Later on, we will focus on those artists, either born in Mexico -like Frida Kahlo, Manuel Álvarez Bravo, Alberto Gironella, Pedro Friedberg, Octavio Paz- or in other countries - like Remedios Varo, Katy Horna, Gunther Gerzso, Alan Glass- that realized their whole work in Mexico. In addition to the required text, orther readings and visual materials will be supplied in electronic format. (.5 unit)

This course is cross-listed: Literature and Culture and Civilization

Required texts: Electronic materials in Segue.

Summer 2009, Summer 2010

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From the Rio Grande to the Rive Plate: Readings in Contemporary Mexican & Argentine Theatres

The main goal of this course devoted to Spanish American contemporary theatre is to pursue a comparative study of the historical, political, cultural, and artistic trajectories followed by Mexican and Argentine theatres during the 20th- and 21st-centuries. The course will center on the examination of the two most distinguished and prolific theatrical expressions of Spanish American theatre—those of Mexico and Argentina—with the purpose of exploring the factors and trends that have determined their respective developments. The course will be divided into four segments: 1) Introduction to Spanish American theatre; 2) Examination of selected works of contemporary Mexican theatre focusing on historical and social theatre (i.e. Usigli, Carballido, Garro); 3) Examination of selected works of contemporary Argentine theatre centering on its relation the country’s political history (i.e. Gambaro, Pavlovsky, Cossa); 4) A comparative discussion of the elements that have shaped the respective evolutions of Mexican and Argentine theatre. (1 unit)

Required texts: Stuart Day ed., Las fronteras míticas del teatro mexicano: Sabina Berman, Entre Villa y una mujer desnuda. Vicente Leñero, Todos somos Marcos. Víctor Hugo Rascón Banda, La mujer que cayó del cielo (LATR Books, University of Kansas, Colección Antología Frank Dauster No. 2); Rosario Castellanos, El eterno femenino (Mexico: Fondo de Cultura Económica 1992 or most recent); 9 dramaturgos hispanoamericanos: Antología de teatro hispanoamericano del siglo XX: Tomo III (Yo también hablo de la rosa), eds. Frank Dauster, Leon Lyday & George Woodyard (Ottawa: Girol Books2nd ed., 1983 or most recent); Roberto Cossa, La nona (Buenos Aires: Corregidor 2006 or most recent).

Summer 2011

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Travelers in Spanish American Fiction

This course will examine how contemporary Latin American narrative has portrayed and reflected upon Latin Americans’ experiences when displaced from their home soil, whether for economic, political, or personal reasons. We will consider narrative representations of Latin American travelers and migrants and their reactions to different societies, customs, and languages. What do these narratives tell us about how travel and residence abroad affect the Latin Americans’ sense of self, of national or cultural identity? Topics to be discussed include: distinctions among travelers, exiles, and migrants; theories of tourism; theories of migration; Latin Americans in the United States and Europe; Latin Americans in Asia and Africa. (1 unit)

Required text: Mario Vargas Llosa, Travesuras de la niña mala (Madrid: Alfaguara, 2006 ISBN-13: 978-9707704664 paperback or available edition); Antonio Skármeta, No pasó nada (Madrid: Debolsillo, 2005) (ISBN-13: 978-9875660717) (or any available edition).

Summer 2012, Summer 2013

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THIS COURSE IS TAUGHT IN BUENOS AIRES

The purpose of this course is to analyze Argentine history during the 20th-century. It will focus on the major political processes, within their national and international contexts, including with some detail the influence of the populists´ movements and military dictatorships´ experiences on the nation´s development. (1 unit)

Required texts available in UADE Library: Novaro, Marcos, La dictadura militar (1976-1983) del golpe de estado a la restauración democrática (Paidós, Buenos Aires, 2003. Ref. 94(82)"1976-1983" NOV DIC N.9 1A 2003); Rein, Raanan, Peronismo, populismo y política: Argentina 1943-1955, ed. de Belgrano (Buenos Aires, 1998. Ref. XX (293894.1); Rapoport, Mario, Historia económica, política y social de la Argentina 1880-2000 (Macchi, Buenos Aires, 2003. Ref. 94(82) RAP HIS 5A 2003), Romero, Luis Alberto, Breve historia contemporánea de la Argentina (Fondo de Cultura Económica, Buenos Aires, 2003. Ref. 94(82) "1500/1983" ACA NUE V.1-V.10); Rock, David, Argentina en el siglo veinte economía y desarrollo político desde la élite conservadora a Perón-Perón (Lenguaje Claro editora, Buenos Aires, 2009. Ref. 338.1(82) ARG 1A 2009); Torre, Juan Carlos, La vieja guardia sindical y Perón sobre los orígenes del peronismo(EDUNTREF, Buenos Aires, 2006. Ref. 32(82) TOR VIE 2A 2006).

Summer 2012, Summer 2013

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Three-week course, first session

Mural painting has a long and influential place in the history of Mexican art. This course will concentrate on the initial period of the movement through the works of Diego Rivera, David Alfaro Siqueiros, José C. Orozco, and Rodolfo Montenegro. We will study the technical aspects of mural painting and the didactic applications of the works themselves. The course will place the works of the muralists and other artists, craft people and teachers in the context of the larger project of rebuilding the country after the Mexican Revolution. (.5 unit)

Required reading will be provided by the Professor upon arrival. Rida Eder, “Muralismo mexicano: modernidad e identidad cultural”, en: Maria de Moraes Belluzzo (organizadora), Modernidade: vanguardas artísticas na América Latina (Editora Unesp, 1990, p. 99-120).

Recommended reading will be available in the Middlebury College Library: El nacionalismo y el arte mexicano: (IX Coloquio de Historia del Arte) (Mexico, Universidad Nacional Autónoma de México, 1986).

Summer 2011

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THIS COURSE IS TAUGHT IN BUENOS AIRES

In this course we will deal with various aspects related to the Spanish in the world: the Spanish varieties in the Spanish speaking world – for example Spanish in the USA – but also the expansion of Spanish through the media and the cinema will be an important part of the course. The situation of Spanish together with the other official languages on the Iberian Peninsula but also the language politics in Latin America will be treated in this course. According to the number of its speakers, Spanish is considered the third most spoken language in the world. Although it’s spoken in very distant regions, it provides until now certain uniformity in the standard higher level which allows the speakers on both sides of the Atlantic Ocean to communicate easily. The most important differences are found in the supresegmental level, which means in the different intonation, a product of the diverse linguistic substracts in the Spanish speaking countries. Another difference is also observed in the lexical diversity which derives from the different evolution of the Spanish language in every region but also from the influence of other languages in the corresponding regions. The orthography and the linguistic norm guarantee the unity of the language; also the necessity of collaboration between the different Language Academies of the Spanish language in order to preserve the unity contributes to the expansion of the literary, scientific, pedagogical, cinematographic, television, communicative, and informatic products. (1 unit)

Required text: Selected materials will be on reserve in the UADE Library or online.

This course is cross-listed with Linguistics

Summer 2012, Summer 2013

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Writing a Nation: The Literature of Puerto Rico

This course deals with the question of literature’s role in the development of Puerto Rico’s sense of nationhood, from the mid-19th-century until the present. We will particularly consider the tension Puerto Rican writers have historically experienced between the conflicting imperatives of political commitment and artistic freedom. Readings will thus be placed in the various social and cultural contexts of Puerto Rican history. Our readings will begin with texts by major 19th-century Puerto Rican authors, such as Alejandro Tapia y Rivera, Manuel Alonso, José Gautier Benítez, Lola Rodríguez de Tió, and Manuel Zeno Gandía. Twentieth and 21st-century readings will include selections by José de Diego, Luis Lloréns Torres, Luis Palés Matos, Julia de Burgos, Juan Antonio Corretjer, José Luis González, René Marqués, Luis Rafael Sánchez, Ana Lydia Vega, and Mayra Santos-Febres. (.5 unit)

(A Three Week Course).

Required texts: Luis Rafael Sánchez, Indiscreciones de un perro gringo (Guaynabo, Puerto Rico: Ediciones Santillana, 2007. ISBN: 1-57581-925-2); Luis Rafael Sánchez, La pasión según Antígona Pérez (Río Piedras, Puerto Rico: Editorial Cultural, most recent edition); Manuel Zeno Gandía, La charca (Ediciones del Norte, 2007. ISBN: 978-8493549343).

Summer 2009

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THIS COURSE IS TAUGHT IN BUENOS AIRES

Social Activism, Memory, and Human Rights in Argentina

What can we learn from Argentina’s late 20th-century crises, its social movements and their struggle for human rights? Who remembers what of traumatic pasts? How do individuals and collectives recall the past and struggle over its meanings? How do they reinvent themselves and new practices in light of a painful past and a desirable future? The class introduces students to late 20th-century Argentinean history, the last military dictatorship, its rationale, its regional context, and its policies and transformations. It also explores the 2001 crisis when, after having been the poster child of the International Monetary Fund for ten years, Argentina’s economy collapsed leaving millions unemployed and below the poverty line. In addition, the class introduces students to the Argentinean collective process of memory. With these historical and theoretical lenses, the class analyses social and cultural organizations that emerged struggling against the dictatorship’s project of “social disciplining”; as well as other movements that surfaced during the democratic transition/consolidation, and circa the 2001 crisis. The class looks at human rights organizations, co-operative housing groups, “recovered factories” and art collectives.

Readings include works by Emilio Crenzel, Ajejandro Grimson, Elizabeth Jelin, Marysa Navarro, Barbara Sutton, and Diana Taylor. Movies by Luis Puenzo, Avi Lewis, Naomi Klein, and Albertina Carri as also part of the class material. (1 unit)

Summer 2012

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Spanish Literature from the Civil War to the Present

This course entails a study of selected plays, novels, and short stories written by Spanish authors from 1936 to the present time, with emphasis on Federico García Lorca, Miguel Hernández, Carmen Laforet, Camilo José Cela, Ana María Matute, Miguel Delibes, Carmen Martín Gaite, Manuel Vázquez Montalbán, Rosa Montero, Ignacio Martínez de Pisón, Soledad Puértolas, Almudena Grandes, Eugenio Fuente, and Francisco González Ledesma. In order to understand the connections between literature and its social, cultural, and artistic context, each of the texts will be analyzed in relation to the historical and political circumstances that have shaped Spain from the Spanish Civil War to the 21st -century. The course will also include other articles, films, and documentaries that facilitate the understanding of the readings and the Spanish culture of each period. (1 unit)

Required Text: Carmen Laforet, Nada (Barcelona: Ed Destinolibro Booket); Camilo José Cela, La familia de Pascual Duarte (Barcelona: Ed Destinolibro Booket); Miguel Delibes, Cinco horas con Mario (Barcelona: Ed Destinolibro Booket (Manuel Vázquez Montalbán, Los mares del Sur (Barcelona: Ed Destinolibro Booket); Rosa Montero, Te trataré como a una reina (Barcelona: Ed Destinolibro Booket), Eugenio Fuentes, La sangre de los ángeles Barcelona: Alba editorial.

Other readings: Federico García Lorca, La casa de Bernarda Alba; Ana María Matute, El río; Ignacio Martínez de Pisón, El fin de los buenos tiempos; Soledad Puertólas, La indiferencia de Eva; Almudena Grandés, Amor de madre; González Ledesma, El arte de mentir.

Summer 2010

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Gabriel García Márquez: one short story, two novellas, and The Total Novel: Cien años de soledad

We'll read, analyze, evaluate, and appreciate "La prodigiosa tarde de Baltasar", El coronel no tiene quien le escriba, Crónica de una muerte anunciada, and Cien años de soledad. The latter will be analyzed intrinsically and placed in the context of García Márquez's complete works; in the context of the "Boom" (Carlos Fuentes, Mario Vargas Llosa, et al); as well as in the context of the emergence of Colombia's Caribbean literature. (.5 unit)

(A Three Week Course).

Required texts: García Márquez, El coronel no tiene quien le escriba (Mexico: Ediciones Era, 1968 or a more recent Edition); García Márquez, Cien años de soledad (Madrid: Espasa Calpe, 1985 or a more recent edition); García Márquez, Crónica de una muerte anunciada (Bogotá: Oveja Negra, 1981, or a more recent edition).

Summer 2009

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Cuban literature, like any other in Spanish America, is characterized by a tension between poetry and politics. The vast postcolonial writing of the past two centuries is a good example of this crossover of roles, so characteristic of Latin American intellectual history. In that story, the creation of literary works has been linked often to the founding of republics and the construction of national states. In the case of José María Heredia, José Martí, Nicolás Guillén, José Lezama Lima, Roberto Fernandez Retamar, and Heberto Padilla, this tension runs through their works, relevant to Spanish America, in poetry and prose. The aim of this course is to explore the political representation of the poetry of the six Cuban writers, including not only their most famous books of poetry, but some texts of chronicles and essays. (1 unit)

Required text: Electronic material provided at Middlebury.

This course is cross-listed with Literature.

Summer 2011, Summer 2012, Summer 2013

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Borges: Literature and Power

An introduction to the work of Jorge Luis Borges, focusing on the relation between literature and power as portrayed in selected stories, essays, and poems. Topics include Borges and postmodernity; writing and ethics; and Borges’s politics. (1 unit)

Required Text: Jorge Luis Borges, Historia Universal de la Infamia (ISBN: 950042696X) (Emecé Editores, 2005, paper back); Jorge Luis Borges, Ficciones (ISBN: 0061565377) (Rayo, 2008, paper back); Jorge Luis Borges, El Aleph. (ISBN: 8420633119) (Alianza, 1971, paper back); Jorge Luis Borges, Otras inquisiciones (ISBN: 9500427001) (Emecé Editores, 2005, paper back); Jorge Luis Borges, El hacedor. (ISBN: 9789500427012) (Emecé Editores, 2005, paper back); Jorge Luis Borges, El informe de Brodie. (ISBN: 9788420633329) Alianza,1999, paper back).

Summer 2010

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Contemporary Mexican Short Story
*Three-week course, second session*

Through a selection of relevant stories —some of the "classics" in the second half of the 20th-century— students will get acquainted with the most important features in contemporary Mexican short story. The course will also cover recent stories by younger writers. The brevity of the stories will allow us to analyze and interpret them with detail. (.5 unit)

Required text: Electronic material provided at Middlebury.

Summer 2012

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Revolution, Populism and Mourning in 20th Century Latin America

The history of Latin America in the 20th-Century is marked by the experience of revolutions and social movements that built a mythology rooted in popular culture and sedimented in the collective memory of nations. From the Mexican Revolution to the Cuban Revolution, from Peronism and the Varguismo to the Sandinistas and Chavismo, the region's cultural history is incomprehensible without the landmarks and heroes of revolutionary nationalism. The literature, in all genres, has played a central role in the construction of these national narratives. The strength of popular representations in this process has engaged other forms of popular culture, film, corridos, tango, waltz, son, trova, and other Latin American music genres, as well as graphic and street art. The purpose of this course is to reconstruct the processes of grief that accompanied some of these revolutions and social movements of the 20th-Century in Latin America, through literature and other forms of popular culture. Our goal is for students to become familiar with texts and documents from the history of Latin American culture that have helped shape the collective memory of various generations. (1 unit)

This course is cross-listed with Literature.

Summer 2013

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Contemporary Spanish American Short Story

Three-Week course, second session.

This course will analyze with special attention short forms of narrative (short story as genre in its current forms), poetics, themes, and aesthetics of a literature that inherits and at the same time breaks with the tradition of the “nueva novela” from the 1960s. It will use some of the texts by Roberto Bolaño, Mario Bellatín, Ena Lucía Portela, Cristina Rivera Garza, Rodrigo Fresán, Jorge Volpi, Alberto Fuguet, Patricia Suárez, and others, studying the "new sensibility" produced in the historical framework of the new millennium. (.5 unit)

Required Text: Electronic material provided at Middlebury.

Summer 2009, Summer 2010, Summer 2011, Summer 2012

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In this class, we will study comic books written in Spanish. We will examine how comics differ from other visual narratives, and from texts written uniquely in prose. We will cover different types of comics, which vary from short strips (Mafalda; Condorito) to longer serial narratives (María Isabel). One important concept that will be emphasized in the class is that comic books rely not only on words, but also on visuals to communicate their story, and thus they sometimes convey certain representations of race and ethnicity that can be controversial in many Spanish-speaking countries and the United States. We will also cover aesthetic influences from around the world, as many modern comic books in Spanish are heavily influenced by art from Europe, Japan, and the United States. Among the comics we will discuss will be Elpidio Valdés, Turey el Taíno, Fuego: Majestad Negra, El Eternauta, Roberto Alcázar y Pedrín, and many others. (1 unit)

Required texts: Scott McCloud, Entender el comic, el arte invisible (ISBN 978-8496815124); Carlos Gimenez, Todo 36-39: Malos tiempos [Tapa Blanda] (ISBN 978-8499086989); Hector Oesterheid & Francisco Solano Lopez, El eternauta (ISBN 978-987-9085-33-2) (Doedytores: Historias argentinas.com).

Summer 2013

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Three-week course, second session

This is a course on women writers from Spanish America. A question would be established from the beginning: Is there a "feminine literature"? Several texts, by the most representative writers of the 19th and 20th-centuries, have been chosen to answer that question. As an important antecedent, we would also look at the work by Sor Juana Ines de la Cruz, a leading figure of literature written in Spanish, in a male-dominated context, who was the most important intellectual of the 17th-century. Departing from Sor Juana, we would trace various “feminine” marks in the writing of later authors, noting the sociocultural context in which they appear. Such marks will allow us to answer that initial question. (.5 unit)

Required text: Electronic material provided at Middlebury.

Summer 2012

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A Close Reading of Spanish and Latin American Poetry

The course will center on a textual explanation of poems ranging from the Middle Ages to Contemporary poetry. Each poem will be looked into with a fine comb, analyzing each line, word by word, in order to establish and reinforce a given theory or manner of explaining the text in question, based on the biography of the author, the times in which he/she lived, and the way language functions in the poem. Above all, language will be the primary force to be studied, the way it conveys, hides, enriches the text or demolishes itself, and/or its historical period. We will look into poems by such diverse authors as Lope de Vega, Góngora, Juan Ramón Jiménez, San Juan de la Cruz, some Spanish Romances, Sor Juana Inés de la Cruz, Darío, López Velarde, Vallejo, Neruda, Armando Uribe, Marosa Di Giorgio, Coral Bracho, among others. (1 unit)

Required text: Course materials will be available at Middlebury.

Summer 2009, Summer 2010, Summer 2011

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THIS COURSE IS TAUGHT IN BUENOS AIRES

Reading of Spanish & LA Poetry

The course will center on a textual explanation of poems ranging from the Middle Ages to contemporary poetry. Each poem will be looked into with a fine comb, analyzing each line, word by word, in order to establish and reinforce a given theory or manner of explaining the text in question, based on the biography of the author, the times in which he/she lived, and the way language functions in the poem. Above all, language will be the primary force to be studied, the way it conveys, hides, enriches the text or demolishes itself, and/or its historical period. We will look into poems by such diverse authors as Lope de Vega, Góngora, Juan Ramón Jiménez, San Juan de la Cruz, some Spanish Romances, Sor Juana Inés de la Cruz, Darío, López Velarde, Vallejo, Neruda, Armando Uribe, Marosa Di Giorgio, Coral Bracho, among others. (1 unit)

Required text: Course pack for purchase in Argentina.

Summer 2012

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Recover the Past, Imagine the Future in the Andes: Arguedas and Vargas Llosa

Three-Week course, first session

This course will examine two key attempts to recover the past as threshold to the future (The Inca Garcilaso and Jose Maria Arguedas) and the response their project has received by Mario Vargas Llosa in his La utopía arcaica. (1/2 unit)

Required Text: José María Arguedas, Los ríos profundos (any available paper back edition); Mario Vargas Llosa, La ciudad y los perros (any available paper back edition); Mario Vargas Llosa, La utopía arcaica (any available paper back edition).

Summer 2010

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Cinematic Genres in Hispanic Cinema

In this class, we will study the development of cinematic genres in transnational Hispanic cinema and how the esthetic and narrative repetitions they employ have evolved due to the development of international filmmaking techniques, national ideology, and business models that financially determine the final product. Among the genres selected for the class, we will study melodramas such as Aventurera and El hijo de la novia, musicals such as El día que me quieras, Angelitos negros, and Chico y Rita, Catholic narratives such as Marcelino pan y vino and Camino, and horror films such as Santo contra las mujeres vampiro and Juan of the Dead. Genre cinema is often associated with conservative corporate structures, however, we will also analyze some samples of avant-garde films that twist genre conventions for political purposes, such as Luis Buñuel’s Los olvidados, Humberto Solás’ Lucía, and Fernando Solanas’ Tangos: El exilio de Gardel.
(1 unit)

Required text: Pablo Migliozzi, Tango (ISBN 978-84-8443-864-9) (Colección Marca America Latina).

Summer 2013

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The Spanish American Short Story: from criollismo to feminismo

The best stories from Horacio Quiroga to Angelina Muñiz: a thematically and aesthetically comparative approach. Contrasts among criollismo, magic realism, and the fantastic; between stories of the Mexican and the Cuban Revolutions; between existentialism in Mallea and Onetti; among different manifestations of feminism in Bombal, Arredondo, Valenzuela, Rosario Castellanos, Ana Lydia Vega, Gloria Guardia, Ethel Krause, and Angelina Muñiz. (.5 unit)

(A Three Week Course).

Required texts: Seymour Menton, El cuento hispanoamericano 7th ed. (Mexico: Fondo de Cultura Económica, 2003); materials in Electronic form to be made available upon arrival at Middlebury.

Summer 2009

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Three-week course, first session

This course will cover an overview of the current state of the art in Argentina. We will cover works from the mid-80's to today. The problematic relationship between the artistic and economic and social crises that shook the country in 2001 and the world in 2008, will be a topic of particular concern to our course. While Buenos Aires is one of the most important centers of production and circulation, we will also attempt to reflect the artistic situation in various cities, paying particular attention to Rosario, as the epicenter of production in contemporary art. We will work with paintings, sculptures, video art, performances, interventions, installations, and artistic productions that are evidence of the crossing of languages and their interdisciplinary nature. (.5 unit)

Summer 2012, Summer 2013

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This course presents a framework that will help teachers carry out classroom-based evaluation in adult second/foreign language education. This course will provide information to help select and design evaluative measures of a language learner’s reading, writing, speaking, and listening skills. During the course students will develop assessment tools specific to their Spanish-language classroom needs. (1 unit)

Required text: Teresa Bordón, La evaluación de la lengua en el marco de E/L2: Bases y procedimientos(Madrid: Arco Libros, 2006); electronic material provided at Middlebury.

Summer 2012

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This course explores the use of new technologies applied to the enhancement of student learning in the Spanish classroom. The course seeks to familiarize participants with classroom applications and digital pedagogy of TELL including Computer-Meditated-Learning (CML): technology-based instruction and computer-tutorials, as well as Computer-Mediated-Communication (CMC): blog, wikis, email, chat, and web forums. As a final project, students will develop a pedagogical project for appropriately integrating technology into their own instructional approach. (1 unit)

Required text: Gerardo Arrarte Carriquiry, Las tecnologías de la información en la enseñanza del español (Arco Libros, 2011 ISBN 9788476358245); Robert Blake, Brave New Digital Classroom: Technology and Foreign Language Learning (Washington, DC: Georgetown University Press, 2008 ISBN: 978-1-58901-212-7).

Summer 2009, Summer 2012

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Politics and Violence in Spanish American Theatre

This course will concentrate on the Spanish American theatre of the second half of the 20th-century, focusing on two of its most controversial and debatable aspects: the role of politics in theatrical discourse and the repercussions of the theatrical representation of violence against people in their societies. We will examine how violence is often represented in this theater as a grotesque game in which spectators are invited to participate either as victimizers or as victims. (1 unit)

Required texts: 9 dramaturgos hispanoamericanos: Antología de teatro hispanoamericano del siglo XX: Tomo I (La noche de los asesinos), eds. Frank Dauster, Leon Lyday, & George Woodyard (Ottawa: Girol Books, 2nd ed., 1983 or most recent ISBN 0-919659-37-3); Luis Rafael Sánchez, La pasión según Antígona Pérez 16th ed. (Rio Piedras, Puerto Rico: Editiorial Cultural, 2000 (or most recent) ISBN 84-399-3092-5); Sabina Berman, Entre Villa y una mujer desnuda. Muerte súbita. El suplicio del placer (Mexico: Grupo Editorial Gaceta 1st, 1994 or most recent ISBN 968-7155-59-0; Osvaldo Pavlovsky, El señor Galíndez. Pablo (Buenos Aires: Ediciones Búsqueda, 1986 or most recent ISBN 950-560-031-3); Eduardo Rovner, Teatro 1. Cuarteto (Buenos Aires: Ediciones de la Flor,1994 or most recent ISBN 950-515-419-4); Ariel Dorfman, La muerte y la doncella (Nueva York: Siete Cuentos, 2001ISBN-10: 158322078X, ISBN-13: 978-1583220788; other critical readings will be provided in electronic form at Middlebury.

Summer 2010, Summer 2012

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Second Language Acquisition

This course is an introduction to the field of Second Language Acquisition and its pedagogical applications in the Spanish-language classroom. The course will be structured around the topic of second language learning theories and will focus on the psychological and linguistic challenges of learning and teaching Spanish. By the end of the course students will have a working knowledge of theory and research that explains how a second language is acquired. (1 unit)

Required text: Kim Griffin, Lingüística aplicada a la enseñanza del español como 2/L. 2a ed. (Arco Libros, 2011); other materials provided electronically at Middlebury.

This course is cross-listed with Professional Preparation for Teachers.

Summer 2009, Summer 2010, Summer 2011, Summer 2012, Summer 2013

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In this courses students will become familiar with the current trends in foreign-language teaching and connect their own experience as language learners and language teachers with the concepts and ideas encountered in the readings. Through personal and group reflections and discussions, students will develop a vision for improving the teaching of Spanish as a Foreign Language. By the end of the course, students will be able to critically evaluate existing teaching practices and materials based on their understanding of theory and research in second language acquisition and develop teaching materials for the classroom. (1 unit)

Required text: Concha Moreno Garcia, Materiales, estrategias y recursos para la enseñanza del español como 2L (Madrid: Arco Libros, 2011) http://www.arcomuralla.com/detalle_libro.php?id=839; other materials provided electronically at Middlebury.

Summer 2009, Summer 2010, Summer 2011, Summer 2012, Summer 2013

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THIS COURSE IS TAUGHT IN BUENOS AIRES

This class provides a modern and general vision of the most recent pedagogy research in teaching Spanish as a second language in the discipline of Applied Linguistics. Special emphasis is given to those methodological issues that the Spanish language presents when it comes to teaching language and grammar to English speakers. Students will have the opportunity to analyze current studies in the theory of language acquisition and, at the same time, will practice with specific language matters related to teaching Spanish. There will also be a revision of all the methodologies used for teaching foreign languages, altogether with morphological, pragmatics, and sociolinguistics factors intrinsically dependent on teaching and learning Spanish as a second language. (1 unit)

Required text: Dale A. Koike & Carol A. Klee, Lingüística aplicada (New York: Wiley & Sons, 2006) (available at the Middlebury College Bookstore in Vermont).

Summer 2012

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Latin American Avant-Garde Art
*Three-week course, first session*

The search for the NEW, the conflict between the local and the cosmopolitan, the self-questioning of the art institution per se, the encounter between the native and the European, the coexistence of the past and the modern spirit, and a deep sense of freedom, are some of the key elements in this course. We will study the social, political, and economic implications of this art in Latin America. In addition to the 1920s and 1930s, this course will also survey the spirit of rupture and revolution as it continues to evolve in the 1950 and 1960s. We will work with a wide variety of documents provided by the professor. (.5 unit)

Summer 2012

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Spanish in the United States: Teaching Spanish to Spanish Speakers

This course is an introduction to issues concerning Spanish language use in the United States social context and the teaching of Spanish to Spanish heritage speakers. We will tie discussions of academic needs and linguistic knowledge of Heritage speakers with research on the relationship between language and society in several Spanish-speaking communities. This course will cover pedagogical principals and approaches that take into consideration the different set of competencies that heritage speakers have when learning Spanish. During the course, students will develop practical applications for the heritage speaker in their classroom: materials development, lesson planning, and in-class expectations. (1 unit)

Required text: Kim Potowski, Fundamentos de la enseñanza del español a hispanohablantes en los EEUU (Madrid: Arco Libros, 2005); also electronic material in Segue.

Summer 2010, Summer 2011

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Summer 2010, Summer 2012

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Summer 2013

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