Graduate Courses 2018-2019

Fall Quarter 2018

SPA 201. Literary Theory - Robert Irwin
SPA 215. Technology in Foreign Language Teaching - Robert Blake
SPA 258. Spanish Literature of the Renaissance and Golden Age: Prose - John Slater
SPA 390. The Teaching of Spanish in College - Claudia Sanchez-Gutierrez

Winter Quarter 2019

SPA 203. Research Methodologies - Claudia Sanchez-Gutierrez
SPA 215. Special Topics in Hispanic Linguistics - Agustina Carando
SPA 222. Critical Approaches to Spanish Literature I: Prose & Essay - Cristina Martinez-Carazo
SPA 230. Topics in Latin American Cultural Studies - Emilio Bejel

 

Spring Quarter 2019

SPA 205. Spanish Phonology - Travis Bradley
SPA 224. Studies of a Major Writer, Period, or Genre in Spanish Literature - Diana Aramburu
SPA 274. Studies of a Major Writer, Period, or Genre in Latin American Literature - Leopoldo Bernucci
SPA 291. Foreign Language Learning in the Classroom - Carlee Arnett


FALL 2018


Spanish 201. Literary Theory I (4 units)

Robert Irwin, Professor

R 4:10-7:00P
109 Olson Hall
CRN 43336

Course Description:This course presents a survey of contemporary critical approaches to cultural objects for the context of Latinx, Latin American and Peninsular studies, considering the probematic roles of both theory and politics in academic inquiry. Some key methods and concepts include: semiotics, feminist standpoint theory, afropessimism, teoría cuir, affect theory, epistemologies of the south, border as method. The class will look at how major social issues emerging from civil rights and social movements have influenced academic inquiry. It will introduce the work of mainstream metropolitan figures such as Roland Barthes, Michel Foucault, Donna Haraway, and Judith Butler, as well as that of others emerging from the colonial margins of the metropolitan academy, such as Franz Fanon, Stuart Hall, and Achille Mbembe. Special attention will be given to the work of influential theorists from Spanish, US Latinx and Latin American contexts, including Franz Fanon, Gloria Anzaldúa, Paul B. Preciado, Marta Lamas, Néstor Perlongher, Walter Mignolo, Arturo Escobar, Boaventura de Sousa Santos, Martha Escobar, Néstor García Canclini, and Rossana Reguillo, among others.

Prerequisite: Graduate standing or consent of instructor (rmirwin@ucdavis.edu).

Format: Seminar - 3 hours; Term Paper.

Textbooks:

  • TBA

Spanish 215. Technology in Foreign Language Teaching (4 units)

Robert Blake, Professor

W 4:10-7:00P
151 Olson Hall
CRN 42508

Course Description:  This course will introduce graduate students to the field of CALL: computer assisted language learning. We will examine how the web, computer-assisted communication, social computing, and online programs and games can utilized in pursuit of second language learning. Examination and applications will be drawn from Spanish, French, German, and ESL. No prior technological experience is required.

Prerequisite: Consent of instructor (rjblake@ucdavis.edu); Spanish 205 and 206 recommended.

Format: Seminar - 3 hours; Term Paper.

Textbook:

  • Robert J. Blake, Brave New Digital Classroom: Technology and Foreign Language Learning [2nd Edition]  (Georgetown University Press, 2013)

Spanish 258. Spanish Literature of the Renaissance and Golden Age: Prose (4 units)

John Slater, Professor

M 4:10-7:00P
117 Olson Hall
CRN 42510

Course Description: 

Literature and Medicine: Theories, Texts, and Approaches.

This course is a theoretical and practical introduction to literature and medicine, with secondary foci on medical anthropology and the history of medicine.  “Literature and Medicine” is an interdisciplinary field that has seen tremendous growth over the last few decades.  Increasingly, literary scholars have turned to medical texts and ideas to explain philosophies about the body, as well as theories of embodiment.  This course will elucidate the ways in which literature not only borrows medical ideas, but also organizes and mediates medical knowledge.  We will examine the rich medical marketplace of early modern Spain (which included médicos and cirujanos, parteras and comadronas, ensalmadores and saludadores, curanderos and charlatanes); we will examine how literature constituted a discourse to contest mistreatment at the hands of medical practitioners; and we will consider the ways in which medicine and literature became competing textual arenas to analyze experiences of sickness and health.  Although our focus will be on early modern texts (written at the moment that modern physiology, anatomy, and chemical medicine came into being), seminar participants will be encouraged to explore the long history of interdisciplinary interactions between medical and literary discourses.

Prerequisite: Graduate standing or consent of instructor (jslater@ucdavis.edu).

Format: Seminar - 3 hours; Term Paper.

Textbooks:

  • TBA
     

Spanish 390. The Teaching of Spanish in College (4 units)

Claudia Sanchez-Gutierrez, Professor

MW 2:10-4:00P
244 Olson Hall
CRN 40323

Course Description:  Theoretical instruction in modern teaching methods and demonstration of their practical application. Required of graduate teaching assistants.

Prerequisite: Graduate standing.

Format: Lecture - 2 hours; Discussion - 2 hours.

Textbooks:

  • TBA

WINTER 2019


Spanish 203. Research Methodologies (1 unit)

Claudia Sanchez-Gutierrez, Professor

M: 4:10-6:00P
125 Wellman Hall
CRN 52047

Course Description: TBA

Prerequisite: TBA

Format:  Seminar - 1 hour

Textbooks: TBA


Spanish 215. HERITAGE LANGUAGE AND WRITING PEDAGOGIES

Agustina Carando, Professor

T: 4:10-7:00P
5 Wellman Hall
CRN 52048

Course Description: This course will cover the theoretical foundations of heritage language education and writing pedagogies. Drawing from research in language contact, second language acquisition, composition studies and education, the course aims at familiarizing students with the challenges facing speakers of minority languages (in this case, Spanish) in the US context, destigmatizing their oral and written linguistic practices, and evaluating various pedagogical approaches to address their development towards proficient bilingualism.

Prerequisite: Consent of Instructor. SPA 205 and SPA 206 recommended.

Format:  Seminar - 2 hours

Textbooks: 

COLINA, S. & LAFFORD, B. A. 2017. Translation in Spanish language teaching: the integration of a “fifth skill” in the second language curriculum. Journal of Spanish Language Teaching, 4:2, 110-123.

COLOMBI, M. C. 2009. A Systemic Functional Approach to Teaching Spanish for Heritage Speakers in the United States. Linguistics and Education, 20:39-49.

COLOMBI, M. C. 2015. Academic and Cultural Literacy for Heritage Speakers of Spanish: A case study of Latin@ students in California. Linguistics and Education, 32:5-15.

OTHEGUY, R. 2016. The Linguistic Competence of Second-generation Bilinguals. In Romance Linguistics 2013: Selected papers from the 43rd Linguistic Symposium on Romance Languages (LSRL), New York, 17-19 April, 2013 (Vol. 9, p. 301). John Benjamins Publishing Company. ELBOW, P. 1999. Inviting the mother tongue: Beyond “Mistakes,” “Bad English,” and “Wrong Language.” JAC, Vol. 19, No. 3, pp. 359-388.

OTHEGUY, R., & STERN, N. 2011. On So-called Spanglish. International Journal of Bilingualism, 15(1):85-100.

OTHEGUY, R., GARCÍA, O., & REID, W. 2015. Clarifying Translanguaging and Deconstructing Named Languages: A perspective from linguistics. Applied Linguistics Review, 6(3):281-307. POTOWSKI, K. 2005. Fundamentos de la enseñanza del español a hispanohablantes en los EEUU. Arco Libros.

SÁNCHEZ, R. 1994. Code-Switching Discourse Chicano Discourse: Socio-historic Perspectives (2 ed., pp. 139- 176). Houston, TX: Arte Público Press.

VALDÉS, G., & GEOFFRION-VINCI, M. (1998). Chicano Spanish: The Problem of the Underdeveloped Code in Bilingual Repertoires. The Modern Language Journal, 82(4):325-353.

VALDÉS, G. 2007. Making Connections: Second Language Acquisition Research and Heritage Language Teaching. In R. Salaberry & B. A. Lafford (eds.), The Art of Teaching Spanish (pp. 193-212). Washington, D.C.: Georgetown University Press


Spanish 222. MEMORY AND THE SPANISH CIVIL WAR

Cristina Martinez-Carazo, Professor

W: 4:10-7:00P
TBA Sproul Hall
CRN 54630

Course Description:

Memoria y olvido: Huellas de la Guerra Civil en la producción cultural de España

Otra maldita novela sobre la Guerra Civil (2007) de Isaac Rosa refleja en el título el clima de “aceptación/rechazo” en el que se instala la producción cultural asociada al conflicto bélico que arrasó España entre 1936-39. A la zaga del proyecto de recuperación de la memoria histórica en España sale a la luz un ingente número de novelas, películas, documentales, archivos fotográficos, exposiciones y demás conmemoraciones que traen al presente un conflicto velado durante los casi cuarenta años de gobierno franquista. Necesidad de revisar el pasado, proyectos políticos, oportunismo, intereses de mercado, poder mediático y un largo etcétera de factores dispares crean un caldo de cultivo idóneo para llevar a cabo esta compleja revisión del pasado. Tomando como eje de reflexión de nuestro seminario la Guerra Civil abordaremos el estudio de una serie de productos culturales que plasman la compleja relación que mantiene España con su pasado. Exploraremos una serie de documentales (Las fosas del olvido, Les fosses del silenci), novelas (El lápiz del carpintero, Soldados de Salamina, Los girasoles ciegos, Ayer no más) y películas (El corazón del bosque, El laberinto del fauno, además de las adaptaciones cinematográficas del Soldados de Salamina y Los girasoles ciegos), artículos de prensa, e imágenes fotográficas etc. que nos ayudarán a calibrar la dialéctica entre cultura, memoria e historia. Elegiremos así como hilo conductor la problemática relación entre realidad/ficción,  memoria/historia y analizaremos, por un lado, el modo en que los textos elegidos problematizan la representación de la realidad y por otro las premisas ideológicas, éticas y estéticas que condicionan estos acercamientos en el momento histórico en el que se producen. 

Prerequisite: Graduate standing or consent of instructor.

Format:  Seminar - 1 hour

Textbooks: TBA


Spanish 230. Science and Politics of the Human Body – Case Study: The Spanish-Speaking World

Emilio Bejel, Professor

R: 4:10-7:00P
TBA Sproul Hall
CRN 54631

Course Description:  

This course explores the intersections of power, media, and knowledge about the
human body in Spain, Latin America, and the Hispanic-Latinx population in the
United States from the 16 th century to the near future, with a particular focus on
Latin America during the last two centuries. While we structure our course
around particular intersections, we construe “media,” “power,” and “knowledge
about the body” broadly: media includes cinema, literature, scientific and political
texts; power entails primarily political power, but we attend to other
asymmetrical and hierarchical relationships; and we consider a number of forms
of knowledge-making, focusing on science and medicine. Our geographic focus
will be a number of Spanish-speaking countries and communities, but mainly:
Argentina, Mexico, Cuba, Spain, and Latinx communities in the US. All the
material of the course will be in Canvas, and students will not have to buy any
books or search for movies or articles.

Prerequisite: TBA

Format:  Seminar - 1 hour

Textbooks: TBA


SPRING 2019


Spanish 205. Spanish Phonology (4 units)

Travis Bradley, Professor

W 4:10-6:00P
3 Wellman Hall
CRN 91953

Course Description: Phonology is the subfield of theoretical linguistics that attempts to explain why sounds pattern the way they do in the languages of the world. This seminar provides an introduction to the organization of the Spanish sound system from the perspectives of linear and non-linear generative phonology. Comparisons will be made among Spanish dialects and with other languages as appropriate. Students will be able to (1) identify sound patterns from a set of data; (2) describe these patterns using the formalisms of phonological theory; (3) read, understand, and critique analytical proposals from the literature; and (4) explore a research topic in Spanish phonology. 

Prerequisite: Some knowledge of phonetics is required and consent of instructor (tgbradley@ucdavis.edu); LIN 109 and LIN 139 highly recommended.

Format:  Seminar - 3 hours; Term Paper.

Textbooks:

  • TBA

Spanish 224. Between Illness and Fiction: Examining Representations of the Sick Body in Contemporary Spanish Literary and Visual Narratives (4 units)

Diana Aramburu, Professor

T 4:10-7:00P
1106 Hart Hall
CRN 91954

Course Description: This seminar explores how illness and the experience of the sick body is represented in contemporary literary and visual genres. By examining portrayals of illness and how patients (or their loved ones) manage their sick bodies, we will investigate how the sick body is narrated and visualized in a state of in-betweenness—between sickness and recovery—because it is a body that is in process. What is more, we will study how illness narratives employ mythic paradigms to give a sense of order or coherence to the sick body both for the patient and for the reading or viewing public, making the individual experience of illness understood universally. Our analysis of these illness narratives or (auto)pathographies will also demonstrate how these works are politicizing because the journey through disease is now authored by the patient instead of medical professionals. We will pay particular attention to how women writers have used the (auto)pathographic genre to reveal how disease has traditionally been employed to marginalize and silence women, and how the boom in female-centered illness writing is giving visibility to aesthetic narratives that are imposed upon women during illness and recovery. We will study a variety of genres in this seminar, including novels, critical essays, selections of poetry, graphic narratives, documentaries, and films, signaling the interdisciplinary character of the modern illness narrative and of this field of study.

Spanish 224 may be repeated for credit with consent of instructor.

Prerequisite: Graduate standing or consent of instructor (daramburu@ucdavis.edu).

Format:  Seminar - 3 hours; Term Paper.

Textbooks:

  • TBA

Spanish 274.  Cronicas De Indias (4 units)

Leo Bernucci, Professor

R 4:10-7:00P
123 Wellman Hall
CRN 91955

I. Objetivos del curso

Con este curso se intentará alcanzar tres metas. Primero, ofrecer un repertorio selecto de obras escritas durante el período colonial latinoamericano. La selección reúne textos que normalmente se ubican en las categorías de las crónicas (e. g., cartas, relatos de viajes, historias, comentarios, relaciones y otros tipos discursivos). Al ofrecer esta lista de lectura, no se le ha querido imponer ninguna especie de gusto personal. Al contrario, tal lista se debe a que esas obras ofrecen una gama de asuntos y discursos que posibilitan a la vez una visión particular y de conjunto de las distintas formas de escritura del período. Son también textos que por ser canónicos pertenecen normalmente a las listas de lectura en los programas de posgrado de las universidades norteamericanas.

La segunda intención del curso es estudiar analítica y teóricamente esos textos teniendo en mente cuatro interrogantes fundamentales: (1) )  ¿qué clases de textos son esos? (2) )¿cómo se manejan los conceptos realidad, historia y ficción desde una perspectiva metatextual y teórica? (3) ) ¿cómo responden esos textos a las épocas que los engendran? y (4) ¿qué relevancia tienen para el estudio de la historia de la literatura latinoamericana en general?

Finalmente, el curso podrá ofrecer al estudiante la oportunidad de articular sus inquietudes literarias a través de la tan diversificada bibliografía de la literatura colonial. Desde los primeros acercamientos filológicos del siglo XIX hasta los más recientes (semióticos, culturalistas, marxistas, etc.), el discurso crítico ha dado lugar, más de una vez, a polémicas y a controversias que han ofuscado y también iluminado la comprensión de dichas obras.

II. Lecturas

1. Pero Vaz de Caminha.  A carta de Pero Vaz de Caminha. [1500]

2. Hernán Cortés. Cartas de relación [1519, 1520, 1522]     

3. Álvar Núñez Cabeza de Vaca. Naufragios [1542, Lisboa 1555].

4. Garcilaso de la Vega, el Inca. Comentarios reales [Lisboa 1609, 1617].

5. Frei Vicente do Salvador. História do Brasil [1627]

6. Bernal Díaz del Castillo. Historia verdadera de la conquista de la Nueva España [Madrid 1632]

Prerequisite: Graduate standing or consent of instructor (lmbernucci@ucdavis.edu).

Format:  Seminar - 3 hours; Term Paper.


Spanish 291. Foreign Language Learning in the Classroom (4 units)      Taught in English       [cross-listed with FRE 291 / GER 291]

Carlee Arnett, Professor

R 2:10-5:00P
111 Wellman Hall
CRN 91956

Course Description: This course will provide an overview of the field of second language acquisition (SLA) as well as the approaches to university-level foreign language instruction in the United States with an eye to highlighting the theoretical notions underlying current trends in classroom practices across commonly taught foreign languages. Course objectives are the following: (1) to acquaint students with issues and research in foreign language teaching; (2) to show ways of using that research to achieve more effective classroom instruction; (3) to develop students’ skills in evaluating teaching performance and instructional materials; and (4) to prepare students for continued professional development, including the use of technology in the classroom. Class meetings will consist of lectures by the course instructor and invited guest speakers, student-led discussion, and short presentations and/or demonstrations by students and the instructor. Students will participate in a class wiki; prepare their own classroom materials; evaluate the instructional materials developed by others; and complete a final exam. (Same course as French 291 and German 291.)

Prerequisite: Graduate standing or consent of instructor (clarnett@ucdavis.edu).

Format: Lecture - 3 hours.

Textbooks:

  • Klaus Brandl, Communicative Language Teaching in Action  (Pearson Education, 2007)
  • Claire Kramsch and Lihua Zhang, The Multilingual Instructor  (Oxford University Press, 2018)