Graduate Course Descriptions: Fall 2006
- August 28, 2006 – December 15, 2006
TR 4:00pm – 5:15pm / class# 25764 / 3 cr. / BH 217
Instructor: Professor Darlene Sadlier
The first of a two-part survey of literature in Portuguese, this course will cover works written from the medieval period through romanticism in Brazil and Portugal. The emergence of an African/Brazilian literature will also be discussed. Representative authors and works serve as the basis for interdisciplinary and cross-cultural commentary of important social, political and historical issues. Readings will include poetry, prose, and theater selections. Students will write a midterm and final exams as well as a short research paper.
This course meets jointly with P400 & P498.
Topic: Foreigners in their homes, strangers in their bodies
TR 2:30pm – 3:45pm / class# 25810 / 3cr. / BH 321
Instructor: Professor Luciana Namorato
This course will examine novels, short-stories, and poems of twentieth and twenty-first century Brazilian and Portuguese Literature that introduce characters marked by a disturbing feeling of social, cultural, metaphysical, and/or linguistic displacement.
Tentative List of Readings:
Raduam Nassar. Lavoura Arcaica (1975)
Clarice Lispector. Laços de Família (1960) and A Legião Estrangeira (1964) (selections)
Antonio Lobo Antunes. Os Cus de Judas (1979)
Moacyr Scliar. O Centauro no Jardim (1980)
Caio Fernando Abreu. Morangos Mofados (1982) (selections)
Silviano Santiago. Keith Jarret no Blue Note: Improvisos de Jazz (1996)
Marina Colasanti. O leopardo é um Animal Delicado (1998) (selections)
Bernardo Carvalho. Nove Noites (2002)
Requirements: All students will write a midterm and a final exam. One paper (8-10 pp.) will be required of undergraduate students, while graduate students will write a 13-15pp research paper.
This course meets jointly with P495.
Literatures in Spanish
MW 11:15am – 12:30pm / section #25817 / 3 cr. / BH 221
Instructor: Professor Olga T. Impey
This course will offer both a survey of Spanish medieval literature and an in-depth reading of specific literary works, which will be examined in close connection with the historical, social and cultural contexts that produced them, and with the literary traditions, conventions and genres to which they belong.
The aim of S518 is to develop in students the interpretative acumen and analytical skills that will enable them to comment cogently on Spanish medieval texts and on the world view they reflect.
The reading list will include Poema de mio Cid, Milagros de Nuestra Señora, El Conde Lucanor, Libro de buen amor, Cárcel de amor, La Celestina as well as other short narrative and poetic texts.
S518 will be taught in Spanish. Lectures will alternate with seminar-type classes. Close reading of each work, and familiarization with the fundamental criticism and bibliography of Spanish medieval literature will constitute the core of the course. Students will be evaluated on the basis of their participation in class, an annotated bibliography or a research paper and two written examinations.
MW 1:00pm – 2:15pm / section #25818 / 3 cr. / BH 141
Instructor: Professor Luis Dávila
This course will give the student a panoramic view of U.S. Latino literature. Many of the readings are on the M.A. Reading List or are closely pertinent, or relate to it.
Special consideration will be given to treating the post-nationalistic consciousness of U.S. Latino literature, the movable centers of race and ethnicity it addresses, its Third World hybridity and the continuing dialogic conversation between Spanish and English-speaking cultures that it reflects. A discussion of Borderland theory, Latina feminism, and recent post-colonial perspectives will also incorporated into the course.
Selections from Tomás Rivera, Gloria Anzaldúa, Julia Alvarez, Rosario Ferré, Sandra Cisneros, Pedro Juan Soto, Alejandro Morales and others will serve as a basis for our discussions.
One short mid-term paper and a longer one, towards semester's end, will be assigned. No final exam.
Topic: “Male and Female Voices in Early Modern Spanish Literature”
TR 1:00pm – 2:15pm / class# 25820 / 3 cr. / BH 011
Instructor: Professor Catherine Larson
This course is designed to allow students to explore the relationship between gender and the literature of early modern Spain–specifically, we will examine the ways in which gender issues intersected with literary texts from a variety of genres during the sixteenth and seventeenth centuries. We will compare male- and female-authored texts so as to explore the canon, the issue of voice, and other related elements of literary representation. Primary texts will most likely include poetic works by Garcilaso de la Vega, San Juan de la Cruz, Lope de Vega, Góngora, and Quevedo, as well as selections from the Romancero; prose by Fray Luis de León (La perfecta casada), two novelas ejemplares by María de Zayas and one by Miguel de Cervantes; and theater by Cervantes (El juez de los divorcios and La cueva de Salamanca), Lope de Vega (Fuenteovejuna or La dama boba), Zayas (La traición en la amistad) Tirso de Molina (El Burlador de Sevilla), and Calderón de la Barca (La dama duende and/or El médico de su honra).
Students will give two brief oral presentations on topics related to the course and will lead the discussion of one primary text. They will also produce several short writing assignments on the critical and theoretical readings and a final paper.
Topic: “Négritude y negrismo : hacia la creación de identidad afro-caribeña”
TR 9:30am – 10:45pm / class# 25821 / 3 cr. / BH 221
Instructor: Professor Emily Maguire
The intention of this course is to analyze the representations of a black identity in the production of three poetic movements in the Spanish and French-Speaking Caribbean from the 1920s through the 1940s: Negrismo, Négritude and Poesía Afro-antillana. The first part of the course will look at the ways in which these movements engage and/or overlap with one another as well as with European Modernist movements such as Surrealism. Beginning with the negrista poems of Emilio Ballagas and Luis Palés Matos, we will examine early constructions of an Africanist poetics in Cuba and Puerto Rico. We will read André Breton’s Surrealist Manifestoes and other texts from French Surrealism, and we will interrogate the presence and role of an Africanist aesthetic in this and other European Avant-Garde movements. We will analyze the articulation of Négritude in Aimé Césaire’s work and will trace the “dialogue” established between his work and that of Surrealist writers Breton and Pierre Mabille. We will then look at the further development of an Africanist poetic discourse in the work of Nicolás Guillén, and examine the particular articulation of a racialized subjectivity in the Dominican literature through a reading of Tomás Hernández Franco’s poem “Yelidá.”
In the second half of the semester, we will explore the relationship of these articulations of an Africanist poetics to ethnographic discourse, focusing on the work of Fernando Ortiz (Los negros brujos, Contrapunteo cubano del tabaco y el azúcar) and Lydia Cabrera ( El monte). We will end the course by asking how (or if) the articulation of a racialized literary subjectivity in Negrismo, Négritude and Poesía Afro-antillana has influenced more recent treatments of race in Caribbean Literature, as we read Manuel Rueda’s Las metamorfosis de Makandal, Guillermo Cabrera Infante’s Tres tristes tigres, and the poetry of Nancy Morejón.
Theoretical and Critical readings to support our discussions of these primary texts will be drawn from the work of Edouard Glissant, Theodor Adorno, Franz Fanon, James Clifford, Paul Gilroy, Henry Louis Gates, Jr., Josephat Kubayanda, A. James Arnold, Luis Duno Gottberg, Vera Kutzinski, Robin Kelley, and Néstor E. Rodríguez, among others.
This course will be taught in Spanish. Readings for the course will be in Spanish and English. A reading knowledge of French is helpful, but not required.
Topic: “So Close to the United States”: Anxieties of Race, Nation, and Imperialism in Mexico and the Caribbean
TR 2:30pm – 3:45pm / class# 25822 / 3 cr. / BH 337
Instructor: Professor Deborah Cohn
U.S. expansionism into Mexico and the Caribbean in the 19th and 20th centuries was, as scholars such as George Handley, Amy Kaplan, José Limón, and others have demonstrated, inextricably linked to notions of (white) racial supremacy and doubts about the capacity for self-government of “non-whites.” Rigid ideas about race in the U.S. (e.g., the “one drop rule”) were exported to and imposed on the newly-acquired Mexican territories as well as Cuba and Puerto Rico, where attitudes towards race and ethnicity had historically been more elastic. As the color line became more inflexible, anxieties about racial mixing (miscegenation and mestizaje) heightened, and citizens of “mixed” background found their ability to participate in local politics—and even be recognized as social and political agents—curtailed at moments when efforts at characterizing and asserting national identity were on the rise. In the case of the Mexican territories, Suzanne Bost has argued that “mestizos of the Southwest were racially unintelligible in a system designed to support the racial hierarchies of U.S. slavery and whose ‘criteria of intelligibility’ were, in the 1850 and 1860 censuses, ‘white,’ ‘black,’ and ‘mulatto’” (648), leading her to conclude that “nineteenth-century census forms suggest that U.S. national interests demanded the exclusion of Mexican or Latin American identity from the borders of the American body” (649). Handley, in turn, has analyzed how race-based “plantation discourse, always dependent on structures of colonialism, wedded itself to the growth of U.S. imperialism [into the Caribbean] after emancipation” (5).
This course explores the treatment of race and ethnicity, and the role of race and ethnicity in nation-building projects, in the former Mexican territories and the Caribbean in the shadow of U.S. imperialism. Questions that we will address include: what role is afforded to race (relations, conflict, miscegenation) in the representations and constructions of regional and national identity? how does the plantation and its legacy factor into these representations of collective identity? how are the political relations between the U.S. and the Caribbean characterized, and to what extent does race play a role in these relations? what are the privileges afforded to citizenship? to what extent and in what manner are the latter inflected by race? in what ways are notions of blackness or mestizaje, on the one hand, and whiteness, on the other, interwoven and interdependent? We will read nineteenth- and twentieth-century works that address these issues; the work of U.S.-based writers who engage with these issues will also be included.
MWF 9:05am – 9:55pm/class# 25815/3 cr./Room TBA
Instructor: Professor Mary L. Clayton
S501 is intended for students in Hispanic Linguistics as well as for others interested in a linguistic approach to the history of the Spanish language. The course presents the major developments in the evolution of the sound system from Latin to Spanish as well as some of the major changes in morphology. The first section of the course begins with an introduction to the Latin sounds from which we will trace Spanish origins and to the problems of determining the pronunciation of a language no longer spoken. The second section is preceded by a very brief review of relevant Latin morphology. If time allows, a short unit at the end of the course will examine texts for examples of the phonological and morphological changes that we have studied. Textbooks: Menéndez Pidal, Ramón. (1940). Manual de gramática histórica española. 6th edition, reprinted as 18th or later. Madrid: Espasa-Calpe. Penny, Ralph. (2002). A History of the Spanish Language. 2nd edition. Cambridge University Press.
Evaluation: First exam 22.5% Second exam 22.5% Quizzes, other assignments and participation 20% Final exam 35%
Prerequisite: Latin (L300 or equivalent) must be taken prior to or concurrently with S501.
TR 1:00pm – 2:15pm / class# 25816 / 3 cr. / BH 217
Instructor: Professor Manuel Díaz-Campos
- DESCRIPCIÓN DEL CURSO:
El curso de introducción a la sociolingüística hispánica tiene como principal objetivo iniciar a los alumnos de postgrado en el manejo de los conceptos básicos en el área y ofrecer las herramientas metodológicas básicas no sólo para que puedan interpretar de manera crítica artículos especializados en la disciplina, sino también aplicar los conocimientos adquiridos en el diseño y escritura de una investigación piloto de manera individual o en grupos pequeños sobre algún tópico de variación sociolingüística que sea de interés.
Al finalizar esta asignatura los estudiantes estarán en capacidad de:
- Identificar los aspectos fundamentales que distinguen los estudios sociolingüísticos de otras disciplinas en el área de la lingüística.
- Reconocer los conceptos básicos y la metodología de la sociolingüística variacionista.
- Establecer la distinción entre las nociones de variable dependiente y variable independiente.
- Identificar y definir el ámbito de los fenómenos de variación fonológica.
- Identificar y definir el ámbito de los fenómenos de variación morfosintáctica.
- Interpretar y establecer la influencia de los factores internos y externos en los fenómenos de variación sociolingüística.
- Emplear los programas de computación disponibles para el estudio de la variación sociolingüística.
- Interpretar de manera crítica artículos especializados en el área.
- Emplear las nociones estudiadas acerca de los mecanismos del cambio lingüístico en la interpretación de los fenómenos de variación.
- Reconocer la importancia de los fenómenos de variación sociolingüística en comunidades bilingües o multilingües.
- Aplicar los conocimientos básicos adquiridos en la elaboración de una investigación piloto.
Tema 1: Los objetivos de la sociolingüística. Las relaciones de la sociolingüística con disciplinas afines como la sociología del lenguaje y la etnografía de la comunicación. El ámbito de la variación y los intentos por formalizar su estudio.
Tema 2: Metodología. La determinación de la variable dependiente y de las variables independientes. La distinción entre factores internos y externos. La comunidad lingüística y la selección de los hablantes. Estrategias para la recolección de datos. La transcripción de las muestras de habla.
Tema 3: Herramientas computacionales empleadas para el procesamiento e interpretación de los datos.
Tema 4: La variación fonológica. La definición de las variables y sus variantes. Los factores internos. Los factores externos nivel socioeconómico, sexo y edad. Los estilos de habla y su relación con los fenómenos de variación. La red social.
Tema 5: La variación morfosintáctica. Los problemas implícitos en la definición de la variable y sus variantes. Los factores internos. Los factores externos nivel socioeconómico, sexo y edad.
Tema 6: Los mecanismos del cambio lingüístico. El cambio en tiempo aparente. El cambio en tiempo real. El cambio consciente (desde arriba). El cambio no consciente (desde abajo). La transmisión del cambio.
Tema 7: El bilingüismo. El multilingüismo. Lenguas en contacto. Pidgings. Criollos. La identidad étnica. Política lingüística. Educación lingüística.
MW 8:00am – 9:15pm / class# 21294 / 3 cr. / BH 335
Instructor: Professor Terri Greenslade
This course offers a foundation in approaches and techniques for the teaching of Spanish at the college level from the perspective of language acquisition research and second language instruction. The objective of the course is to examine how theory and research inform effective second language teaching in the classroom. After an introduction that includes a survey of the history of language teaching methods, we will analyze various factors that affect the rate and ultimate level of attainment of foreign language learners and how to utilize this information to make language learning as effective as possible. In addition, we will discuss theoretical issues and the pedagogical implications of the communicative approach as it applies to the four skill areas: speaking, writing, listening and reading. Evaluation will be based on exams, oral presentations, class observations and self-evaluation, participation, and preparation of a teaching portfolio.
Topic: "Conversation Analysis: Issues in Spoken Discourse in Spanish"
MW 4:00pm – 5:15pm / class# 25819 / 3 cr. / BH 011
Instructor: Professor César Félix-Brasdefer
After a review of general concepts in pragmatics and discourse analysis, this course will critically review the existing literature in conversation analysis; in particular, our discussion will focus on research in conversation analysis in different varieties of Spanish. We will discuss methodological considerations for the analysis of naturally occurring data, followed by an analysis of studies that have utilized experimental data to examine aspects of (Spanish) conversation. Students will write a research paper on one aspect of conversation analysis (L1 Spanish), contrastive analysis of both Spanish and English conversations, or interlanguage pragmatics (L2 Spanish conversations), and will transcribe native or learner conversational data according to the tools of CA. The following areas of conversation and topics in pragmatics may be considered for writing a research paper: the sequential organization of talk, the organization of turn-taking, preference organization, the organization of laughter, overlapping talk, topic organization, repair, delay, politeness, sociopragmatic variation in two varieties of Spanish, and discourse markers. At the end of the semester, students will give a professional presentation of the research paper in a colloquium that will be open to faculty and students at Indiana University. Course evaluation will consist of class presentations, short written reports, an annotated bibliography on one aspect of conversation, and a final research paper.
Requirement: S508 or equivalent.