Literature and Cultural Survey Courses
SPAN 479 | Latina/o Studies en Español
This course is conducted in Spanish and explores some of the central themes that shape the diverse Latina/o experiences in the United States. Some of the main topics that the course addresses include: the politics of labeling; definitions of exile, migration, and diaspora; race and the conceptualizations of race; the politics of language; imaginary homelands and geographic spaces; and conceptualizations/politics of gender and sexuality. These themes will be seen through the lens of Latina/o literary and cultural productions. We read fiction, essays, and manifestos but also consider poetry, film, and visual art/performance. Throughout the course we emphasize two basic tools of literary analysis: close reading and library research. The main objective of this course is to help students begin to think critically and to understand the conceptual, theoretical, historical, and social issues that inform the Latina/o experience in the United States.
SPAN 499 | Contemporary Mexican Literature and Culture
Advanced literature course focused on Mexican literary and cultural production from 1960 to the present day; study of short stories, newspaper articles, poems, songs, cartoons, video clips, and a novel; students reinforce research skills through production of a final essay
SPAN 497 | Central Mexican Culture and Civilization
Intensive summer course aimed at developing students’ knowledge of Central Mexico’s historical, geographical, and cultural landscape; students refine language skills through reading, oral presentations, and writing assignments; students visit several sites in Puebla, Mexico City, Querétaro, and Guanajuato to reinforce information reviewed in classroom
SPAN 199/399 | Spanish Language in Context
This course is a dual-level intensive summer language class taught in Puebla, Mexico; conversation based and incorporates a student blog, student-created Mexican Spanish dictionaries, and various written responses to gauge language acquisition
Latina/o Studies 100 | Introduction to Latino Studies
This course provides an interdisciplinary introduction to the study of Latinas/os in the U.S. It begins with a historical overview of the major events in the U.S. southwest, Mexico, and the Caribbean that led to the creation of Latina/o communities in this country; we explore in this historical context the reasons for migration and the effects on identity of movement between countries and within the U.S. The course then moves to a consideration of the social protest movements of the 1960s, including Chicano and Puerto Rican nationalism, the farmworker movement, and Latina feminism. It then proceeds to present-day issues as they affect the major Latina/o groups in the U.S., attending to both similarities and differences within and between the major groups. The goal is to show that Latina/o; is not a monolithic category but that it does unite various populations (Chicano, Dominican, Cuban, Puerto Rican, etc.) for strategic purposes. The class addresses Latina/o participation/incorporation in the economy, the political system and public education, with attention to how public sphere participation is shaped by language, legal status, and connection to countries of origin. The class analyzes how Latina/o families are shaped by these social issues, with particular emphasis to how generation shapes life experiences. Finally, the course considers Latina/o cultural production, analyzing how artists across genres such as literature, film, performance, music, and new media (such as blogs) represent their cultures and respond creatively to the issues discussed throughout the semester.
This course is conducted in Spanish and explores some of the central themes that shape the diverse Latina/o experiences in the United States. Some of the main topics that the course addresses include: the politics of labeling; definitions of exile, migration, and diaspora; race and the conceptualizations of race; the politics of language; imaginary homelands and geographic spaces; and conceptualizations/politics of gender and sexuality. These themes will be seen through the lens of Latina/o literary and cultural productions. We read fiction, essays, and manifestos but also consider poetry, film, and visual art/performance. Throughout the course we emphasize two basic tools of literary analysis: close reading and library research. The main objective of this course is to help students begin to think critically and to understand the conceptual, theoretical, historical, and social issues that inform the Latina/o experience in the United States.
SPAN 499 | Contemporary Mexican Literature and Culture
Advanced literature course focused on Mexican literary and cultural production from 1960 to the present day; study of short stories, newspaper articles, poems, songs, cartoons, video clips, and a novel; students reinforce research skills through production of a final essay
SPAN 497 | Central Mexican Culture and Civilization
Intensive summer course aimed at developing students’ knowledge of Central Mexico’s historical, geographical, and cultural landscape; students refine language skills through reading, oral presentations, and writing assignments; students visit several sites in Puebla, Mexico City, Querétaro, and Guanajuato to reinforce information reviewed in classroom
SPAN 199/399 | Spanish Language in Context
This course is a dual-level intensive summer language class taught in Puebla, Mexico; conversation based and incorporates a student blog, student-created Mexican Spanish dictionaries, and various written responses to gauge language acquisition
Latina/o Studies 100 | Introduction to Latino Studies
This course provides an interdisciplinary introduction to the study of Latinas/os in the U.S. It begins with a historical overview of the major events in the U.S. southwest, Mexico, and the Caribbean that led to the creation of Latina/o communities in this country; we explore in this historical context the reasons for migration and the effects on identity of movement between countries and within the U.S. The course then moves to a consideration of the social protest movements of the 1960s, including Chicano and Puerto Rican nationalism, the farmworker movement, and Latina feminism. It then proceeds to present-day issues as they affect the major Latina/o groups in the U.S., attending to both similarities and differences within and between the major groups. The goal is to show that Latina/o; is not a monolithic category but that it does unite various populations (Chicano, Dominican, Cuban, Puerto Rican, etc.) for strategic purposes. The class addresses Latina/o participation/incorporation in the economy, the political system and public education, with attention to how public sphere participation is shaped by language, legal status, and connection to countries of origin. The class analyzes how Latina/o families are shaped by these social issues, with particular emphasis to how generation shapes life experiences. Finally, the course considers Latina/o cultural production, analyzing how artists across genres such as literature, film, performance, music, and new media (such as blogs) represent their cultures and respond creatively to the issues discussed throughout the semester.
Spanish Language Program
Spanish 1, 2, and 3 | Elementary, Intermediate, and Advanced Spanish
The Spanish Basic Language Program (SBLP) consists of the beginning and intermediate levels of Spanish culture and language instruction. The program consists of a series of three 4-credit semester courses for students who are not native Spanish speakers. The purpose of the program is to develop and improve communication skills when listening, reading, speaking, and writing in Spanish. Communication ability is improved by focusing on linguistic, sociocultural, discourse and strategic skills. In order to accomplish this goal, the program follows a communicative approach with focus on form.
The purpose of these courses is to develop and improve communication skills when listening, reading, speaking, and writing in Spanish. The courses follow a communicative information-based task approach, which springs from the idea that languages are best learned when real world information becomes the focus of students’ activities. Therefore, during the semester, you will exchange real-life information about yourself and your classmates.
Students who have previously completed course work equivalent to the level of Spanish 003 will not receive credit for Spanish 003 at Penn State. Also, individuals who have taken the AP exam and have received a score of 3 or above or who have taken the IB exam, and have received a score of 5 or higher on the Higher Level exam will receive the 12 credits required to fulfill the language proficiency requirement and will therefore not be able to take Spanish 3 for credit. There are no exceptions to this policy.
The Spanish Basic Language Program (SBLP) consists of the beginning and intermediate levels of Spanish culture and language instruction. The program consists of a series of three 4-credit semester courses for students who are not native Spanish speakers. The purpose of the program is to develop and improve communication skills when listening, reading, speaking, and writing in Spanish. Communication ability is improved by focusing on linguistic, sociocultural, discourse and strategic skills. In order to accomplish this goal, the program follows a communicative approach with focus on form.
The purpose of these courses is to develop and improve communication skills when listening, reading, speaking, and writing in Spanish. The courses follow a communicative information-based task approach, which springs from the idea that languages are best learned when real world information becomes the focus of students’ activities. Therefore, during the semester, you will exchange real-life information about yourself and your classmates.
Students who have previously completed course work equivalent to the level of Spanish 003 will not receive credit for Spanish 003 at Penn State. Also, individuals who have taken the AP exam and have received a score of 3 or above or who have taken the IB exam, and have received a score of 5 or higher on the Higher Level exam will receive the 12 credits required to fulfill the language proficiency requirement and will therefore not be able to take Spanish 3 for credit. There are no exceptions to this policy.