Spanish

SPAN 103   1st Year Spanish: Multiple CRNs

Emphasis on the development of speaking, reading, and writing skills; introduction to Hispanic culture. Sequence. Conducted in Spanish. No Expanded Course Description

SPAN 112   Intens Begin Spanish: Multiple CRNs

Intensive study for experienced language learners; introduction to Hispanic culture. Prereq: evidence of placement. Sequence. Conducted in Spanish. Cannot be combined with SPAN 101, SPAN 102, SPAN 103 for more than 15 credits of first-year Spanish. No Expanded Course Description

SPAN 203   2nd Year Spanish >1 >GP >IC: Multiple CRNS

Development of Spanish language proficiency beyond beginning level through the study of the cultural products, practices, and perspectives of the Spanish-speaking world. Topics include history, geography, demographics, foodways, social movements, art, politics, and other cultural phenomena. Sequence with SPAN 201, SPAN 202.The Spanish 200-level sequence is an intermediate-level course designed to provide you with an active and rewarding learning experience as you (1) strengthen your language skills (real-world, or instrumental, use of Spanish), (2) deepen your knowledge of the cultures of the Spanish-speaking world, and (3) use a second language to improve your overall literacy (reading, writing, listening, speaking).The completion of this sequence (SPAN 203) is one means of satisfying the UO BA language requirement. These courses devote extensive practice to oral skill development in real-world contexts; by the end of the sequence, the average student should be able to converse with native speakers on many topics of everyday interest (family, studies, travels, holidays, etc.), as well as articulate the most important cultural, social, and historical information about Spanish-speaking communities around the world. The goal we set for most students corresponds roughly to the Intermediate-Mid level of the ACTFL Proficiency Guidelines, although many students may surpass this basic level, depending on their personal investment in the course and hours of study.Language study is a crucial part of a broad education. As a core part of a humanities curriculum, this course exposes students to the diversity of cultures of the Spanish-speaking world. Students will investigate and express their views on current political and social issues, historical events, cultural products (literature, art, music), and other related areas.

SPAN 218   Latino Heritage I >1 >AC >US: 34957 

As the title suggests, course content focuses on students’ expression of personal identity as members of a Spanish-language heritage community in the U.S. Course work is designed to develop a range of bilingual abilities, with a focus on oral production in informal contexts (similar to the SPAN 101-102-102-201 sequence for second language students of Spanish), through building vocabulary, teaching basic grammatical terminology, and basic literacy (reading and writing).The courses in the Latino Heritage series (SPAN 218, 228) have an obvious focus on the development of Spanish-language proficiency. However, they use the approach known as “content-based instruction” in language teaching: language ability is developed through the study, in Spanish, of content that is typically included in humanities courses across campus. These new classes will cover the basics of human and cultural geography and ethnography, necessary for an understanding of the origins and demographics of Latino heritage communities in the U.S. and their relationship to the communities of origin. Coursework leads students through an examination of cultural production (music, literature, and plastic arts) and also include issues of linguistic and cultural prejudice by examining the connections between language, power, and social inclusion. This multi-faceted study of the make-up and dynamics of Latino communities in the U.S. therefore satisfies the Arts and Letters area requirement.

SPAN 228   Latino Heritage II >1 >GP >IC: 34958 and 34958

This course belongs to the Herencia Latina series (with SPAN 218), courses designed to integrate heritage learners of Spanish into the curriculum of the Spanish-language program at UO. The target audience is defined as students with at least Intermediate Low oral proficiency for whom Spanish is a community/home language and whose oral communication skills may be more developed than their literacy skills. The completion of this series (SPAN 228) is one means of satisfying the UO BA language requirement.As the title suggests, course content focuses on the use of Spanish as a vehicle of communication in the U.S. and around the world and serves to help students establish a personal connection between their Spanish-language heritage and the wider Spanish-speaking world. Course work is designed to develop a range of bilingual abilities, improving their oral production in informal and formal contexts and preparing them to use Spanish in academic/formal contexts (similar to the SPAN 202-203 sequence for monolingual English speakers), through expansion of vocabulary and exposure to normative (standard) Spanish. Course content will also include issues of linguistic and cultural prejudice by examining the connections between language, power, and social inclusion.The courses in the Latino Heritage series (SPAN 218, 228) have an obvious focus on the development of Spanish-language proficiency. However, they use the approach known as “content-based instruction” in language teaching: language ability is developed through the study, in Spanish, of content that is typically included in humanities courses across campus. These new classes will cover the basics of human and cultural geography and ethnography, necessary for an understanding of the origins and demographics of Latino heritage communities in the U.S. and their relationship to the communities of origin. But the bulk of coursework leads students through an examination of cultural production (music, literature, and plastic arts). Course content will also include issues of linguistic and cultural prejudice by examining the connections between language, power, and social inclusion. This multi-faceted study of the make-up and dynamics of Latino communities in the U.S. therefore satisfies the Arts and Letters area requirement.

SPAN 301   Identidades Hispanas >1 >GP >IC: 34960 and 34961

One of three Culture and Language courses (SPAN 301, 303, and 305) that begin a student’s advanced-level work in the Spanish major/minor. These three courses are designed to empower students as they make the transition from language-based study in first- and second-year Spanish, into the use of the Spanish language in the study of works of literary art and other cultural expressions of the Hispanic world. Each course presents specific social, cultural, and historical issues through literary works and journalistic, cinematic, and artistic materials. Primary attention is given to the development of the analytical and critical skills that are a crucial part of a humanities-based education. At the same time, students continue to improve abilities in speaking, reading, and writing Spanish by enriching advanced-level vocabulary, practicing written and oral expression, and improving aural and reading comprehension. All three classes seek to develop students’ capacities, in Spanish, for the integration of humanities content through synthesis, reflection, and critical thinking. These courses thus serve as an effective “bridge” in preparing students for upper-division literature survey courses (SPAN 316-319) and further literary and cultural study in the Spanish major and/or minor. Note: These “stand-alone” courses may be taken in any order and as they fit the student’s interest and schedule, to fulfill requirements for the Spanish or Romance Languages majors or minors. SPAN 301 Culture and Language: Identities in the Hispanic World (Cultura y lengua: Identidades hispanas) explores various social and cultural identities that have formed in different parts of the Spanish-speaking world (especially Spain, Latin America, and the Caribbean). Through literary and journalistic texts and films–ancient legends, colonial-era accounts, present-day narratives, essays, and dramatic works–we study the historical presence and the contemporary realities of various ethnic groups and social classes.

SPAN 303   Expresiones Artisticas >1: 34962

One of three Culture and Language courses (SPAN 301, 303, and 305) that begin a student’s advanced-level work in the Spanish major/minor. These three courses are designed to empower students as they make the transition from language-based study in first- and second-year Spanish, into the use of the Spanish language in the study of works of literary art and other cultural expressions of the Hispanic world. Each course presents specific social, cultural, and historical issues through literary works and journalistic, cinematic, and artistic materials. Primary attention is given to the development of the analytical and critical skills that are a crucial part of a humanities-based education. At the same time, students continue to improve abilities in speaking, reading, and writing Spanish by enriching advanced-level vocabulary, practicing written and oral expression, and improving aural and reading comprehension. All three classes seek to develop students’ capacities, in Spanish, for the integration of humanities content through synthesis, reflection, and critical thinking. These courses thus serve as an effective “bridge” in preparing students for upper-division literature survey courses (SPAN 316-319) and further literary and cultural study in the Spanish major and/or minor. Note: These “stand-alone” courses may be taken in any order and as they fit the student’s interest and schedule, to fulfill requirements for the Spanish or Romance Languages majors or minors. SPAN 303 Culture and Language: Arts in the Hispanic World (Cultura y lengua: Expresiones artísticas) focuses on the varied artistic expressions (including but not limited to fine arts, photography, film, popular art, literature, and music) with the goal of broadening the student’s knowledge and understanding of the cultures, history, geography and other related areas of the Spanish-speaking world. These objectives will be achieved through reading and analyzing cultural and literary texts, examining and interpreting works of art, and research and discussion of related topics. Students will write both essays of literary or visual analysis and creative works.

SPAN 305   Cambios Sociales >1 >GP >IC: 34964 and 34965

One of three Culture and Language courses (SPAN 301, 303, and 305) that begin a student’s advanced-level work in the Spanish major/minor. These three courses are designed to empower students as they make the transition from language-based study in first- and second-year Spanish, into the use of the Spanish language in the study of works of literary art and other cultural expressions of the Hispanic world. Each course presents specific social, cultural, and historical issues through literary works and journalistic, cinematic, and artistic materials. Primary attention is given to the development of the analytical and critical skills that are a crucial part of a humanities-based education. At the same time, students continue to improve abilities in speaking, reading, and writing Spanish by enriching advanced-level vocabulary, practicing written and oral expression, and improving aural and reading comprehension. All three classes seek to develop students’ capacities, in Spanish, for the integration of humanities content through synthesis, reflection, and critical thinking. These courses thus serve as an effective “bridge” in preparing students for upper-division literature survey courses (SPAN 316-319) and further literary and cultural study in the Spanish major and/or minor. Note: These “stand-alone” courses may be taken in any order and as they fit the student’s interest and schedule, to fulfill requirements for the Spanish or Romance Languages majors or minors. SPAN 305 Culture and Language: Social Change (Cultura y lengua: Cambios sociales seeks to extend students’ knowledge and understanding of the Spanish language while studying some of the major political, economic, and historical changes of the twentieth and twenty-first centuries in Spain and Latin America, with an emphasis on how these have affected everyday life.

SPAN 308   Comunidades Bilingues >2 >GP >IP: 34967, 34968, 34969 and 34970

Course Description: SPAN 308, Bilingual Communities, examines the social and linguistic dynamics of the various communities in which Spanish is in contact with other languages. The Spanish language, a communication system resulting from language contact over many centuries, is a means of expression for multilingual people in the United States, Latin America, Spain, Africa, and Asia. This class aims to illuminate various topics related to this reality while at the same time expanding students’ language repertoire and skills in Spanish and promoting and developing their critical language awareness skills. This class is open to all students of the Spanish language. At the same time, it is part of the Romance Languages initiative for the development and learning of Spanish for heritage learners.As in all SHL (Spanish Heritage Language Program) courses, we will use, as a starting point, the belief that languages are a social phenomenon and therefore include, by necessity and nature, variety as a result of the constant movement and change of its people – universally human aspects. Thus, we must approach the study of languages in a way that overcomes linguistic hierarchies and assumptions based on the paradigm of a “standard” language. This paradigm works on the assumption that there is a “correct” way to speak a language and that there are “native” speakers who speak this “standard,” ignoring the realities of language variety based on identity and social context.The most appropriate position to study Spanish/Castilian in an ethical and honest way is not to consider the language as a simple linguistic object independent of its speakers and sociopolitical realities, but as a living and constantly evolving instrument of many nations and cultures which is closely linked to the identities of its speakers.

SPAN 311   Adv Writing in Spanish: 34971

In Jaramillo’s Spanish 311 Advanced Writing class, students will embark on an exciting journey that blends creativity, critical thinking, and real-world issues. They’ll engage in fascinating discussions about Mexican history, culture, and literature, analyzing short stories, novels, and films to uncover pivotal moments in women’s and LGBTQ+ histories. These rich explorations provide the foundation for broader themes like identity, resilience, and social justice, creating a dynamic context for honing advanced writing skills. The class also integrates a strong focus on AI literacy and ethical AI collaboration in the writing process. Students will learn to use cutting-edge AI tools as partners for brainstorming, revising, and refining their essays, while critically engaging with the possibilities and responsibilities of technology. Activities like speedwriting, group discussions, film analysis, and thought-provoking essays keep the energy high and the learning meaningful. This is more than a writing class—it’s a space where history meets innovation, culture meets creativity, and every voice contributes to building a more thoughtful and inclusive narrative. It will be an unforgettable, empowering experience for any aspiring writer!

SPAN 312   Spanish in the Media: 34973 and 34972

Designed for heritage learners. Examines the role of Spanish in various forms of media such as television, Internet, and literature. Students practice advanced writing skills necessary to participate in argumentative writing and close textual readings.No Expanded Course Description

SPAN 320   Intens Grammar Review: 34974 and 34975

This course is a study and review of some of the central complex themes of Spanish grammars. We will use Critical Language Awareness (CLA) to study, review and practice elements of both the privileged normative varieties of Spanish and the minoritized varieties. We will also reflect on which variations we and our classmates use in our daily lives.

SPAN 324   Pronunciation & Phonet: 34977

Study of Spanish sounds, rhythms, and intonation; supervised pronunciation practice. Offered alternate years.No Expanded Course Description

SPAN 348   US Latino Lit & Cul >1 >AC >US: 35985

This course is an introduction to Latinx literature, art, film, and other forms of cultural production in the United States. Students will study a range of 19th- through 21st-century Latinx thought and creative expression and will address relevant literary, cultural and social themes in class discussion and writing assignments. Topics include: borderlands, US-Latin American relations, the politics of language, Chicano/Latino/Latinx identities, Chicana/Latina feminisms, migration and exile, foodways, and popular culture. Students are expected to read, discuss, and write in Spanish, although course material vary in linguistic registers (Spanish, English, Spanglish, Caló, etc.). This course satisfies the USDIA Category for the UO Cultural Literacy Requirement.

SPAN 350   Introduction to Poetry >1 >GP >IC: 34981

Instructor: Cecilia Enjuto Rangel

This course explores the development of Peninsular Spanish Poetry from the Renaissance to the present, and of Latin American Poetry from pre-Columbian times until our day. After an initial period that covers poetic terminology, genres, versification, and methods of analysis, the course dedicates precisely the same number of days to Peninsular Poetry as it does to Latin American poetry. The poems are selected to represent specific literary periods, movements, and highlights of both regions, but also to represent the historical moment. They are also carefully selected to be representative of the work of each poet. Except in cases of movements/periods such as the Baroque in which the most defining characteristic is complexity, the poems are chosen for their ease of comprehension and for their potential interest and pertinence to our current times. The objective is to lead the students into understanding how our current poetry and literature in Spain and Latin America have been shaped by the cumulative effects of literature and its relationship to history and the arts.The course moves chronologically. It progresses through the Renaissance, the Baroque, Neoclassicism, and Romanticism until the end of the 19th century. Beginning with the Generation of ’98 there is even more of a historical connection of the poems. After the Generation of ’27, they are tied to the Spanish Civil War and then the various stages of the Franco regime. After Franco’s death in 1975 the poetry is viewed more in terms of its social value, feminism, and other tendencies of current importance.The Latin American part of the course begins at this point and we go back to pre-Columbian times to read some poems that illustrate philosophies and artistic values of the indigenous cultures. Then we move relatively fast through the colonial period stopping to look with more attention to Sor Juana Inés de La Cruz. After Modernism at the end of the 19th Century enters the picture, the rest of the term is spent looking at specific poets of major importance as well as various movements that are evident in specific countries, in most cases associated with the historical moment. Countries such as Chile and Argentina which went through difficult political periods are represented by poetry that illustrates their struggles. Feminist poems from various countries are studied, as well as poetry that represents environmental concerns.

SPAN 353   Intro to Narrative >1 >GP >IC: 34982

In this course we read a wide selection of short stories and/or a novel by authors from Spain and Latin America. Our discussions will concentrate on formal critical analysis, but the texts are always connected to their historical contexts. Throughout the course, we will introduce and incorporate into our discussions the terminology and key concepts of literary criticism and narrative analysis. We will work towards being able to write a clearly focused original critical essay in Spanish analyzing an aspect of a text or a group of texts, and using three or more bibliographical sources.

SPAN 355   Creative Wrtg in Span >GP >IC: 34983

SPAN 355 aims to expand the students’ creative capabilities in Spanish through several writing exercises. In this class students will develop their literary sensitivity as well as their critical judgment and interpretative skills. Students will also enhance their Spanish oral, written, and reading proficiency while acquiring knowledge of writing techniques and cultural background about literary schools and writers from Spain and Latin America. During class we will also read in Spanish literary pieces from indigenous and European immigrant traditions in the Americas. Our seminar will be organized in the format of literary workshops and group discussions. Students are expected to write poems and/or short stories in guided writing exercises, and we will also read literary texts relevant to each individual writing project. By the end of the term, students will have produced a collection of original work in Spanish, which they will present in a public forum for the UO and local community. Readings, writing assignments, and class discussion are conducted in Spanish.

SPAN 399   Sp St Span Lane Cty: 35986

Through interactive, community-engaged learning, students will research, observe and interpret how Spanish and English are used in local organizations and how the impact these organizations have on our community in areas such as migration, human rights, and cultural heritage. The focus of this course goes beyond our UO community to encompass the larger “public” of Spanish-speaking Lane County residents, primarily centered on Eugene and Springfield. Taught in Spanish. Prerequisite: SPAN 203, SPAN 228 or by instructor approval.

RL 407   Sem Idea of Europe: 34797

Prof. Nathalie Hester The Idea of Europe is a multi-disciplinary course that explores the meanings of Europe past and present. Guest faculty from a variety of disciplines on campus (humanities, social sciences and the arts) lecture weekly on the European legacy as we explore cultural, historical, political and social institutions that continue to inform our ideas of Europe today. While the overall framework is historical, the course is a creative investigation into different perspectives, texts, issues, and disciplinary assumptions–often incompatible or competing–that shape “Europe” as an object of study. Students will be required to keep a reaction journal and to complete a paper or project on some aspect of Europe. This course is taught in English and may bear credit in French, Italian, and Spanish.  Doctoral students: this course provides credit in your primary romance language only. 

SPAN 407   Cinema and Historical Memory in Latin America and Spain: 35987

Instructor: Cecilia Enjuto Rangel

Latin American and Iberian cinema has served to construct and revise the historical and the political memory of war and dictatorships. We will explore how this trend, which has recently sparked particular attention by cultural critics, has changed our ways of remembering, of coming to terms with the multiple generational gaps, and played a crucial cultural and political role in the transitions to democracy. We will discuss classics such as Mexico’s En el balcón vacío (1962) and Spain’s El espíritu de la colmena (1973), and more recent films such as Los girasoles ciegos (2008), and Pa negre (2010); as co-productions Mexico and Spain, El espinazo del Diablo (2001), El laberinto del fauno (2006); in France Julie Gavras’s La faute à Fidel!, (Blame it on Fidel!) (2006); as co-production Uruguay, Argentina and Spain, Paisito (2008); in Chile, Machuca (2004); in Argentina Kamchatka(2002), Cautiva (2003), Infancia clandestina (2011), Cordero de Dios (2008), El premio (2011) and in Brasil, O ano em que meus pais saíram de ferias(2006). In every class, we will discuss one film and a chapters from Timothy Corrigan’s A Short Guide to Writing about Film and critical and/or theoretical essays by scholars such as (Laura Mulvey, André Bazin, Steven Marsh, Dudley Andrew, Sarah Wright, Sarah Thomas, Erin Hogan, Ignacio Sánchez Prado, Gonzalo Aguilar, Laura Podalsky) and as well as essays on the role of filmmaking in the Politics of Memory in the last thirty years.

SPAN 420   Top Ling Landscapes: 34987

Variable topics in Spanish linguistics, including advanced grammar, history of the Spanish language, the language of Iberia, Spanish sociolinguistics. Repeatable when topic changes. No Expanded Course Description

SPAN 428   Spanish in the US: 35988

The history and description of the linguistic characteristics of and narratives about the use of Spanish within the United States. Offered alternate years.No Expanded Course Description

SPAN 490   Top Narco Cultures >GP >IC: 34990

Explores major literary trends, authors, and works. Recent topics are Avant-garde in the Mexican Revolution, Testimonial Literature, Latin American Theater. Repeatable twice for a maximum of 12 credits when topic changes.No Expanded Course Description

SPAN 490   Top TBA >GP >IC: 35989

Explores major literary trends, authors, and works. Recent topics are Avant-garde in the Mexican Revolution, Testimonial Literature, Latin American Theater. Repeatable twice for a maximum of 12 credits when topic changes.12 credits when topic changes.

Italian

ITAL 103   1st Year Italian: Multiple CRNs

Introduction to Italian stressing speaking, reading, writing, and comprehension skills. Sequence.No Expanded Course Description

ITAL 122   1st Yr Ital Careers I: 35979

Italian 122 is the second course in the series of First Year Italian for Careers courses and is designed for students who have Novice Mid level proficiency in the target language. The Ital 121-122 series covers first year Italian in two terms as opposed to three terms.Ital 122 course is designed for students with diverse career paths, and it aims to enhance your language skills, enabling you to communicate effectively in both formal and informal settings within the broader spectrum of Italian culture, with a specific focus on business and related social contexts.The course will focus on fundamentals of Italian language, culture, and society, emphasizing practical applications in various daily interactions and business settings in formal, and informal ways. By the end of the course, you will develop a solid grasp of language use (grammar, vocabulary) by immersing yourself in the rich cultural values that shape Italian communication both in everyday situations and various business-related scenarios. The cultural awareness that you will gain will extend beyond the workplace, offering insights into Italian customs, values, and expressions for both formal and informal interactions. Through interactive activities, role-playing, and case studies, you’ll apply your language skills to navigate real-world scenarios, receiving personalized feedback on your linguistic and cultural development. Key topics covered in this class will include:

• Traditional events and people
• Italian business etiquette (e.g., email/phone/text/social media, business cards, greetings, gift-giving, meals, drinking, conversation pitfalls)
• How business relationships are formed (time required, whether between individuals or organizations, use of intermediaries)
• Gender roles
• Applying for jobs (resumes, cover letters, interviews, presentations)
• Meetings, teams, decision-making
• Domestic challenges (unemployment (NEETs), aging population etc.)

ITAL 203   2nd Year Italian >1: 32499, 32500 and 32501

The Italian 200-level sequence is an intermediate-level course designed to provide you with an active and rewarding learning experience as you (1) strengthen your language skills (real-world, or instrumental, use of Italian), (2) deepen your knowledge of Italian culture, and (3) use a second language to improve your overall literacy (reading and writing). This completion of this sequence (ITAL 203) is one means of satisfying the UO BA language requirement. (1) Many students’ main reason to study Italian is to improve their conversational skills. These courses devote extensive practice to oral skill development in real-world contexts; by the end of the sequence, the average student should be able to converse with native speakers on many topics of everyday interest (family, studies, travels, holidays, etc.). The goal we set for most students corresponds roughly to the Intermediate Mid level of the ACTFL Proficiency Guidelines (see below), although many students may surpass this basic level, depending on their personal investment in the course and hours of study. (2) Our departmental philosophy supports second-language study as a crucial part of a humanities education. As a core part of a humanities curriculum, these courses expose students to the diversity of cultures in the regions of Italy. Students will be exposed to and asked their views on current political and social issues, historical and current events and various artistic expressions. (3) These courses aim to promote the continued development of students’ overall literacy by exposing them to Italian literary and journalistic texts. Reading and writing are included to support the development of oral and listening skills and to prepare students to continue their study of Italian at more advanced levels. ACTFL Proficiency Guidelines: Speaking Level: INTERMEDIATE MID Speakers at the Intermediate-Mid level are able to handle successfully a variety of uncomplicated communicative tasks in straightforward social situations. Conversation is generally limited to those predictable and concrete exchanges necessary for survival in the target culture; these include personal information covering self, family, home, daily activities, interests and personal preferences, as well as physical and social needs, such as food, shopping, travel and lodging. Intermediate-Mid speakers tend to function reactively, for example, by responding to direct questions or requests for information. However, they are capable of asking a variety of questions when necessary to obtain simple information to satisfy basic needs, such as directions, prices and services. When called on to perform functions or handle topics at the Advanced level, they provide some information but have difficulty linking ideas, manipulating time and aspect, and using communicative strategies, such as circumlocution. Intermediate-Mid speakers are able to express personal meaning by creating with the language, in part by combining and recombining known elements and conversational input to make utterances of sentence length and some strings of sentences. Their speech may contain pauses, reformulations and self-corrections as they search for adequate vocabulary and appropriate language forms to express themselves. Because of inaccuracies in their vocabulary and/or pronunciation and/or grammar and/or syntax, misunderstandings can occur, but Intermediate-Mid speakers are generally understood by sympathetic interlocutors accustomed to dealing with non-natives. © 1999 American Council for the Teaching of Foreign Languages

ITAL 305   The (Global) South on Italian Screens >1 >GP >IC: 35980

In this course, we will explore how Italian cinema has engaged places and communities connected with the Global South over the last century. How has cinema shaped the place of the South in Italian imaginaries? What do portrayals of characters from Ethiopia and Libya, or stories set in the Middle East, have to do with Italy’s own South or its position in Southern Europe? Through films ranging from the dramatic to the comedic to the documentary, we will consider how films from the colonial era to the present raise questions about race, gender and sexuality, class, transnational movements, and the ethics of representation in and beyond Italy. Taught in Italian. 

ITAL 399   Sp St Mediating Migration: 35981

Images and stories of migration and displacement are transforming our ideas about mobility, citizenship, history, and rights. This course examines the relationship between migration and media, focusing on Italy and the Mediterranean region: how do cinema, journalism, social media, and visual art represent migration experiences and issues? How might these representations influence public discourse about borders and belonging? What do we learn by putting the Mediterranean in conversation with other border zones? We will also explore how migrants themselves use media technologies to navigate journeys, build community, and share their stories. Our Mediterranean focus will encompass multiple borders and media forms, as we consider work ranging from Oscar-nominated films to films shot on smart phones, global news coverage of refugee and border issues, surveillance technologies, migrants’ uses of WhatsApp and messaging services, and art exhibitions. Taught in English (with materials available in Italian for majors/minors). 

RL 407   Sem Idea of Europe: 34797

The Idea of Europe is a multi-disciplinary course that explores the meanings of Europe past and present. Guest faculty from a variety of disciplines on campus (humanities, social sciences and the arts) lecture weekly on the European legacy as we explore cultural, historical, political and social institutions that continue to inform our ideas of Europe today. While the overall framework is historical, the course is a creative investigation into different perspectives, texts, issues, and disciplinary assumptions–often incompatible or competing–that shape “Europe” as an object of study. Students will be required to keep a reaction journal and to complete a paper or project on some aspect of Europe. This course is taught in English and may bear credit in French, Italian, and Spanish.  Doctoral students: this course provides credit in your primary romance language only. 
 

French

FR 103   1st Year French: Multiple CRNS

Introduction to French stressing the development of listening, speaking, reading, and writing skills through a communicative approach. Sequence. Conducted in French. No Expanded Course Description

FR 112   Intens Begin French: 32058

Intensive study for experienced language learners; introduction to French culture. Cannot be combined with FR 101, FR 102, FR 103 for more than 15 credits of first-year French. No Expanded Course Description

FR 201   2nd Year French >1 >GP >IC: 32059

The French 200-level sequence is an intermediate-level course designed to provide you with an active and rewarding learning experience as you (1) strengthen your language skills (real-world, or instrumental, use of French), (2) deepen your knowledge of the cultures of the French-speaking world, and (3) use a second language to improve your overall literacy (reading, writing, listening, speaking).The completion of this sequence (FR 203) is one means of satisfying the UO BA language requirement. These courses devote extensive practice to oral skill development in real-world contexts; by the end of the sequence, the average student should be able to converse with native speakers on many topics of everyday interest (family, studies, travels, holidays, etc.), as well as articulate the most important cultural, social, and historical information about Francophone communities around the world. The goal we set for most students corresponds roughly to the Intermediate-Mid level of the ACTFL Proficiency Guidelines, although many students may surpass this basic level, depending on their personal investment in the course and hours of study.Language study is a crucial part of a broad education. As a core part of a humanities curriculum, these courses expose students to the diversity of cultures of the French-speaking world. Students will be exposed to and asked their views on current political and social issues, history events, expressions of art and music, and other related areas

FR 203   2nd Year French >1: Multiple CRNS

The French 200-level sequence is an intermediate-level course designed to provide you with an active and rewarding learning experience as you (1) strengthen your language skills (real-world, or instrumental, use of French), (2) deepen your knowledge of the cultures of the French-speaking world, and (3) use a second language to improve your overall literacy (reading, writing, listening, speaking).The completion of this sequence (FR 203) is one means of satisfying the UO BA language requirement. These courses devote extensive practice to oral skill development in real-world contexts; by the end of the sequence, the average student should be able to converse with native speakers on many topics of everyday interest (family, studies, travels, holidays, etc.), as well as articulate the most important cultural, social, and historical information about Francophone communities around the world. The goal we set for most students corresponds roughly to the Intermediate-Mid level of the ACTFL Proficiency Guidelines, although many students may surpass this level, depending on their personal investment in the course and hours of study.Language study is as a crucial part of a broad education. As a core part of a humanities curriculum, these courses expose students to the diversity of cultures of the French-speaking world. Students will be exposed to and asked their views on current political and social issues, history events, expressions of art and music, and other related areas.

FR 307   Oral Skills: 32065 and 32066

Penser le monde qui change. S’exprimer en français sur mes idées, mes rêves, mes projets, mes espoirs et mes sentiments sur le monde qui vient. Le français n’est pas juste une langue utilitaire pour obtenir ou faire quelque chose mais une langue pour aider à penser ce qu’on sent et pour sentir autrement. Dix semaines consacrées à dix valeurs positives : la communication, la collectivité, la localité, la joie, le bien-être, le travail, l’art, la nature, le don, l’amour. Autour de chaque valeur: du vocabulaire concret et abstrait, des expressions idiomatiques, des jeux de rôles, des extraits de journaux télévisés, des chansons, des poèmes, des conversations à plusieurs, des moments d’expression libre. L’objectif est de pratiquer et d’améliorer la compréhension du français oral et l’expression orale. Communiquons en français pour vivre mieux, ici et maintenant, et pour imaginer positivement le monde qui vient et notre contribution.

FR 317   Surv Mediev/Renaiss >1 >GP >IC: 32067

This course is an introduction to early textual production and society in France, from feudal times to the cosmopolitan court of François 1er. Epic poems, comic stories, love poetry, tales of rebel giants, philosophical texts and legal documents provide insights into how the idea of French cultural identity developed in pre-modern times. The course combines close readings of representative genres with a discussion of the socio-political, cultural, and artistic conditions of their times

FR 330  French Poetry >1 >GP >IC: 35976

Beginning with the Middle Ages and continuing to its most recent creations, French and Francophone poetry offer a beautiful concert of voices. This expression of the soul ranges from marginal to canonical and from individual experiences to group movements, including the Pléiade, romanticism, symbolism, surrealism and Négritude. This class will address the concept of the inspiration of the poet, the different forms of poems (ode, sonnet, fable, prose poem, calligramme, etc.), the basic technical elements of poetic composition (verses, rhythm, rime, rhetorical figures), and the principal movements from Louise Labé to Aimé Césaire, from Rimbaud to rap artist or singers using poetry. This class is not a survey but an exploration, like a voyage, through the poetic interpretations of the world by French and Francophone poets. This class is for intermediate students and is designed to improve communication skills in French and gain cultural knowledge.

FR 333   French Narrative >1 >GP >IC: 32068 

In this class, students will analyze critically La Peste, by Albert Camus, a Nobel Prize winner (1957). Studying this novel will help them understand the Covid-19 Pandemic in the deepest and complex manner. 
 
Class work: midterm, presentation, final project

RL 407   Sem Idea of Europe: 34797

Repeatable. Changing topics on issues relevant to study in two or more Romance languages. Recent topics include Travel Writing, Testimonial Writing, Caribbean Women Writers.

Portuguese

PORT 103   1st Year Portuguese: 34496

Introduction to Brazilian Portuguese language and culture, with emphasis on speaking, reading, writing and listening comprehension skills. Sequence with PORT 101, PORT 102.No Expanded Course Description

PORT 199   Sp St Accelerated PORT: 34497 Repeatable. No Expanded Course Description

PORT 203   2nd Year Portuguese >1: 34498

Builds upon the skills and knowledge developed in PORT 202 and further develops the ability to produce and comprehend Brazilian Portuguese. Students will be asked to produce language through speaking and writing, and to receive it through listening and reading. A primary goal of the course is to improve the students¿ ability to communicate in Portuguese. To this end, regular conversation and composition in Portuguese as well as an intensive review of grammatical structures is provided. The students will be given the opportunity to refine their language skills through language use in everyday situations. Another focus of the course is on gaining familiarity with the culture and society in which Portuguese is spoken. Students will engage with material from Brazilian and Portuguese cultural and literary contexts. Throughout the course, students will read, listen to, and discuss various Portuguese written texts and authentic spoken material, including dialogs, short narratives, and newspaper articles.This course will create meaningful opportunities for students to engage actively in cultural and textual analysis through the language and cultural material presented as part of the curriculum. Proposed courses are broad in scope and liberal in nature in that Portuguese language and Portuguese, Brazilian, and African culture will be approached through a variety of methods and world outlooks. For example, linguistic, cultural, textual, historical and geographical materials will be introduced, discussed, and analyzed. Students will be encouraged to view topics discussed through non-US perspectives, such as those of South America, Africa and Europe. The multiplicity of perspectives within these regions will also be highlighted.