18 courses with the subject SPAN, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
SPAN 1110Beginning Spanish I4
Goals: To introduce students with little or no previous training in the language to the basic grammar and vocabulary necessary for a variety of common activities. Content: Practical communication in such areas as greetings, descriptions, social and family life, food and restaurant needs, daily routines, school and work, the weather and the seasons, cultural values and leisure activities, occasional lectures concerning relevant aspects of Hispanic and Latino lives and culture. Taught: Annually
Goals: To introduce students with little training in the language to the basic grammar and vocabulary necessary for a variety of common activities. Content: Practical communication in such areas as holidays, nature, the city, our environment, pastimes, sports, travel. Lectures concerning relevant aspects of Hispanic and Latino lives and culture. Taught: Annually Language placement: The department recommends that students without previous training in Spanish complete SPAN 1110 before taking this course. Otherwise, students should do the online placement assessment for Spanish and contact the course instructor for placement advice.
Goals: To review and strengthen fundamental concepts. To increase writing and speaking skills. To develop an active vocabulary and improve pronunciation. To foster awareness and knowledge of Hispanic cultures and civilizations. Content: Intensive review of the indicative mood, including the perfect and progressive tenses, and an introduction to the forms and uses of the subjunctive. Vocabulary building, including idiomatic phrases and readings to illustrate grammatical usage and introduce Hispanic topics. Classroom conversation and small group discussion. Taught: Annually Language placement: The department recommends that students complete SPAN 1120 before taking this course. Otherwise, students should do the online placement assessment for Spanish and contact the course instructor for placement advice.
Goals: To develop skills in using compound tenses and the subjunctive in conversation and in writing. To increase vocabulary and fluency through extensive reading, writing, and conversation. Emphasis is given to self-correction and to paragraph-length speech. Content: A comprehensive refinement of the use of all tenses, with emphasis on the subjunctive. Reading and discussion of short stories and articles to build vocabulary and facilitate oral communication, and explore different aspects of Latino culture. Compositions and some translation. Taught: Annually Language placement: The department recommends that students complete SPAN 3210 before taking this course. Otherwise, students should do the online placement assessment for Spanish and contact the course instructor for placement advice.
Goals: To refine skills and attain near-native proficiency in pronunciation and in understanding native speakers. Content: Concentrated practice with word and sound variations used by native speakers; an analysis of idiomatic material vital to understanding normal conversation; an awareness of the importance of gestures, speech patterns, personal space and body language; and sensitivity to the interplay of language and society as well as the impact of Spanish on English. Taught: Periodically Language placement: The department recommends that students complete SPAN 3220 before taking this course. Otherwise, students should do the online placement assessment for Spanish and contact the course instructor for placement advice.
SPAN 3500Introduction to Spanish for the Health Professional4
Goals: To become familiar with the specific Spanish vocabulary used in the healthcare field; to review Spanish grammar structures that provide the foundation for knowing how to use that vocabulary to create complete thoughts that accurately express information to or ask questions of a Spanish speaking patient; to learn about volunteer and job opportunities and requirements for employment as a translator or interpreter in hospitals and clinics that serve the Latino population in the Twin Cities. Content: This course is designed around a specialized and intensive amount of vocabulary study using various resources. Various readings and internet searching will be done to explore different medical practices in the United States and in Latin America, and to research the different job opportunities. This course requires a service learning experience in which students are involved in the community where they are exposed to Spanish speaking patients. Taught: Periodically in fall or summer Language placement: The department recommends that students complete SPAN 3220 before taking this course. Otherwise, students should do the online placement assessment for Spanish and contact the course instructor for placement advice.
Goals: The primary goal is to strengthen the advanced-intermediate student’s listening and speaking skills in preparation for 5000-level coursework. Secondary goals include introducing students to the questions and methodologies of film criticism and developing their ability to critique films on the level of narrative and as expressions of Spanish/Latin American culture and society. Content: Students will view 6-7 films from different parts of the Spanish-speaking world so as to improve their listening skills, particularly their ability to identify and understand regional accents and idiomatic expressions. Oral (and some written) assignments include comprehension exercises, plot summaries and analyses, research presentations, debates, role-playing and a final, in-depth critical review. Significant emphasis on vocabulary building, pronunciation and the confidence and skill needed to speak in longer, more complex sentences. The course is conducted entirely in Spanish, although some films are screened with English subtitles. Taught: Annually Language placement: The department recommends that students complete SPAN 3220 before taking this course. Otherwise, students should do the online placement assessment for Spanish and contact the course instructor for placement advice.
Goals: To teach students advanced aspects of oral and written expression in Spanish. Content: Readings include a selection of literary works by Latin American authors. Emphasis in oral and written expression, expository and creative writing, syntax, stylistics and idiomatic usage. Some introduction to advanced translation into Spanish. Students enrolling in this course are expected to have Intermediate High/ Advanced Low communicative skills in Spanish. Taught: Annually
Goals: To provide the student with a working knowledge of the Spanish language and Latino culture as related to the bilingual workplace of the United States and its counterpart abroad. Content: Work in such technical fields as health care and medicine, education and communication, law enforcement, social services and, in particular, business. Social and cultural issues are also emphasized. Pursuit of individual interests in specific career areas is encouraged. Strong emphasis is placed on relevant cultural issues. Students enrolling in this course are expected to have Intermediate High/ Advanced Low communicative skills in Spanish. Taught: Annually
Goals: To teach students the basic principles of Descriptive Linguistics and of Applied Linguistics. Content: (1) Phonetics: exploration and classification of the sound system of Spanish and its theoretical representation; (2) Morphology: word formation and inflection in Spanish; (3) Syntax: word order, arrangement, and structure. This course provides students with a level of knowledge that enables them to make connections around relevant issues in contemporary Spanish linguistics, such as Heritage speakers’ discourse, language acquisition, bilingualism, code-switching, Spanglish, and Spanish in the United States. Taught: Alternate years
SPAN 3900 or SPAN 3910, grade of C- or higher, or department permission Credits: 4
SPAN 5200Spanish-English Translation: Lenguaje y Cultura4
Goals: To learn how theories, especially about culture, frame the way a translator or interpreter renders a text and reflect on how these influences condition your own approach to translation; to improve your knowledge of the grammar, vocabulary and semantics of English and Spanish; to learn about employment as a translator or interpreter; and to complete your own significant, independent Spanish/English translation project for the Hamline Plan Q.
Goals: To read, analyze, discuss, and write, in Spanish language, on a variety of children’s literary works with cultural references and with strong emphasis on literature for Latina/o/x children. Content: This course familiarizes students with the rich traditional, classic, and contemporary works of Children’s literature through a comprehensive selection of short stories, plays, and poetry written by Spanish-speaking authors from around the Hispanic world. This course will help students become more insightful interpreters and perceptive analysts of literature. Both theoretical and creative approaches to Children’s literature will be stressed, as well as the development of reading, critical thinking, and speaking skills. This course also explores the pedagogical role of this literature in the language classroom and uses literature to build children’s appreciation for diverse ethnic groups and Latino cultures. Students enrolling in this course are expected to have Intermediate High/ Advanced Low communicative skills in Spanish. Taught: Alternate years
Goals: Students will be able to appreciate the different variations of Spanish language; improve their listening, speaking and reading skills in Spanish; become familiar with the history of Spanish in the world, alone and in contact with other languages; reflect on migratory movements of Spanish-speaking communities. Content: This course introduces students to the dialectal diversity of the Spanish language, spoken throughout the world, alone and in contact with other languages. The course provides historical and linguistic background leading to the presence of Spanish across the six continents; the effects of language contact in the development of the various dialects of Spanish; and the current sociolinguistic circumstances of Spanish within multiple regions. These regions include not only countries where Spanish is the official language, but places where Spanish is spoken by large minorities. Students will be introduced to the variations of Spanish in Latin America, Spain, Gibraltar, West Africa, the United States, the Pacific, Southeast Asia, and in Judeo-Spanish dialects spoken in Eastern Europe and the Middle East. Students will learn through audiovisual materials and by analyzing phonetic variations and different modes of pronunciation and intonation. Students enrolling in this course are expected to have Intermediate High/ Advanced Low communicative skills in Spanish.
Goals: To engage in the collaborative and interdisciplinary study of various forms of popular culture in Latin America (festivals, music, foods, television, sports, etc.). To appreciate how both the Humanities and the Social Sciences can help us understand the social, historical, political, economic, and aesthetic dimensions of cultural practices. To improve one’s spoken Spanish through class discussion and formal presentations on a research topic. Content: In the first half of the semester we learn how popular culture is defined and studied, and through readings, lectures, and class discussion we examine a range of popular Latin American cultural figures and practices. By mid-semester students will have formed working groups and chosen study topics, which they will research individually and collaboratively for several weeks. Finally, in a graduated series of oral presentations, students will teach classes on the popular culture genre they researched (e.g., comic books), and will lead us in interpreting a specific example of that genre (e.g., the Chilean comic book Condorito). Although some course readings are in English, all lectures, writing assignments, exams and presentations will be in Spanish. Taught: Alternate years
Goals: To reflect on the literal and symbolic power and meaning of borders. To explore the Hispanic experience in the territories along the US-Mexico border through literature written primarily in Spanish by Hispanic writers. Our exploration will focus on the contrasting experiences of Hispanics in the U.S. who are either native to this land, immigrants, or exiles. We will delve into how these contrasting experiences articulate with the intersecting issues of gender, race, class and nationality. For this we will need to understand, for example, the importance iconic female figures such as La Llorona, la Malinche, and la Virgen de Guadalupe have for Hispanic communities inside and outside the U.S. Other culturally relevant symbols, stereotypes, and tropes will also come into play. Ultimately, through readings and film viewing, we will attempt to interpret and understand the cross-cultural Borderlands experiences, bringing into sharp relief the meaning that border and frontier have from the Hispanic perspective. Content: Readings in Spanish and English from various well-known and little-known Spanish and Hispanic writers from the time of first contact to the present day, as well as essays, newspaper and blog articles and films. Graded material includes tests, oral presentations and a final paper. Taught: Periodically
Goals: This course is designed to give a comprehensive view of Spain and to provide students with a global knowledge of the different and diverse expressions of contemporary Spanish culture. The goal is to introduce students to the diverse realities of Spain through its history, geography, visual arts, politics, sociology and music, as well as its people, languages, traditions and daily life and customs. Spanish Culture and Civilization also presents new and current perspectives regarding Spain and its role in the European Union. Content: Different aspects of modern Spanish culture will be presented to the class through textbooks, contemporary movies, literary works, newspapers and magazine articles. In addition to expanding students’ cultural knowledge, this course works to develop students’ writing, reading, listening and speaking skills. Students are asked to form opinions on issues, defend their beliefs, and research and explore course topics independently. Taught: Periodically
Goals: To expose the student to the development from realism to magical realism in Latin American novels and short stories, to analyze the importance of the historical reality of the Mexican Revolution in literature, and to examine machismo and hembrismo in the culture and how they are reflected in literature. Content: Through literature, students move north with the troops of Pancho Villa (Los de abajo), experience life in a machodominated pueblo where the dead speak (Pedro Paramo), examine choices that made a revolutionary into a politically powerful cacique in our modern world (La muerte de Artemio Cruz), observe the gender specific “painted woman” and “suffering mother” in relation to the macho male, and understand the impact that Mexican attitudes and customs have had on the United States. Taught: Alternate years
Goals: To explore different literary movements in the 20th century such as indigenismo, regionalismo, la novela psicologica, la vanguardia, lo real maravilloso, and feminismo; to seek connections between literary aesthetics and sociopolitical forces in Latin America; to develop through practice our ability to analyze, discuss, and write about art. Content: Primary texts: original works of Latin American fiction. Secondary texts: historical, biographical, and analytical readings. Authors vary from year to year. Course may occasionally focus on one or more themes, such as women writers, the regional novel, exile literature, or others. Taught: Alternate years
