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LTAF 110 Africa

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LTAF 120

LTAF 120 Africa

This course will examine representations of “unruly” women in contemporary Latinx/é literary and cultural production. We will consider how, for example, familial relations, traditions, and the performance of gender identities inform Latina womanhood and, thus, Latina girlhood. We will analyze how representations of transgressive Latinas/xs/és disrupt identities and identifications. The purpose of the class is to examine a multitude of Latina/x/é voices and perspectives that illuminate the heterogeneity of Latinidad or “being Latinx/é.”

LTAM 105 The Americas

In this class we will examine some foundational Latin American texts in translation. Students will explore the various literary trends that these key writers in Latin America have spearheaded. We will reference the common experience that makes them Latin American writers. Students will also explore the various theoretical frameworks that have emerged to discuss magical realism, testimonio, crónicas, and the novela negra etcetera.

LTAM 110 The Americas

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The Gothic genre can give us insight into the sociopolitical fears of an age. This course will take us transhistorically through Euro and American Gothic horror, from the 1700s to the present day, to ask the following questions: How does Gothic horror represent “the other”? What does this tell us about the time period? What are the connections between media and imperialism? And finally, is there a way to write horror that does not exoticize “the other”? Media may include the tale of Bluebeard, Get Out and Interview with the Vampire.

Advanced cultural studies and medical humanities seminar on the global dimensions of human health, illness, disability, and survivance. Authors considered include Jasbir Puar, Edwidge Danticat, Danielle Geller, Han Kang, Arline Geronimus, Alice Wong, and Atul Gawande. Especially suitable for pre-health-career students, global health and policy students, social science students, and humanities majors.

This course invites students to develop skills in critical film and cultural analysis through the study of Japanese cinema from the post-war era into the present-day. Our conversations will focus on how films engage key historical, political, and cultural contexts, including the legacies of Japanese imperialism and the Second World War, the impact of globalization, and transformations within youth and popular cultures.

LTEA 138

LTEA 138 Asia

Multiethnic South Korea   -This course examines South Korean history from 1945 to the present through a comparative examination of literary works, films, media and popular culture. We will focus on three larger issues: 1) globalization 2) multiethnicization and multiculturalism 3) intersectionality of race and gender/sexuality. Some of the questions we will explore include the following: 1) how do we conceptualize South Korean history transnationally as part of the intensifying globalization process in the post-1945 era? 2) how do we relate the ongoing globalization processes to the contemporary multiethnicization and multiculturalization of South Korea? 3) how are multiethnicization and multiculturalism being managed by the state and the mainstream media in Korea? 4) how does Korean and Asian popular culture help shape the regional globalization process in Asia? 5) how do various contemporary media and communication technologies contribute to the formation of new national, regional and globalized identities? 6) how do ethnic Korean authors and filmmakers represent the ethnic minority populations in their work? 7) how do non-ethnic Korean, biracial/multiracial, and immigrant/migrant authors/filmmakers represent the history of multiethnic Korea differently?

LTEA 141 Asia

This course will examine two genres, horror and melodrama, in South Korean popular culture and literature. How did these genres evolve from the 1960s to the contemporary context of South Korea’s cultural globalization? How do these respective genres conceptualize, represent and deal with various social and historical issues such as postcolonial nation-building, class conflicts, gendered and sexual violence among many others? By examining these two genres, we will also explore the larger issue of violence at many levels, political, ideological, economic, social, representational and epistemological. The primary sources that we will read and view include literary works, films, and TV dramas. At least half of the materials will deal with the horror genre, both in terms of primary sources, movies and TV shows, and secondary articles on horror. If you are triggered by the genre, we clearly recommend that you do not take this class.

LTEA 142

LTEA 142 Asia

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LTEA 151 Asia

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An introductory survey, this course traces Chicanx/é literature from its foundations to contemporary works. We will examine the different cultural styles, themes, and social concerns explored by Chicanx/é writers. Issues of migration, assimilation, acculturation, gender, sexuality, race, violence, class consciousness, and struggles for social justice will figure prominently in readings and class discussion. Furthermore, exploring the cultural conditions under which literary texts are produced, disseminated, and received, we will consider not only the historical experiences that inform these works but also the sociological, education, theoretical, and potential futures they imagine.

Shakespeare and Indian Cinema -Advanced undergraduate course introducing students to multiple postcolonial, political, and provocative Indian film Shakespeares of the twentieth and twenty-first centuries: The Comedy of Errors, Romeo and Juliet, Macbeth, Othello, Hamlet.

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LTEN 181 The Americas

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LTEN 183 The Americas

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LTEU 111 Europe

In 2017, the hashtag #balancetonporc emerged on Twitter to indicate stories of sexual harassment at work. Journalists were quick to define this as the French #MeToo moment, but what does it mean to take a movement in one context and pull it into another? How did this formulation add to a long history of US-French exchanges about gender, sex, sexuality, and power? Discussions about gender and sex in the United States often reference “French feminisms” or take as a starting point a presumed openness about sex and sexuality that is associated with French culture. We will examine a variety of texts from the past 100 years to trace dominant and counter-cultural trends in France that have promoted or critiqued traditional notions of femininity, masculinity, and heterosexuality. From Simone de Beauvoir to #balancetonporc, we will study how French engagements with sex and power have changed over time and discuss what we can take from these debates to inform our own views about gender and justice.

LTEU 141 Europe

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LTEU 150B Europe

Intermediate French II: LTFR 2B
Plays from the 19th and 20th centuries as well as movies are studied to strengthen the skills developed in LTFR 2A. Includes a grammar review. Taught entirely in French.
May be applied towards a minor in French literature or towards fulfilling the secondary literature requirement.
The discussion class on Thursday is not required and is used for extra support or practice
Prerequisite: LTFR 2A or equivalent or a score of 4 on the AP French language exam.

Emphasizes the development of effective communication in writing and speaking. Includes a grammar review. A contemporary novel and films are studied to explore cultural and social issues in France today. Taught entirely in French. May be applied towards a minor in French literature or towards fulfilling the secondary literature requirement. Students who have completed 2C can register in upper-level courses. Prerequisite: LTFR 2B or equivalent or a score of 5 on the AP French language exam.

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LTFR 116 French

LTFR 116 The Mediterranean

LTFR 116 Europe

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2B is an intermediate-level course conducted entirely in German. The class provides a review and an expansion of the four German language skills. It also emphasizes reading authentic literature, cultural texts and discussions of current events and films. Another focus is the review of grammar and gaining more communication skills in the target language.

Food is culture in Italy: it is the expression of history, geography, tradition, and art.
Learning Italian is not just learning a language, but partaking of the culture this language allows you to enter.
Italian 2A/2B/50 is a grammar review, through the language of food and travel, meant to give you an "insider's perspective" on Italian culture at all levels, including music, film, sport, gestures, and of course, recipes!
quizzes, 1 exam, and oral presentations.

First Year Korean 1B (5 units) is the second part of the Beginning Korean series. This course is designed to assist students to develop mid-beginning level skills in the Korean language. These skills are speaking, listening, reading, and writing, as well as cultural understanding. LTKO 1B is designed for students who have already mastered the materials covered in LTKO 1A or who are already in the equivalent proficiency level. This course will focus on grammatical patterns, such as sentence structures, some simple grammatical points, and some survival level use of the Korean language. Additionally, speaking, reading, writing, and listening comprehension will all be emphasized, with special attention to oral speech. Upon completion of this course, students will be able to do the following in Korean:

Speaking: Students are able to handle successfully a variety of uncomplicated communicative tasks in straightforward social situations. Conversation is generally limited to those predictable and concrete exchange necessary for survival in the target culture. They are capable of asking a variety of questions when necessary to obtain simple information to satisfy basic needs.

Listening: Students are able to understand simple, sentence-length speech, one utterance at a time, in variety of basic personal and social contexts. Comprehension is most often accurate with highly familiar and predictable topics although a few misunderstandings may occur.

Reading: Students are able to understand short, non-complex texts that convey basic information and deal with basic personal and social topics to which they bring personal interest or knowledge, although some misunderstandings may occur. They may get some meaning from short connected texts featuring description and narration, dealing with familiar topics.

Writing: Students are able to meet a number of practical writing needs. They can write short, simple communications, compositions, and requests for information in loosely connected texts about personal preferences, daily routines, common events, and other personal topics.

Prerequisite: LTKO 1A or an equivalent level of proficiency in Korean language.

Second Year Korean 2B (5 units) is the second part of the Intermediate Korean. Students in this course are assumed to have previous knowledge of Korean, which was taught during the Korean 1A, 1B, 1C, and 2A courses. Students in this course will learn mid-intermediate level of standard modern Korean in listening, speaking, reading, and writing, as well as expand their cultural understanding. After the completion of this course, students are expected to acquire and use more vocabularies, expressions, and sentence structures and to have a good command of Korean in various conversational situations. Students are also expected to write short essays using the vocabularies, expressions, and sentence structures introduced. Upon completion of this course, students will become able to do the following in Korean:

Speaking: Students are able to handle with ease and confidence a large number of communicative tasks. They participate actively in most informal and some formal exchanges on a variety of concrete topics relating to work, school, home, and leisure activities, as well as topics relating to events of current, public, and personal interest or individual relevance.

Listening: Students are able to understand conventional narrative and descriptive texts, such as extended descriptions of persons, places, and things, and narrations about past, present, and future events. The speech is predominantly in familiar target-language patterns. They understand the main facts and many supporting details.

Reading: Students are able to understand conventional narrative and descriptive texts, such as extended descriptions of persons, places, and things and narrations about past, present, and future events. They understand the main ideas, facts and many supporting details. Students may derive some meaning from texts that are structurally and/or conceptually more complex.

Writing: Students are able to meet a range of work and/or academic writing needs. They are able to write straightforward summaries on topics of general interest. There is good control of the most frequently used target-language syntactic structure and a range of general vocabulary.

Prerequisite: LTKO 2A or an equivalent level of proficiency in Korean language.

Third Year Korean 130W (4 units) is the second part of the advanced Korean. Students in this course are assumed to have previous knowledge of Korean, which was taught in the Korean 2A, 2B, 2C and 130F courses. Students in this course will learn mid-advanced level skills in the areas of listening, speaking, reading, and writing in Korean, as well as expand their cultural understanding. Upon completion of this course, students are expected to acquire and use more vocabularies, expressions and sentence structures and to have a good command of Korean in formal situations. Students are expected to read and understand daily newspapers and daily news broadcasts. Upon completion of this course, students will be able to do the following in Korean:

Speaking: Students are able to communicate with accuracy and fluency in order to participate fully and effectively in conversations on a variety of topics in formal and informal settings from both concrete and abstract perspectives. They discuss their interests and special fields of competence, explain complex matters in detail, and provide lengthy and coherent narrations, all with ease, fluency, and accuracy. They present their opinions on a number of issues of interest to them, and provide structured arguments to support these opinions.
Listening: Students are able to understand speech in a standard dialect on a wide range of familiar and less familiar topics. They can follow linguistically complex extended discourse. Comprehension is no longer limited to the listener's familiarity with subject matter, but also comes from a command of the language that is supported by a broad vocabulary, an understanding of more complex structures and linguistic experience within the target culture. Students can understand not only what is said, but sometimes what is left unsaid.
Reading: Students are able to understand texts from many genres dealing with a wide range of subjects, both familiar and unfamiliar. Comprehension is no longer limited to the reader's familiarity with subject matter, but also comes from a command of the language that is supported by a broad vocabulary, an understanding of complex structures and knowledge of the target culture. Students at this level can draw inferences from textual and extralinguistic clues.
Writing: Students are able to produce most kinds of formal and informal correspondence, in-depth summaries, reports, and research papers. They demonstrate the ability to explain complex matters, and to present and support opinions by developing cogent arguments and hypotheses. They demonstrate a high degree of control of grammar and syntax, of general vocabulary, of spelling or symbol production, of cohesive devices, and of punctuation.

Prerequisite: LTKO 2C or an equivalent level of proficiency in Korean language.

LTKO 130W Korean

LTKO 130W Asia

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LTLA 104

LTLA 104 Latin

LTLA 104 The Mediterranean

LTLA 104 Europe

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LTRU 104C Russian

LTRU 104C Europe

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LTRU 110B Russian

LTRU 110B Europe

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LTSP 100F Spanish

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LTSP 134 Spanish

LTSP 134 The Americas

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LTSP 135A

LTSP 135A Spanish

LTSP 135A The Americas

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LTSP 180 Spanish

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YA Literature has changed a lot in the past few decades. We will discuss the history of YA literature and the questions that arise from and about the genre. We will read texts written by and about marginalized groups and ask: What makes YA “YA”? How does YA fantasy and speculative fiction address questions concerning diverse, diasporic, queer, and disabled communities? Where have market trends in YA been and where do we think they’re going? Texts may include She is a Haunting and The Spirit Bares Its Teeth.

The global popularity of manga, anime, music, video games, and literatures from Japan is irrefutable. In this course, we will examine the political and socio-historical significance of this popularity and learn how to connect academic approaches in cultural criticism to engage and better understand the way that pop cultures in and about Japan circulate within our global imaginaries.

In this course we will travel from the "holy anorexia" of medieval saints, through YA fiction, Roxane Gay's memoir "Hunger," Han Kang's "The Vegetarian," the brief life of Elsa Morante's competitive nun, Margaret Atwood's Lady Oracle, to Mei, the young, queer, mixed-race trans woman protagonist of Kai Cheng Thom's Small Beauty, and more, focusing on the connection between characters and their awareness of how much of their identity is projected/interpreted/internalized by their relationship with their bodies.
2 quizzes, and a final project which includes an oral presentation.

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LTWL 181

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