Iberian and Latin American Cultures

CATLANG 1A. Accelerated First-Year Catalan, Part 1. 5 Units.

First quarter of the two-quarter sequence. For students with knowledge of another Romance language, preferably Spanish. Emphasis is on developing beginning proficiency in interpersonal, interpretive, and presentational spheres. Prerequisite: consent of instructor.

CATLANG 2A. Accelerated First-Year Catalan, Part 2. 5 Units.

Continuation of CATLANG 1A. For students with knowledge of another Romance language, preferably Spanish. Further development of socially and culturally appropriate proficiency in interpersonal, interpretive, and presentational spheres. Completion of CATLANG 2A fulfills the University language requirement. Prerequisite: CATLANG 1A or consent of instructor.

CATLANG 199. Individual Work. 1-5 Units.

May be repeated for credit. Prerequisite: consent of instructor.

CATLANG 395. Graduate Studies in Catalan. 2-5 Units.

May be repeated for credit. Prerequisite consent of instructor.

ILAC 10SC. Spanish Immersion. 2 Units.

Wouldn't it be great if you could quickly increase your Spanish proficiency through an intensive immersion experience right here at Stanford? Wouldn't you love to gain the cultural and historical knowledge necessary to begin taking literature and culture courses generally reserved for advanced students? This intensive Spanish immersion course is designed to help students who have completed a year of Spanish to move forward quickly toward greater linguistic and cultural competence. After a year of Spanish, students tend to be able to handle straightforward interactions related to basic needs and personal information, but they generally lack the ability to handle more abstract discussions or to combine short utterances into longer presentations of their ideas. Most students likewise have little knowledge of the rich and complex history that surrounds the Spanish language or the central role that Spanish has played in the cultural and political life of California. In this course, a team of experienced instructors will help students to improve their Spanish through intensive lessons that incorporate film, literature, and social issues. Through a focused discussion of the themes of immigration and democracy in Spain, Latin America, and the United States, as well as excursions and guest lectures by Stanford faculty and community leaders, this course will immerse students in Spanish and help them to gain advanced proficiency much more quickly.

ILAC 10SC. Spanish Immersion. 2 Units.

Wouldn't it be great if you could quickly increase your Spanish proficiency through an intensive immersion experience right here at Stanford? Wouldn't you love to gain the cultural and historical knowledge necessary to begin taking literature and culture courses generally reserved for advanced students? This intensive Spanish immersion course is designed to help students who have completed a year of Spanish to move forward quickly toward greater linguistic and cultural competence. After a year of Spanish, students tend to be able to handle straightforward interactions related to basic needs and personal information, but they generally lack the ability to handle more abstract discussions or to combine short utterances into longer presentations of their ideas. Most students likewise have little knowledge of the rich and complex history that surrounds the Spanish language or the central role that Spanish has played in the cultural and political life of California. In this course, a team of experienced instructors will help students to improve their Spanish through intensive lessons that incorporate film, literature, and social issues. Through a focused discussion of the themes of immigration and democracy in Spain, Latin America, and the United States, as well as excursions and guest lectures by Stanford faculty and community leaders, this course will immerse students in Spanish and help them to gain advanced proficiency much more quickly.

ILAC 110. Spanish Society in the 21st Century Throughout Film. 3-5 Units.

Open to undergraduates with an interest in 21st Century Film and the social reality of Spain nowadays. Explores how Spain has evolved from being one of the most undeveloped European countries to become a first mover in social issues such as gay marriage or women's public role. Topics include racism, migration, the reconstruction of the past and the vision of the other. Themes are analyzed through movies directed by Spanish and American filmmakers such as: Cesc Gay, Bollain, Bigas-Luna, González-Iñárritu and Woody Allen. Class taught in Spanish, readings both in Spanish and English.

ILAC 110. Spanish Society in the 21st Century Throughout Film. 3-5 Units.

Open to undergraduates with an interest in 21st Century Film and the social reality of Spain nowadays. Explores how Spain has evolved from being one of the most undeveloped European countries to become a first mover in social issues such as gay marriage or women's public role. Topics include racism, migration, the reconstruction of the past and the vision of the other. Themes are analyzed through movies directed by Spanish and American filmmakers such as: Cesc Gay, Bollain, Bigas-Luna, González-Iñárritu and Woody Allen. Class taught in Spanish, readings both in Spanish and English.

ILAC 114N. Introduction to Lyric Poetry. 3-5 Units.

A basic introduction to the elements of lyric poetry--image, metaphor, symbol, connotation, denotation, irony, rhyme and meter-drawing upon a selection of poems from major poets of the Hispanic World, including, G. A. Bécquer, Rosalía de Castro, Rubén Darío, Miguel de Unamuno, Antonio Machado, Juan Ramón Jiménez, Garcia Lorca, Pablo Neruda, and Gabriela Mistral. Prerequisites: Two years of college-level Spanish. This is a bilingual course, taught both in English, and Spanish, with an emphasis on Spanish.

ILAC 114N. Introduction to Lyric Poetry. 3-5 Units.

A basic introduction to the elements of lyric poetry--image, metaphor, symbol, connotation, denotation, irony, rhyme and meter-drawing upon a selection of poems from major poets of the Hispanic World, including, G. A. Bécquer, Rosalía de Castro, Rubén Darío, Miguel de Unamuno, Antonio Machado, Juan Ramón Jiménez, Garcia Lorca, Pablo Neruda, and Gabriela Mistral. Prerequisites: Two years of college-level Spanish. This is a bilingual course, taught both in English, and Spanish, with an emphasis on Spanish.

ILAC 115. A short history of Iberian Cinema. 3-5 Units.

A survey of Iberian cinema in the second half of the 20th century. Traces the slow making of an international success with directors like Saura, Almodóvar, Amenábar,Medem, Pons, Bollaín and Villaronga. Starting with the early Buñuel, the course examines cinema's shaping of the national imaginary and its articulation of collective memories suppressed during the Franco dictatorship, as well as the challenges of cultural continuity. Taught in Spanish.
Same as: ILAC 315.

ILAC 115. A short history of Iberian Cinema. 3-5 Units.

A survey of Iberian cinema in the second half of the 20th century. Traces the slow making of an international success with directors like Saura, Almodóvar, Amenábar,Medem, Pons, Bollaín and Villaronga. Starting with the early Buñuel, the course examines cinema's shaping of the national imaginary and its articulation of collective memories suppressed during the Franco dictatorship, as well as the challenges of cultural continuity. Taught in Spanish.
Same as: ILAC 315.

ILAC 116. Approaches to Spanish and Spanish American Literature. 3-5 Units.

Short stories, poetry, and theater. What analytical tools do the "grammars" of different genres call for? What contact zones exist between these genres? How have ideologies, the power of patronage, and shifting poetics shaped their production over time? Authors may include Arrabal, Borges, Cortázar, Cernuda,García Márquez, Lorca, Neruda, Rivas. Taught in Spanish.

ILAC 116. Approaches to Spanish and Spanish American Literature. 3-5 Units.

Short stories, poetry, and theater. What analytical tools do the "grammars" of different genres call for? What contact zones exist between these genres? How have ideologies, the power of patronage, and shifting poetics shaped their production over time? Authors may include Arrabal, Borges, Cortázar, Cernuda,García Márquez, Lorca, Neruda, Rivas. Taught in Spanish.

ILAC 120. Advanced Critical Reading in Spanish. 3-5 Units.

Strategies and tactics for research and writing in the humanities; focus is on the Spanish-speaking world. Objectives: how to write a funding proposal; how to conduct research online and in the library; annotated bibliographies; literature reviews; a book review; primary research and archive skills. Students will learn how to conduct research in Iberian and Latin American Studies, improve their written skills and learn how to think in the discipline. The emphasis of the course is on skill-building while exploring topics of interest to each student. (Meets Writing-in-the-Major requirement).

ILAC 120. Advanced Critical Reading in Spanish. 3-5 Units.

Strategies and tactics for research and writing in the humanities; focus is on the Spanish-speaking world. Objectives: how to write a funding proposal; how to conduct research online and in the library; annotated bibliographies; literature reviews; a book review; primary research and archive skills. Students will learn how to conduct research in Iberian and Latin American Studies, improve their written skills and learn how to think in the discipline. The emphasis of the course is on skill-building while exploring topics of interest to each student. (Meets Writing-in-the-Major requirement).

ILAC 122. Literature and Politics - Two Mediterranean Cases: Catalonia and Italy. 3-5 Units.

A comparison between the different roles played by writers as members of the intellectual establishment in Catalonia, Spain and Italy. Focus on the relation between intellectuals and politics in shaping national identity. We will give especially consideration to the role played by intellectuals during the Fascist and Francoist dictatorships and during Spain's transition to democracy. Taught in English.
Same as: ITALIAN 136.

ILAC 122. Literature and Politics - Two Mediterranean Cases: Catalonia and Italy. 3-5 Units.

A comparison between the different roles played by writers as members of the intellectual establishment in Catalonia, Spain and Italy. Focus on the relation between intellectuals and politics in shaping national identity. We will give especially consideration to the role played by intellectuals during the Fascist and Francoist dictatorships and during Spain's transition to democracy. Taught in English.
Same as: ITALIAN 136.

ILAC 130. Introduction to Iberia: Cultural Perspectives. 3-5 Units.

The historical dynamics, linguistic plurality, and social complexity of the Iberian world. Topics include: empire, independence Civil war; republicanism; the crisis at the end of the century: the year 98; the civil war; dictatorships, Franco, and Salazar. Major figures include Larra, Esproceda, Béquer, Rosalía de Castro, Verdaguer, Galdós, Maragall, Unamuno, Valle-Inclán, Machado, and Lorca. Taught in Spanish.

ILAC 130. Introduction to Iberia: Cultural Perspectives. 3-5 Units.

The historical dynamics, linguistic plurality, and social complexity of the Iberian world. Topics include: empire, independence Civil war; republicanism; the crisis at the end of the century: the year 98; the civil war; dictatorships, Franco, and Salazar. Major figures include Larra, Esproceda, Béquer, Rosalía de Castro, Verdaguer, Galdós, Maragall, Unamuno, Valle-Inclán, Machado, and Lorca. Taught in Spanish.

ILAC 131. Introduction to Latin America: Cultural Perspectives. 3-5 Units.

Major theoretical debates about the construction of Latin American identities, from the 19th Century to the present. Readings by writers, poets, philosophers, and historians, including Rodo, Retamar, O'Gorman, Vasconcelos, Henríquez-Ureña, Ramos, Paz, Carpentier, Lezama Lima, Borges, and Fuentes.

ILAC 131. Introduction to Latin America: Cultural Perspectives. 3-5 Units.

Major theoretical debates about the construction of Latin American identities, from the 19th Century to the present. Readings by writers, poets, philosophers, and historians, including Rodo, Retamar, O'Gorman, Vasconcelos, Henríquez-Ureña, Ramos, Paz, Carpentier, Lezama Lima, Borges, and Fuentes.

ILAC 136. Modern Iberian Literatures. 3-5 Units.

Survey on modern Iberian literatures (Spanish, Catalan, Basque, Galician and Portuguese) through major canonical authors. Community building, tolerance, the ethics of memory, the value of human purpose as a tool for survival are some of the issues explores in key works by Eca de Queiros, Miguel de Unamuno, García Lorca, Fernando Pessoa, Antonio Machado, Mercé Rodoreda, Maria Angels Anglada, Ramón Sainzarbitoria and Manuel Rivas. SPANLANG 13 or equivalent, SPANLANG 102 Recommended.

ILAC 136. Modern Iberian Literatures. 3-5 Units.

Survey on modern Iberian literatures (Spanish, Catalan, Basque, Galician and Portuguese) through major canonical authors. Community building, tolerance, the ethics of memory, the value of human purpose as a tool for survival are some of the issues explores in key works by Eca de Queiros, Miguel de Unamuno, García Lorca, Fernando Pessoa, Antonio Machado, Mercé Rodoreda, Maria Angels Anglada, Ramón Sainzarbitoria and Manuel Rivas. SPANLANG 13 or equivalent, SPANLANG 102 Recommended.

ILAC 140. Migration in 21st Century Latin American Film. 3-5 Units.

Focus on how images and narratives of migration are depicted in recent Latin American film. It compares migration as it takes place within Latin America to migration from Latin America to Europe and to the U.S. We will analyze these films, and their making, in the global context of an evergrowing tension between "inside" and "outside"; we consider how these films represent or explore precariousness and exclusion; visibility and invisibility; racial and gender dynamics; national and social boundaries; new subjectivities and cultural practices. Films include: El niño pez, Bolivia, Ulises, Faustino Mayta visita a su prima, Copacabana, Chico y Rita, Sin nombre, Los que se quedan, Amador, and En la puta calle. Films in Spanish, with English subtitles. Discussions and assignments in Spanish.
Same as: CHILATST 140.

ILAC 140. Migration in 21st Century Latin American Film. 3-5 Units.

Focus on how images and narratives of migration are depicted in recent Latin American film. It compares migration as it takes place within Latin America to migration from Latin America to Europe and to the U.S. We will analyze these films, and their making, in the global context of an evergrowing tension between "inside" and "outside"; we consider how these films represent or explore precariousness and exclusion; visibility and invisibility; racial and gender dynamics; national and social boundaries; new subjectivities and cultural practices. Films include: El niño pez, Bolivia, Ulises, Faustino Mayta visita a su prima, Copacabana, Chico y Rita, Sin nombre, Los que se quedan, Amador, and En la puta calle. Films in Spanish, with English subtitles. Discussions and assignments in Spanish.
Same as: CHILATST 140.

ILAC 143. The Latin American Women's Novel. 3-5 Units.

An exploration of women's novels as an intellectual counterculture of the male-dominated Latin American literary canon. Latin American women's writing and thought will be considered in a regional and global context of feminism and feminist theory. Authors include Gómez de Avellaneda, Bombal, Castellanos, Lispector, Eltit, Oloixarac, de Beauvoir, Kristeva, Engels, Cixous, and Butler. Course discussion in Spanish. Prerequisite: SPANLANG 3 or equivalent.

ILAC 143. The Latin American Women's Novel. 3-5 Units.

An exploration of women's novels as an intellectual counterculture of the male-dominated Latin American literary canon. Latin American women's writing and thought will be considered in a regional and global context of feminism and feminist theory. Authors include Gómez de Avellaneda, Bombal, Castellanos, Lispector, Eltit, Oloixarac, de Beauvoir, Kristeva, Engels, Cixous, and Butler. Course discussion in Spanish. Prerequisite: SPANLANG 3 or equivalent.

ILAC 145. Poets, Journalists and Collectors: Latin American Modernismo. 3-5 Units.

Discusses the different artistic avatars exercised by Latin American modernistas at the turn of the 19th Century in the context of growing capitalism, technological innovation and social transformation. We focus on how modernistas as poets, journalists and collectors explored and transgressed the limits of the individual and his/her situation. We consider topics like cosmopolitanism, dandysm, autonomy of art, and the aesthetic cultivation of the self. Authors include: Delmira Agustini, Rubén Darío, Julián del Casal, Leopoldo Lugones, José Martí, Manuel Gutierrez Nájera, José Enrique Rodó, José Asunción Silva, and Abraham Valdelomar. Spanish proficiency required.

ILAC 145. Poets, Journalists and Collectors: Latin American Modernismo. 3-5 Units.

Discusses the different artistic avatars exercised by Latin American modernistas at the turn of the 19th Century in the context of growing capitalism, technological innovation and social transformation. We focus on how modernistas as poets, journalists and collectors explored and transgressed the limits of the individual and his/her situation. We consider topics like cosmopolitanism, dandysm, autonomy of art, and the aesthetic cultivation of the self. Authors include: Delmira Agustini, Rubén Darío, Julián del Casal, Leopoldo Lugones, José Martí, Manuel Gutierrez Nájera, José Enrique Rodó, José Asunción Silva, and Abraham Valdelomar. Spanish proficiency required.

ILAC 157. Medieval and Early Modern Iberian Literatures. 3-5 Units.

Survey of major literary works (in Catalan, Portuguese, and Spanish) from the thirteenth through the seventeenth centuries. Topics include manuscript culture; lyric poetry and performance; cultural/linguistic contact and exchange; gender; empire; and the rise of the novel. Authors may include Alfonso X, Llull, Arcipreste de Hita, Zurara, Ausias March, Gil Vicente, Garcilaso de la Vega, Camoes, Gongora, Soror Violante do Ceu, Lope de Vega, Calderon de la Barca, and Antonio Vieira. Taught in Spanish.

ILAC 157. Medieval and Early Modern Iberian Literatures. 3-5 Units.

Survey of major literary works (in Catalan, Portuguese, and Spanish) from the thirteenth through the seventeenth centuries. Topics include manuscript culture; lyric poetry and performance; cultural/linguistic contact and exchange; gender; empire; and the rise of the novel. Authors may include Alfonso X, Llull, Arcipreste de Hita, Zurara, Ausias March, Gil Vicente, Garcilaso de la Vega, Camoes, Gongora, Soror Violante do Ceu, Lope de Vega, Calderon de la Barca, and Antonio Vieira. Taught in Spanish.

ILAC 161. Modern Latin American Literature. 3-5 Units.

From independence to the present. Topics include romantic allegories of the nation; modernism and postmodernism; avant-garde poetry; regionalism versus cosmopolitanism; indigenous and indigenist literature; magical realism and the literature of the boom; Afro-Hispanic literature; and testimonial narrative. Authors may include: Bolívar, Bello, Gómez de Avellaneda, Isaacs, Sarmiento, Machado de Assis, Darío, Martí­, Agustini, Vallejo, Huidobro, Borges, Cortázar, Neruda, Guillon, Rulfo, Ramos, Garcí­a Marquez, Lispector, and Bolaño. Taught in Spanish.

ILAC 161. Modern Latin American Literature. 3-5 Units.

From independence to the present. Topics include romantic allegories of the nation; modernism and postmodernism; avant-garde poetry; regionalism versus cosmopolitanism; indigenous and indigenist literature; magical realism and the literature of the boom; Afro-Hispanic literature; and testimonial narrative. Authors may include: Bolívar, Bello, Gómez de Avellaneda, Isaacs, Sarmiento, Machado de Assis, Darío, Martí­, Agustini, Vallejo, Huidobro, Borges, Cortázar, Neruda, Guillon, Rulfo, Ramos, Garcí­a Marquez, Lispector, and Bolaño. Taught in Spanish.

ILAC 193Q. Spaces and Voices of Brazil through Film. 3-4 Units.

The manners in which a country is perceived and defines itself is a result of many complex forces, and involves the reproduction of social relations and complex social constructions both on the part of those who live there and those who see it from a distance. The perceptions of what Brazil is and what defines the country has changed throughout times, but has conserved some clear pervasive defining traits. This course is an introduction to the history, culture, politics and artistic production of Brazil as seen through feature films, documentaries and some complementary readings. Movies include, among others, Banana is my Business, Black Orpheus, Olga, They Don't Use Black-Tie, City of God, Central Station, Gaijin, and Four Days in September-among others. In English.
Same as: PORTLANG 193Q.

ILAC 193Q. Spaces and Voices of Brazil through Film. 3-4 Units.

The manners in which a country is perceived and defines itself is a result of many complex forces, and involves the reproduction of social relations and complex social constructions both on the part of those who live there and those who see it from a distance. The perceptions of what Brazil is and what defines the country has changed throughout times, but has conserved some clear pervasive defining traits. This course is an introduction to the history, culture, politics and artistic production of Brazil as seen through feature films, documentaries and some complementary readings. Movies include, among others, Banana is my Business, Black Orpheus, Olga, They Don't Use Black-Tie, City of God, Central Station, Gaijin, and Four Days in September-among others. In English.
Same as: PORTLANG 193Q.

ILAC 199. Individual Work. 1-12 Units.

Open only to students in the department, or by consent of instructor.

ILAC 199. Individual Work. 1-12 Units.

Open only to students in the department, or by consent of instructor.

ILAC 207E. RENAISSANCE PASTORALISMS. 3-5 Units.

Major works of Iberian pastoral lyric poetry and narrative fiction. What made this classical mode so popular during the Renaissance and beyond? What are its essential characteristics? What does it tell us about early modern theories of humanity's relation to nature? Was it merely a form of erotic escapism or is something darker and more troubling lurking between its lines? What can it teach us today about nature, eros, ethics, death, and love? Authors include: Theocritus; Virgil; Sannazaro; Garcilaso de la Vega; Montemayor; Ribeiro; Camões; and Cervantes. Readings in English, Portuguese, and Spanish. Discussion in English.

ILAC 207E. RENAISSANCE PASTORALISMS. 3-5 Units.

Major works of Iberian pastoral lyric poetry and narrative fiction. What made this classical mode so popular during the Renaissance and beyond? What are its essential characteristics? What does it tell us about early modern theories of humanity's relation to nature? Was it merely a form of erotic escapism or is something darker and more troubling lurking between its lines? What can it teach us today about nature, eros, ethics, death, and love? Authors include: Theocritus; Virgil; Sannazaro; Garcilaso de la Vega; Montemayor; Ribeiro; Camões; and Cervantes. Readings in English, Portuguese, and Spanish. Discussion in English.

ILAC 210. Queer Almodovar. 3-5 Units.

Focus on the representation of non-normative sexualities and genders in films by Pedro Almodóvar, one of the most recognizable auteur directors in Europe today. Analysis of his hybrid and eclectic visual style complemented by critical and theoretical readings in queer studies. Taught in English.
Same as: FEMST 210.

ILAC 210. Queer Almodovar. 3-5 Units.

Focus on the representation of non-normative sexualities and genders in films by Pedro Almodóvar, one of the most recognizable auteur directors in Europe today. Analysis of his hybrid and eclectic visual style complemented by critical and theoretical readings in queer studies. Taught in English.
Same as: FEMST 210.

ILAC 214. Crypto-Muslim Culture in Early Modern Spain. 3-5 Units.

What is known about the secret religious practice and culture of the Moriscos, Spain's large minority community of Muslim converts to Christianity (1500-1609)? What role did their handwritten literature (largely Islamic texts written in Castilian but copied out in Arabic script) play in the formation and maintenance of their culture? What can these Crypto-Muslim communities teach us regarding the place of Muslim culture in Western Europe today? The course will be taught in English; knowledge of Spanish and/or Arabic script is useful but not necessary.
Same as: RELIGST 220B.

ILAC 214. Crypto-Muslim Culture in Early Modern Spain. 3-5 Units.

What is known about the secret religious practice and culture of the Moriscos, Spain's large minority community of Muslim converts to Christianity (1500-1609)? What role did their handwritten literature (largely Islamic texts written in Castilian but copied out in Arabic script) play in the formation and maintenance of their culture? What can these Crypto-Muslim communities teach us regarding the place of Muslim culture in Western Europe today? The course will be taught in English; knowledge of Spanish and/or Arabic script is useful but not necessary.
Same as: RELIGST 220B.

ILAC 217. Spain & Catalonia face to face. History, Literature and Arts within two European national traditions. 3-5 Units.

During the long period considered, the relationship between Spain and Catalonia has passed from aversion and misunderstanding to acceptance and understanding, hardly to sympathy. Emphasis on giving students a "longue durée" viewpoint on Spanish-Catalan relations in a European and Mediterranean framework. Political concerns, especially in the Romantic period, are largely mediated by literature, the arts and other cultural venues. Will emphasize cross-cultural references while considering the following topics: 1. Maragall and the Iberianist tradition, 2. "Modernisms" in and out the Iberian peninsula, 3. Avant-Garde movements in Spain and Catalonia, 4. Meditating in a desert: Catalan culture under Franco. Taught in Spanish. Readings in English and Spanish.

ILAC 217. Spain & Catalonia face to face. History, Literature and Arts within two European national traditions. 3-5 Units.

During the long period considered, the relationship between Spain and Catalonia has passed from aversion and misunderstanding to acceptance and understanding, hardly to sympathy. Emphasis on giving students a "longue durée" viewpoint on Spanish-Catalan relations in a European and Mediterranean framework. Political concerns, especially in the Romantic period, are largely mediated by literature, the arts and other cultural venues. Will emphasize cross-cultural references while considering the following topics: 1. Maragall and the Iberianist tradition, 2. "Modernisms" in and out the Iberian peninsula, 3. Avant-Garde movements in Spain and Catalonia, 4. Meditating in a desert: Catalan culture under Franco. Taught in Spanish. Readings in English and Spanish.

ILAC 218. Anticlericalism in the Iberian Novel of the 19th Century. 3-5 Units.

The rapid social and cultural changes in which 19th-century novelists wrote; the anti-clerical stance as marker of society's attempts to modernize. Why were monks and priests reviled by many Spanish novelists? How and why did they re-write Spanish history around these figures? What was the role of the church and religious men in modern society? Questions of individualism, property, and labor in novels by major Iberian prose realists. In Spanish.

ILAC 218. Anticlericalism in the Iberian Novel of the 19th Century. 3-5 Units.

The rapid social and cultural changes in which 19th-century novelists wrote; the anti-clerical stance as marker of society's attempts to modernize. Why were monks and priests reviled by many Spanish novelists? How and why did they re-write Spanish history around these figures? What was the role of the church and religious men in modern society? Questions of individualism, property, and labor in novels by major Iberian prose realists. In Spanish.

ILAC 223. The Generation of 1898 and Beyond. 3-5 Units.

Preference for graduate students, majors are welcome. Course will focus on six major authors (Unamuno, Baroja, A. Machado, J. R. Jiménez, Valle-Inclán, García Lorca) and representative works, written between 1898 and 1930, dealing with an historical period of crisis and transition, and displaying major aesthetic innovations in both poetry and theater. Fundamental themes include the decline of feudal Galicia, the Spanish-Amrican War of 1898, the emergence and social activism of new social forces, and the struggle for and betrayal of democracy, expressed through the various genres of the novel, poetry, and theater. Major works of Antonio Machado, Juan Ramón Jiménez, and Federico García Lorca will be examined, with special emphasis on the historical context of the first three decades of the 20th century and their contributions to the development of 20th century Spanish lyric poetry. Taught in either English or Spanish, depending on course enrollment.

ILAC 223. The Generation of 1898 and Beyond. 3-5 Units.

Preference for graduate students, majors are welcome. Course will focus on six major authors (Unamuno, Baroja, A. Machado, J. R. Jiménez, Valle-Inclán, García Lorca) and representative works, written between 1898 and 1930, dealing with an historical period of crisis and transition, and displaying major aesthetic innovations in both poetry and theater. Fundamental themes include the decline of feudal Galicia, the Spanish-Amrican War of 1898, the emergence and social activism of new social forces, and the struggle for and betrayal of democracy, expressed through the various genres of the novel, poetry, and theater. Major works of Antonio Machado, Juan Ramón Jiménez, and Federico García Lorca will be examined, with special emphasis on the historical context of the first three decades of the 20th century and their contributions to the development of 20th century Spanish lyric poetry. Taught in either English or Spanish, depending on course enrollment.

ILAC 225E. Theater, Society, and Politics in 20th-Century Spain. 3-5 Units.

Ramón del Valle-Inclán and Federico García Lorca. The avant garde nature of their major plays and their engagement with social and political issues of the times including feudalism, the emerging liberal state, women's protest, class struggle, and civil war. Symbolism, expressionism, and realism.

ILAC 225E. Theater, Society, and Politics in 20th-Century Spain. 3-5 Units.

Ramón del Valle-Inclán and Federico García Lorca. The avant garde nature of their major plays and their engagement with social and political issues of the times including feudalism, the emerging liberal state, women's protest, class struggle, and civil war. Symbolism, expressionism, and realism.

ILAC 241. Fiction Workshop in Spanish. 3-5 Units.

Enrollment limited. Spanish and Spanish American short stories approached through narrative theory and craft. Assignments are creative in nature and focus on the formal elements of fiction (e.g. character and plot development, point of view, creating a scene,etc.). Students will write, workshop, and revise an original short story throughout the term. No previous experience with creative writing is required. Readings may include works by Ayala, Bolaño, Borges, Clarín, Cortázar, García Márquez, Piglia, Rodoreda, and others. Prerequisite: SPANLANG 102 or permission from instructor.

ILAC 241. Fiction Workshop in Spanish. 3-5 Units.

Enrollment limited. Spanish and Spanish American short stories approached through narrative theory and craft. Assignments are creative in nature and focus on the formal elements of fiction (e.g. character and plot development, point of view, creating a scene,etc.). Students will write, workshop, and revise an original short story throughout the term. No previous experience with creative writing is required. Readings may include works by Ayala, Bolaño, Borges, Clarín, Cortázar, García Márquez, Piglia, Rodoreda, and others. Prerequisite: SPANLANG 102 or permission from instructor.

ILAC 243. The Millenium Novel in Latin America. 3-5 Units.

Between 2000 and 2012, a young Spanish American novel emerges, taking at times a minimalist point of view to narrate individual stories with a subjective tone, or continuing a tradition of the historical panorama to present national tragedies that occurred in the last two or three decades. Focus is on this new type of novel from different countries, with such titles as "El cuerpo en que nací" by Guadalupe Entel; "Las teorías salvajes" by Pola Oloixarac; "El ruido de las cosas al caer" by Juan Gabriel Vazquez; and "Bonsai" by Alejandro Zambra, among others.

ILAC 243. The Millenium Novel in Latin America. 3-5 Units.

Between 2000 and 2012, a young Spanish American novel emerges, taking at times a minimalist point of view to narrate individual stories with a subjective tone, or continuing a tradition of the historical panorama to present national tragedies that occurred in the last two or three decades. Focus is on this new type of novel from different countries, with such titles as "El cuerpo en que nací" by Guadalupe Entel; "Las teorías salvajes" by Pola Oloixarac; "El ruido de las cosas al caer" by Juan Gabriel Vazquez; and "Bonsai" by Alejandro Zambra, among others.

ILAC 245. Brazilian Songs. 3-5 Units.

Brazilian culture through its lyrics, rythms and songs: samba, bossa nova, tropicalia, MPB and its contemporary variations. Readings and class discussions in Portuguese. Assignments in English or in Portuguese.

ILAC 245. Brazilian Songs. 3-5 Units.

Brazilian culture through its lyrics, rythms and songs: samba, bossa nova, tropicalia, MPB and its contemporary variations. Readings and class discussions in Portuguese. Assignments in English or in Portuguese.

ILAC 251. Latin American Literary Theory. 3-5 Units.

Latin American literary theory through the works of José Carlos Mariátegui, José Enrique Rodó, Alfonso Reyes, Antonio Candido, Roberto Schwartz, Angel Rama, Roberto Fernández Retamar, Antonio Cornejo Polar, Josefina Ludmer, Flora Sussekind. This course will focus on the concepts of "the lettered city", "hybridization", "psychoanalysis", "marxist theory", "class struggle", "literary politics", "latinamericanism". In sum: Literary theory from the inside of Latin American culture, considering also its Western influences. Taught in Spanish.

ILAC 251. Latin American Literary Theory. 3-5 Units.

Latin American literary theory through the works of José Carlos Mariátegui, José Enrique Rodó, Alfonso Reyes, Antonio Candido, Roberto Schwartz, Angel Rama, Roberto Fernández Retamar, Antonio Cornejo Polar, Josefina Ludmer, Flora Sussekind. This course will focus on the concepts of "the lettered city", "hybridization", "psychoanalysis", "marxist theory", "class struggle", "literary politics", "latinamericanism". In sum: Literary theory from the inside of Latin American culture, considering also its Western influences. Taught in Spanish.

ILAC 257. Dictatorships in Latin America through testimonies and film. 3-5 Units.

Focus on Pinochet coup, the Falkland Islands, the prison Libertad in Uruguay, the "Plan Condor." How literature, journalism and cinema denounced and revisited the worst political times in Latin America. Taught in Spanish.
Same as: Argentina, Chile, Uruguay in the 70s.

ILAC 257. Dictatorships in Latin America through testimonies and film. 3-5 Units.

Focus on Pinochet coup, the Falkland Islands, the prison Libertad in Uruguay, the "Plan Condor." How literature, journalism and cinema denounced and revisited the worst political times in Latin America. Taught in Spanish.
Same as: Argentina, Chile, Uruguay in the 70s.

ILAC 261. Voices in Brazilian Fiction. 3-5 Units.

Brazilian Literary canon. Novels and short stories from independence to the present. Topics include romanticism and realism; regionalism; modernism and postmodernism. Authors may include: José de Alencar, Machado de Assis, Oswald de Andrade, Graciliano Ramos, Guimarães Rosa, Lispector, Hilda Hilst, Silviano Santiago. Readings in Portuguese; Class discussions in English; Assignments in Portuguese or in English.

ILAC 261. Voices in Brazilian Fiction. 3-5 Units.

Brazilian Literary canon. Novels and short stories from independence to the present. Topics include romanticism and realism; regionalism; modernism and postmodernism. Authors may include: José de Alencar, Machado de Assis, Oswald de Andrade, Graciliano Ramos, Guimarães Rosa, Lispector, Hilda Hilst, Silviano Santiago. Readings in Portuguese; Class discussions in English; Assignments in Portuguese or in English.

ILAC 277. Spanish in Society. 3-5 Units.

Emphasis is on the documentation and analysis of the use of Spanish in real-world contexts. Readings include representative scholarship from linguistic anthropology, sociolinguistics, psychology, and sociology. Topics include fieldwork methods, the ethnography of communication, conversational narrative, body language, and language ideologies and politics. Students will conduct their own ethnographic fieldwork and present findings to class. Taught in English (with fieldwork component in Spanish).

ILAC 277. Spanish in Society. 3-5 Units.

Emphasis is on the documentation and analysis of the use of Spanish in real-world contexts. Readings include representative scholarship from linguistic anthropology, sociolinguistics, psychology, and sociology. Topics include fieldwork methods, the ethnography of communication, conversational narrative, body language, and language ideologies and politics. Students will conduct their own ethnographic fieldwork and present findings to class. Taught in English (with fieldwork component in Spanish).

ILAC 278. Senior Seminar: Early 20th Century Iberian Poets. 3-5 Units.

Major works of Antonio Machado, Juan Ramón Jiménez, and Federico García Lorca will be examined, with special emphasis on the historical context of the first three dacades of the 20th century and their contribuitions to the development of 20th century Spanish lyric poetry.

ILAC 278. Senior Seminar: Early 20th Century Iberian Poets. 3-5 Units.

Major works of Antonio Machado, Juan Ramón Jiménez, and Federico García Lorca will be examined, with special emphasis on the historical context of the first three dacades of the 20th century and their contribuitions to the development of 20th century Spanish lyric poetry.

ILAC 278A. Senior Seminar: Latin American Fiction and Theory. 3-5 Units.

20th Century Latin American novels, short stories, and Literary theories. Authors may include: J-L Borges, J.J.Saer, Machado de Assis, Graciliano Ramos, Guimarães Rosa, Lispector. Literary criticism by Gonzales Echevarria, Antonio Candido, H.Campos, M. Lienhard. Readings and class discussions in Spanish. Assignments in Spanish, English or Portuguese.

ILAC 278A. Senior Seminar: Latin American Fiction and Theory. 3-5 Units.

20th Century Latin American novels, short stories, and Literary theories. Authors may include: J-L Borges, J.J.Saer, Machado de Assis, Graciliano Ramos, Guimarães Rosa, Lispector. Literary criticism by Gonzales Echevarria, Antonio Candido, H.Campos, M. Lienhard. Readings and class discussions in Spanish. Assignments in Spanish, English or Portuguese.

ILAC 280. Latin@ Literature. 3-5 Units.

Examines a diverse set of narratives by U.S. Latin@s of Mexican, Puerto Rican, Cuban, Guatemalan, and Dominican heritage through the lens of latinidad. All share the historical experience of Spanish colonization and U.S. imperialism, yet their im/migration patterns differ, affecting social, cultural, and political trajectories in the US and relationships to "home" and "homeland," nation, diaspora, history, and memory. Explores how racialization informs genders as well as sexualities. Emphasis on textual analysis. Taught in English.
Same as: CHILATST 200, CSRE 200, ILAC 382.

ILAC 280. Latin@ Literature. 3-5 Units.

Examines a diverse set of narratives by U.S. Latin@s of Mexican, Puerto Rican, Cuban, Guatemalan, and Dominican heritage through the lens of latinidad. All share the historical experience of Spanish colonization and U.S. imperialism, yet their im/migration patterns differ, affecting social, cultural, and political trajectories in the US and relationships to "home" and "homeland," nation, diaspora, history, and memory. Explores how racialization informs genders as well as sexualities. Emphasis on textual analysis. Taught in English.
Same as: CHILATST 200, CSRE 200, ILAC 382.

ILAC 280. Latin@ Literature. 3-5 Units.

Examines a diverse set of narratives by U.S. Latin@s of Mexican, Puerto Rican, Cuban, Guatemalan, and Dominican heritage through the lens of latinidad. All share the historical experience of Spanish colonization and U.S. imperialism, yet their im/migration patterns differ, affecting social, cultural, and political trajectories in the US and relationships to "home" and "homeland," nation, diaspora, history, and memory. Explores how racialization informs genders as well as sexualities. Emphasis on textual analysis. Taught in English.
Same as: CHILATST 200, CSRE 200, ILAC 382.

ILAC 280. Latin@ Literature. 3-5 Units.

Examines a diverse set of narratives by U.S. Latin@s of Mexican, Puerto Rican, Cuban, Guatemalan, and Dominican heritage through the lens of latinidad. All share the historical experience of Spanish colonization and U.S. imperialism, yet their im/migration patterns differ, affecting social, cultural, and political trajectories in the US and relationships to "home" and "homeland," nation, diaspora, history, and memory. Explores how racialization informs genders as well as sexualities. Emphasis on textual analysis. Taught in English.
Same as: CHILATST 200, CSRE 200, ILAC 382.

ILAC 299. Individual Work. 1-12 Units.

Open to department advanced undergraduates or graduate students by consent of professor. May be repeated for credit.

ILAC 299. Individual Work. 1-12 Units.

Open to department advanced undergraduates or graduate students by consent of professor. May be repeated for credit.

ILAC 305. Rhythm: Ethics and Poetics of the Premodern. 3-5 Units.

Focus is on the notion of rhythm as a theoretical frame for the analysis of medieval and early modern Iberian poetry. Topics include Ancient Greek and modern conceptions of rhythm and the links between poetics and ethics in the medieval period and beyond. Authors include: Aeschylus, Plato, Aristoxenus, Maurice Blanchot, Paul Celan, Emmanuel Levinas, Arcipreste de Hita, Ausiås March, Garcilaso de la Vega, and Luís de Camões. Taught in English.

ILAC 305. Rhythm: Ethics and Poetics of the Premodern. 3-5 Units.

Focus is on the notion of rhythm as a theoretical frame for the analysis of medieval and early modern Iberian poetry. Topics include Ancient Greek and modern conceptions of rhythm and the links between poetics and ethics in the medieval period and beyond. Authors include: Aeschylus, Plato, Aristoxenus, Maurice Blanchot, Paul Celan, Emmanuel Levinas, Arcipreste de Hita, Ausiås March, Garcilaso de la Vega, and Luís de Camões. Taught in English.

ILAC 315. A short history of Iberian Cinema. 3-5 Units.

A survey of Iberian cinema in the second half of the 20th century. Traces the slow making of an international success with directors like Saura, Almodóvar, Amenábar,Medem, Pons, Bollaín and Villaronga. Starting with the early Buñuel, the course examines cinema's shaping of the national imaginary and its articulation of collective memories suppressed during the Franco dictatorship, as well as the challenges of cultural continuity. Taught in Spanish.
Same as: ILAC 115.

ILAC 315. A short history of Iberian Cinema. 3-5 Units.

A survey of Iberian cinema in the second half of the 20th century. Traces the slow making of an international success with directors like Saura, Almodóvar, Amenábar,Medem, Pons, Bollaín and Villaronga. Starting with the early Buñuel, the course examines cinema's shaping of the national imaginary and its articulation of collective memories suppressed during the Franco dictatorship, as well as the challenges of cultural continuity. Taught in Spanish.
Same as: ILAC 115.

ILAC 316. Realism and Surrealism in the Cinema of Luis Bunuel. 3-5 Units.

Surrealism, realism, dark comedy, film genres transformed by Spanish director, Luis Bunuel in Spain, France and Mexico during the second half of the XX century. An examination of Bunuel's work from his Surrealist beginnings (L´Age d´Or, Un Chien Andalou), subsequent realistic films in Mexico (Los Olvidados, Nazarin), and a mixture of Surrealism and Realism (Viridiana, Exterminating Angel, Simon del Desierto), as well his work with dark comedy (Archibaldo de la Cruz, Belle de Jour, Le charme discret de la bourgeoisie). In Spanish.

ILAC 316. Realism and Surrealism in the Cinema of Luis Bunuel. 3-5 Units.

Surrealism, realism, dark comedy, film genres transformed by Spanish director, Luis Bunuel in Spain, France and Mexico during the second half of the XX century. An examination of Bunuel's work from his Surrealist beginnings (L´Age d´Or, Un Chien Andalou), subsequent realistic films in Mexico (Los Olvidados, Nazarin), and a mixture of Surrealism and Realism (Viridiana, Exterminating Angel, Simon del Desierto), as well his work with dark comedy (Archibaldo de la Cruz, Belle de Jour, Le charme discret de la bourgeoisie). In Spanish.

ILAC 320. The Biographical Space in Contemporary Culture. 3-5 Units.

Proposes a space of articulation between theoretical reflection and analytical practice that allows to address, from language, the symbolic plot of the constitution of subjects and identities in diverse auto/biographical registers--texts, images, representations, testimonies, narratives; the affirmation of their voices: the search for senses, memories and values. Through a trans-disciplinary perspective, prominence will be given to cultural objects, debates and issues of great relevance in the current Latin American scene.

ILAC 320. The Biographical Space in Contemporary Culture. 3-5 Units.

Proposes a space of articulation between theoretical reflection and analytical practice that allows to address, from language, the symbolic plot of the constitution of subjects and identities in diverse auto/biographical registers--texts, images, representations, testimonies, narratives; the affirmation of their voices: the search for senses, memories and values. Through a trans-disciplinary perspective, prominence will be given to cultural objects, debates and issues of great relevance in the current Latin American scene.

ILAC 332. Race and Slavery in Nineteenth Century Spain. 3-5 Units.

An analysis of the literature written in Spain during the nineteenth and twentieth centuries dealing with the empire post 1808. Authors discussed include Blanco White, Baroja, Avellaneda, and Rusiñol, among others.

ILAC 332. Race and Slavery in Nineteenth Century Spain. 3-5 Units.

An analysis of the literature written in Spain during the nineteenth and twentieth centuries dealing with the empire post 1808. Authors discussed include Blanco White, Baroja, Avellaneda, and Rusiñol, among others.

ILAC 336. Early 20th Century Iberian Poetry. 3-5 Units.

This course will study the development of the dominant trends of early Iberian 20th-century lyric poetry, against the background of Restoration Spain (1875-1930), and the forces of resistance and opposition to its oligarchical and archaic social and political structure. We will concentrate on the major works of the three most important poets: Antonio Machado, Juan Ramón Jiménez, and Federico García Lorca. Symbolist-modernist poetry, the creation of symbolic systems, and the brief appearance of surrealism all define key aspects of this avant-garde during the first three decades. Special attention will be given to close stylistic analysis and to the historical and social conditions out of which arose the progressive intellectual and educational movement that gave rise to this renaissance of brilliant lyric poetry. Taught in either English or Spanish depending on class enrollment.

ILAC 336. Early 20th Century Iberian Poetry. 3-5 Units.

This course will study the development of the dominant trends of early Iberian 20th-century lyric poetry, against the background of Restoration Spain (1875-1930), and the forces of resistance and opposition to its oligarchical and archaic social and political structure. We will concentrate on the major works of the three most important poets: Antonio Machado, Juan Ramón Jiménez, and Federico García Lorca. Symbolist-modernist poetry, the creation of symbolic systems, and the brief appearance of surrealism all define key aspects of this avant-garde during the first three decades. Special attention will be given to close stylistic analysis and to the historical and social conditions out of which arose the progressive intellectual and educational movement that gave rise to this renaissance of brilliant lyric poetry. Taught in either English or Spanish depending on class enrollment.

ILAC 345. Biopolitics and Sovereignity in Andean Culture, 1920-1940. 3-5 Units.

What is productive life? How is life aesthetically and politically valued? This course explores the inscription of life in changing political and aesthetic regimes of the Andean South in the turbulent decades of the 1920s-1940s. Based on theories of biopower and soveregnity, we explore topics such as domination, domestication, appropriation, exclusion, facism, solidarity, tellurism, race, mestizaje, and human/nature relations. We will consider poetry, narrative, journals, and the visual arts. Authors include: Gabriela Mistral, Pablo Neruda, Pablo de Rokha, Alcides Arguedas, Augusto Céspedes, Franz Tamayo, Leopoldo Marechal, Roberto Artl, Jorge Luis Borges, César Vallejo, José Carlos Mariátegui, Ciro Alegría, and José María Arguedas. Spanish proficiency required.

ILAC 345. Biopolitics and Sovereignity in Andean Culture, 1920-1940. 3-5 Units.

What is productive life? How is life aesthetically and politically valued? This course explores the inscription of life in changing political and aesthetic regimes of the Andean South in the turbulent decades of the 1920s-1940s. Based on theories of biopower and soveregnity, we explore topics such as domination, domestication, appropriation, exclusion, facism, solidarity, tellurism, race, mestizaje, and human/nature relations. We will consider poetry, narrative, journals, and the visual arts. Authors include: Gabriela Mistral, Pablo Neruda, Pablo de Rokha, Alcides Arguedas, Augusto Céspedes, Franz Tamayo, Leopoldo Marechal, Roberto Artl, Jorge Luis Borges, César Vallejo, José Carlos Mariátegui, Ciro Alegría, and José María Arguedas. Spanish proficiency required.

ILAC 380E. Critical Concepts in Chican@ Literature. 3-5 Units.

Combines primary texts of Chican@ literature with a metacritical interrogation of key concepts informing Chican@ literary criticism, the construction of Chican@ literary history, and a Chican@ literary canon. Interrogates the resistance paradigm and the "proper" subject of this literature, and critiques established genealogies and foundational authors and texts, as well as issues of periodization, including the notion of "emergence" (e.g. of feminist voices or dissident sexualities). Considers texts, authors and subjects that present alternatives to the resistance paradigm.
Same as: CHILATST 201C, CSRE 201C.

ILAC 380E. Critical Concepts in Chican@ Literature. 3-5 Units.

Combines primary texts of Chican@ literature with a metacritical interrogation of key concepts informing Chican@ literary criticism, the construction of Chican@ literary history, and a Chican@ literary canon. Interrogates the resistance paradigm and the "proper" subject of this literature, and critiques established genealogies and foundational authors and texts, as well as issues of periodization, including the notion of "emergence" (e.g. of feminist voices or dissident sexualities). Considers texts, authors and subjects that present alternatives to the resistance paradigm.
Same as: CHILATST 201C, CSRE 201C.

ILAC 380E. Critical Concepts in Chican@ Literature. 3-5 Units.

Combines primary texts of Chican@ literature with a metacritical interrogation of key concepts informing Chican@ literary criticism, the construction of Chican@ literary history, and a Chican@ literary canon. Interrogates the resistance paradigm and the "proper" subject of this literature, and critiques established genealogies and foundational authors and texts, as well as issues of periodization, including the notion of "emergence" (e.g. of feminist voices or dissident sexualities). Considers texts, authors and subjects that present alternatives to the resistance paradigm.
Same as: CHILATST 201C, CSRE 201C.

ILAC 380E. Critical Concepts in Chican@ Literature. 3-5 Units.

Combines primary texts of Chican@ literature with a metacritical interrogation of key concepts informing Chican@ literary criticism, the construction of Chican@ literary history, and a Chican@ literary canon. Interrogates the resistance paradigm and the "proper" subject of this literature, and critiques established genealogies and foundational authors and texts, as well as issues of periodization, including the notion of "emergence" (e.g. of feminist voices or dissident sexualities). Considers texts, authors and subjects that present alternatives to the resistance paradigm.
Same as: CHILATST 201C, CSRE 201C.

ILAC 382. Latin@ Literature. 3-5 Units.

Examines a diverse set of narratives by U.S. Latin@s of Mexican, Puerto Rican, Cuban, Guatemalan, and Dominican heritage through the lens of latinidad. All share the historical experience of Spanish colonization and U.S. imperialism, yet their im/migration patterns differ, affecting social, cultural, and political trajectories in the US and relationships to "home" and "homeland," nation, diaspora, history, and memory. Explores how racialization informs genders as well as sexualities. Emphasis on textual analysis. Taught in English.
Same as: CHILATST 200, CSRE 200, ILAC 280.

ILAC 382. Latin@ Literature. 3-5 Units.

Examines a diverse set of narratives by U.S. Latin@s of Mexican, Puerto Rican, Cuban, Guatemalan, and Dominican heritage through the lens of latinidad. All share the historical experience of Spanish colonization and U.S. imperialism, yet their im/migration patterns differ, affecting social, cultural, and political trajectories in the US and relationships to "home" and "homeland," nation, diaspora, history, and memory. Explores how racialization informs genders as well as sexualities. Emphasis on textual analysis. Taught in English.
Same as: CHILATST 200, CSRE 200, ILAC 280.

ILAC 389E. Queer of Color Critique: Race, Sex, Gender in Cultural Representations. 3-5 Units.

Examines major questions and issues that arise in considering race, sex, and gender together. Focus on critical and theoretical texts queering ethnic and diaspora studies and bringing race and ethnicity into queer studies. Close reading of texts in a variety of media negotiating racialized sexualities and sexualized identities. How is desire racialized? How is racial difference produced through sex acts? How to reconcile pleasure and desire with histories of imperialism and (neo)colonialism and structures of power?
Same as: CSRE 289E, FEMST 389E.

ILAC 389E. Queer of Color Critique: Race, Sex, Gender in Cultural Representations. 3-5 Units.

Examines major questions and issues that arise in considering race, sex, and gender together. Focus on critical and theoretical texts queering ethnic and diaspora studies and bringing race and ethnicity into queer studies. Close reading of texts in a variety of media negotiating racialized sexualities and sexualized identities. How is desire racialized? How is racial difference produced through sex acts? How to reconcile pleasure and desire with histories of imperialism and (neo)colonialism and structures of power?
Same as: CSRE 289E, FEMST 389E.

ILAC 389E. Queer of Color Critique: Race, Sex, Gender in Cultural Representations. 3-5 Units.

Examines major questions and issues that arise in considering race, sex, and gender together. Focus on critical and theoretical texts queering ethnic and diaspora studies and bringing race and ethnicity into queer studies. Close reading of texts in a variety of media negotiating racialized sexualities and sexualized identities. How is desire racialized? How is racial difference produced through sex acts? How to reconcile pleasure and desire with histories of imperialism and (neo)colonialism and structures of power?
Same as: CSRE 289E, FEMST 389E.

ILAC 389E. Queer of Color Critique: Race, Sex, Gender in Cultural Representations. 3-5 Units.

Examines major questions and issues that arise in considering race, sex, and gender together. Focus on critical and theoretical texts queering ethnic and diaspora studies and bringing race and ethnicity into queer studies. Close reading of texts in a variety of media negotiating racialized sexualities and sexualized identities. How is desire racialized? How is racial difference produced through sex acts? How to reconcile pleasure and desire with histories of imperialism and (neo)colonialism and structures of power?
Same as: CSRE 289E, FEMST 389E.

ILAC 399. Individual Work. 1-12 Units.

For Spanish and Portuguese department graduate students only. Prerequisite: consent of instructor.

ILAC 399. Individual Work. 1-12 Units.

For Spanish and Portuguese department graduate students only. Prerequisite: consent of instructor.

ILAC 802. TGR Dissertation. 0 Unit.

ILAC 802. TGR Dissertation. 0 Unit.

PORTLANG 1A. Accelerated First-Year Portuguese, Part 1. 4-5 Units.

For students with two years of college level study of a Romance language, preferably Spanish. Goal is to use socially and culturally appropriate forms in conversations, providing and obtaining information, and expressing feelings, emotions, and opinions. Students learn the language as they contrast Brazilian culture with their own. Lab. Completion of PORTLANG 2A fulfills the University's foreign language requirement.

PORTLANG 2A. Accelerated First-Year Portuguese, Part 2. 4-5 Units.

Continuation of PORTLANG 1A. For students with two years of college level study of a Romance language, preferably Spanish. Goal is to use socially and culturally appropriate forms in conversations, providing and obtaining information, describing and narrating, and expressing feelings, emotions, and opinions. Students learn the language as they contrast Brazilian culture with their own. Lab. Completion of PORTLANG 2A fulfills the University's foreign language requirement. Prerequisite: Placement Test, PORTLANG 1A or consent of instructor.

PORTLANG 11A. Accelerated Second-Year Portuguese, Part 1. 4-5 Units.

Continuation of PORTLANG 2A. Goal is to use linguistically and culturally appropriate forms in oral narrations, descriptions, and expression of ideas and opinions. Emphasis is on expository speech. Prerequisite: Placement Test, PORTLANG 2A, PORTLANG 3, or consent of instructor.

PORTLANG 12A. Accelerated Second-Year Portuguese, Part 2. 4-5 Units.

Continuation of PORTLANG 11A. Goal is to use linguistically and culturally appropriate forms in narrations, descriptions, and expression of ideas and opinions. Emphasis on expository writing. Prerequisite: Placement Test, PORTLANG 11A, or consent of instructor.

PORTLANG 99. Language Specials. 1-5 Units.

Prerequisite: consent of instructor. (Staff).

PORTLANG 101. Reading Brazil. 3-5 Units.

Short expository readings, guest lectures, discussions, compositions on Brazilian issues. Review of grammatical structures. Vocabulary building with emphasis on common idiomatic expressions and troublesome lexical distinctions. Prerequisite: PORTLANG 12A or equivalent, or consent of instructor.

PORTLANG 102. Brazil in Text: Advanced Grammar and Composition. 3-5 Units.

3rd year course. Further development of academic writing. Short fictional and expository readings, guest lectures, discussions, compositions on Brazilian issues. Emphasis is on building paragraphs, organizing arguments, and justifying positions. May be used as workshop to write papers in Portuguese for another course. May be repeated once for credit. Prerequisite: PORTLANG 12A or equivalent, or consent of instructor.

PORTLANG 103. Advanced Conversation: Brazil Today. 3-5 Units.

3rd year course. Reading and discussions on issues from current newspapers and magazines, reading comprehension strategies with online news updates, and vocabulary building with emphasis on formal expository writing. Writing practice if desired. Students prepare short presentations and lead subsequent discussions. May be repeated once for credit. Prerequisite: PORTLANG 12A or consent of instructor.

PORTLANG 161. Advanced Reading in Portuguese, Fourth-year Portuguese. 3-5 Units.

The course emphasizes high-level reading comprehension and leads to advanced development of communication skills for extended formal and informal discourse in Portuguese. Prerequisite: Placement Test, PORTLANG 101, or consent of instructor.

PORTLANG 162. Advanced Writing in Portuguese, Fourth-year Portuguese. 3-5 Units.

The course has two tracks, depending on the interest of the student: a) technical writing (business letters, technical reports, expressing/supporting opinions, etc.) and b) creative writing (`crônicas' short stories, poems, etc.). Prerequisite: Placement Test, PORTLANG 102, or consent of instructor.

PORTLANG 163. Contemporary Issues in the Lusophone World. Fourth-Year Portuguese. 3-5 Units.

The class emphasizes formal presentations/discussions in Portuguese, based on contemporary issues in the lusophone world. Students use as linguistic models newspaper and magazine articles, TV news broadcasts, online news services, films, art exhibits, news on scientific advances, etc. Focus is on mastering high-level vocabulary/structures, as well as reading and rhetorical strategies, for appropriate use in professional settings. Prerequisite: Placement Test, PORTLANG 103 or consent of instructor.

PORTLANG 164. Translating the Lusophone world, Fourth-Year Portuguese. 3-5 Units.

For advanced students. Literary and technical translation. Readings on theoretical topics on translation; discussion, analysis and comparison of existing translations (literary and technical); individual translation projects according to students field of study, and discussion and analysis of those projects in class. Final translation project to be undertaken individually. Prerequisite: PORTLANG 250, completion of Port completion of 3rd year sequence or consent of instructor.

PORTLANG 193Q. Spaces and Voices of Brazil through Film. 3-4 Units.

The manners in which a country is perceived and defines itself is a result of many complex forces, and involves the reproduction of social relations and complex social constructions both on the part of those who live there and those who see it from a distance. The perceptions of what Brazil is and what defines the country has changed throughout times, but has conserved some clear pervasive defining traits. This course is an introduction to the history, culture, politics and artistic production of Brazil as seen through feature films, documentaries and some complementary readings. Movies include, among others, Banana is my Business, Black Orpheus, Olga, They Don't Use Black-Tie, City of God, Central Station, Gaijin, and Four Days in September-among others. In English.
Same as: ILAC 193Q.

PORTLANG 250. Reading in Portuguese. 4 Units.

Introductory class for students with superior reading proficiency in Spanish or another Romance language. Reading competence for research and courses in Luso-Brazilian studies. Literary, journalistic, and academic readings. Fulfills University reading requirement for advanced degrees. May be offered alternate years.

PORTLANG 297. Directed Reading. 1-4 Units.

Prerequisite: consent of instructor. (Staff).

PORTLANG 394. Graduate Studies in Portuguese Conversation. 1-3 Units.

Prerequisite: consent of instructor. (Staff).

PORTLANG 395. Graduate Studies in Portuguese. 2-5 Units.

Prerequisite: consent of instructor. (Staff).

SPANLANG 1. First-Year Spanish, First Quarter. 5 Units.

Emphasis is on developing socially and culturally appropriate proficiency in interpersonal, interpretive, and presentational spheres. Influences shaping the production of oral and written texts in the Spanish- and English-speaking world.

SPANLANG 1A. Accelerated First-Year Spanish, Part 1. 5 Units.

Completes first-year sequence in two rather than three quarters. For students with previous knowledge of Spanish, or those with a strong background in another Romance language. SPANLANG 2A fulfills the University Foreign Language Requirement. Prerequisite: Placement Test or consent of instructor.

SPANLANG 1G. Accelerated First-Year Business Spanish, Part 1. 4 Units.

For GSB students only. Limited enrollment.

SPANLANG 2. First-Year Spanish, Second Quarter. 5 Units.

Continuation of SPANLANG 1. Emphasis is on developing socially and culturally appropriate proficiency in interpersonal, interpretive, and presentational spheres. Influences shaping the production of oral and written texts in the Spanish- and English-speaking world. Prerequisite Placement Test, SPANLANG 1 or consent of instructor.

SPANLANG 2A. Accelerated First-Year Spanish, Part 2. 5 Units.

Continuation of SPANLANG 1A. Completes first-year sequence in two rather than three quarters. For students with previous knowledge of Spanish, or those with a strong background in another Romance language. Prerequisite: Placement Test, SPANLANG 1A, or consent of instructor . Fulfills the University language requirement.

SPANLANG 2G. Accelerated First-Year Business Spanish, Part 2. 4 Units.

Continuation of 1G. For GSB students only. Limited enrollment.

SPANLANG 3. First-Year Spanish, Third Quarter. 5 Units.

Continuation of SPANLANG 2. Emphasis is on developing socially and culturally appropriate proficiency in interpersonal, interpretive, and presentational spheres. Influences shaping the production of oral and written texts in the Spanish- and English-speaking world. Prerequisite: Placement Test, SPANLANG 2 or consent of instructor. Fulfills the University Foreign Language Requirement.

SPANLANG 3G. Spanish for Business Professionals. 4 Units.

For GSB students only. Limited enrollment.

SPANLANG 5A. Intensive First-Year Spanish, Part A. 5 Units.

Same as SPANLANG 1. Goal is to engage in interactions with Spanish speakers in socially and culturally appropriate forms. Social and cultural influences shaping the production of oral and written texts in the Spanish- and English-speaking world. Only Stanford graduate students restricted to 9 units may register for 205A,B,C.

SPANLANG 5B. Intensive First-Year Spanish, Part B. 5 Units.

Same as SPANLANG 2. Continuation of 5A. Goal is to engage in interactions with Spanish speakers in socially and culturally appropriate forms. Social and cultural influences shaping the production of oral and written texts in the Spanish- and English-speaking world. Only Stanford graduate students restricted to 9 units may register for 205A,B,C. Prerequisite 1 or 5A.

SPANLANG 5C. Intensive First-Year Spanish, Part C. 5 Units.

Same as SPANLANG 3. Continuation of 5B. Continuation of 5A. Goal is to engage in interactions with Spanish speakers in socially and culturally appropriate forms. Social and cultural influences shaping the production of oral and written texts in the Spanish- and English-speaking world. Only Stanford graduate students restricted to 9 units may register for 205A,B,C. Prerequisite 2 or 5B. Fulfills the University Foreign Language Requirement.

SPANLANG 10. Beginning Oral Communication. 2 Units.

Additional pronunciation, vocabulary, and speaking skills. May be repeated once for credit. Prerequisite: one quarter of Spanish, demonstrated oral proficiency above the novice level; may be taken concurrently with SPANLANG 2, SPANLANG 2A 2A, or SPANLANG 3.

SPANLANG 11C. Second-Year Spanish: Cultural Emphasis, First Quarter. 4-5 Units.

Continuation of SPANLANG 3 or SPANLANG 2A. Sequence integrating culture and language. Emphasis is on advanced proficiency in oral and written discourse including presentational language and socioculturally appropriate discourse in formal and informal, academic, and professional contexts. Prerequisite: Placement Test, SPANLANG 3, SPANLANG 2A or consent of instructor.

SPANLANG 11R. Second-Year Spanish: Emphasis on International Relations, First Quarter. 4-5 Units.

Sequence integrating geopolitics and language. Emphasis is on advanced proficiency in oral and written discourse including presentational language, international relations, and socioeconomics of the Spanish-speaking world. Prerequisite: SPANLANG 2A, SPANLANG 3, or consent of instructor.

SPANLANG 12C. Second-Year Spanish: Cultural Emphasis, Second Quarter. 4-5 Units.

Continuation of SPANLANG 11C. Sequence integrating culture and language. Emphasis is on advanced proficiency in oral and written discourse including presentational language and socioculturally appropriate discourse in formal and informal, academic, and professional contexts. Prerequisite: Placement Test, SPANLANG 11 or consent of instructor.

SPANLANG 12R. Second-Year Spanish: Emphasis on International Relations, Second Quarter. 4-5 Units.

Continuation of SPANLANG 11R. Sequence integrating geopolitics and language. Emphasis is on advanced proficiency in oral and written discourse including presentational language, international relations, and socioeconomics of the Spanish-speaking world. Prerequisite: Prerequisite: SPANLANG 11R or equivalent or consent of instructor.

SPANLANG 13C. Second-Year Spanish: Cultural Emphasis, Third Quarter. 4-5 Units.

Continuation of SPANLANG 12C. Sequence integrating culture and language. Emphasis is on advanced proficiency in oral and written discourse including presentational language and socioculturally appropriate discourse in formal and informal, academic, and professional contexts. Prerequisite: Placement Test, SPANLANG 12 or consent of instructor.

SPANLANG 13R. Second-Year Spanish: Emphasis on International Relations, Third Quarter. 4-5 Units.

Continuation of SPANLANG 12R. Sequence integrating geopolitics and language. Emphasis is on advanced proficiency in oral and written discourse including presentational language, international relations, and socioeconomics of the Spanish-speaking world. Prerequisite: SPANLANG 12R or equivalent or consent of instructor. Fulfills the IR major Language Requirement.

SPANLANG 15. Intermediate Oral Communication. 3 Units.

Emphasis is on interaction in Spanish locally and globally. Regional vocabularies and cultures at home and abroad. Interaction with local native Spanish speakers and communities globally via the Internet. May be repeated once for credit. Prerequisite: SPANLANG 2A, SPANLANG 3 and demonstrated oral proficiency above the low intermediate level.

SPANLANG 15S. Intermediate Oral Communication. 3 Units.

Emphasis is on interaction in Spanish locally and globally. Regional vocabularies and cultures at home and abroad. Interaction with local native Spanish speakers and communities globally via the Internet. May be repeated once for credit. Prerequisite: first-year Spanish and demonstrated oral proficiency above the low intermediate level.

SPANLANG 21B. Second-Year Spanish for Heritage Language Students, First Quarter. 3-5 Units.

Emphasis is on ability to communicate orally and in writing. Spelling and the written accent. Goal is to understand, interpret, and analyze texts, movies, radio, and television. Written language skills include rules for editing written language. Third quarter focus is on the development of written and oral styles and registers used in more formal settings. Prerequisite: Placement Test or consent of instructor.

SPANLANG 22B. Second-Year Spanish for Heritage Language Students, Second Quarter. 3-5 Units.

Continuation of SPANLANG 21B. Emphasis is on ability to communicate orally and in writing. Spelling and the written accent. Goal is to understand, interpret, and analyze texts, movies, radio, and television. Written language skills include rules for editing written language. Prerequisite: Placement Test, SPANLANG 21B or consent of instructor.

SPANLANG 23B. Second-Year Spanish for Heritage Language Students, Third Quarter. 3-5 Units.

Continuation of SPANLANG 22B. Emphasis is on ability to communicate orally and in writing. Spelling and the written accent. Goal is to understand, interpret, and analyze texts, movies, radio, and television. Written language skills include rules for editing written language. Third quarter Focus is on the development of written and oral styles and registers used in more formal settings. Prerequisite: Placement Test, SPANLANG 22B, or consent of instructor.

SPANLANG 25A. Intensive Second-Year Spanish, Part A. 4 Units.

Sme as SPANLANG 11. Sequence integrating culture and language. Emphasis is on advanced proficiency in oral and written discourse including presentational language and socioculturally appropriate discourse in formal and informal, academic, and professional contexts. Prerequisite: one year of college Spanish or equivalent.

SPANLANG 25B. Intensive Second-Year Spanish, Part B. 4 Units.

Same as SPANLANG 12. Continuation of 25A. Prerequisite: 25A or equivalent.

SPANLANG 25C. Intensive Second-Year Spanish, Part C. 4 Units.

Same as SPANLANG 13. Continuation of 25B. Prerequisite: 25B or equivalent.

SPANLANG 99. Language Specials. 1-5 Units.

May be repeated for credit. Prerequisite: consent of instructor.

SPANLANG 100. Advanced Oral Communication. 3 Units.

For students who have completed second-year Spanish or who have oral skills above the intermediate level. Interactive activities require students to persuade, analyze, support opinions, and gather and interpret others' points of view. Focus is on vocabulary enrichment and idiomatic expressions. Cultural, literary, political, and journalistic readings. May be repeated once for credit. Prerequisite: SPANLANG 13 or equivalent.

SPANLANG 101. The Structure of Spanish. 5 Units.

Criteria and skills to analyze Spanish grammatical structure. Identification of word functions in sentences and texts, types of sentences, and terminology. Structure of nouns, adjectives, and verbs, and their relationship with meaning. The differences between Spanish grammar as a formal system and in everyday life. Prerequisite: SPANLANG 13C, SPANLANG 13R, SPANLANG 23B, or consesnt of instructor.

SPANLANG 102. Composition and Writing Workshop. 3-5 Units.

Individual development of the ability to write in Spanish. Emphasis is on style and diction, and on preparing and writing essays on literary topics. Non-Spanish majors or minors may choose topics more closely related to their studies for projects. Prerequisite: two years of college Spanish or equivalent. WIM.

SPANLANG 102B. Composition and Writing Workshop for Heritage Language Students. 3-5 Units.

For students with a good understanding of written accents, spelling, and syntax. Focus is on the craft of writing with emphasis on brainstorming, planning, outlining, drafting, revising, style, diction, and editing. Writing essays on literary topics. Non-Spanish majors or minors may choose topics related to their studies. Prerequisite: 23B or equivalent.

SPANLANG 121M. Spanish for Medical Students. 2 Units.

First quarter of three-quarter series. Goal is a practical and culturally appropriate command of spoken Spanish. Emphasis is on taking the medical history. Topics include the human body, hospital procedures, diagnostics, food, and essential doctor-patient phrases when dealing with Spanish-speaking patients. Series can be taken independently, depending on the level of prior knowledge.
Same as: HRP 280.

SPANLANG 122M. Spanish for Medical Students. 2 Units.

Second quarter of three-quarter series.Goal is a practical and culturally appropriate command of spoken Spanish. Emphasis is on performing a physical examination. Topics include the human body, hospital procedures, diagnostics, food, and essential doctor-patient phrases when dealing with Spanish-speaking patients. Series can be taken independently, depending on the level of prior knowledge.
Same as: HRP 281.

SPANLANG 123M. Spanish for Medical Students. 2 Units.

Third quarter of three-quarter series. Goal is a practical and culturally appropriate command of spoken Spanish. Emphasis is on different specialties and medical conditions. Topics include the human body, hospital procedures, diagnostics, food, and essential doctor-patient phrases when dealing with Spanish-speaking patients. Series can be taken independently, depending on the level of prior knowledge.
Same as: HRP 282.

SPANLANG 131M. Spanish for Heritage and Foreign Language Pre-Med and Public Health Students. 3-4 Units.

For pre-med or public health students who grew up in homes where Spanish is spoken or for students who possess a considerable command of Spanish. Focus is on developing the ability to provide information on health-related topics to Spanish speakers in the U.S. Students participate in the organization and delivery of information on preventive health care in a workshop setting to a Spanish-speaking community.

SPANLANG 199. Individual Reading. 1-5 Units.

May be repeated for credit. Prerequisite: consent of instructor.

SPANLANG 205A. Intensive First-Year Spanish for Stanford Grads, Part A. 3-5 Units.

Same as SPANLANG 1. For Stanford graduate students only. Goal is to engage in interactions with Spanish speakers using socially and culturally appropriate forms. Social and cultural influences shaping the production of oral and written texts in the Spanish- and English-speaking world. Stanford graduate students restricted to 9 units may take 205A,B,C for a total of 9 units or 2 of the courses for a total of 9 units.

SPANLANG 205B. Intensive First-Year Spanish for Stanford Grads, Part B. 3-5 Units.

Same as SPANLANG 2. Continuation of 205A. For Stanford graduate students only. Goal is to engage in interactions with Spanish speakers using socially and culturally appropriate forms. Social and cultural influences shaping the production of oral and written texts in the Spanish- and English-speaking world. Stanford graduate students restricted to 9 units may take 205A,B,C for a total of 9 units or 2 of the courses for a total of 9 units. Prerequisite 205A or equivalent.

SPANLANG 205C. Intensive First-Year Spanish for Stanford Grads, Part C. 3-5 Units.

Same as SPANLANG 3. Continuation of 205B. For Stanford graduate students only. Goal is to engage in interactions with Spanish speakers using socially and culturally appropriate forms. Social and cultural influences shaping the production of oral and written texts in the Spanish- and English-speaking world. Stanford graduate students restricted to 9 units may take 205A,B,C for a total of 9 units or 2 of the courses for a total of 9 units. Prerequisite 205B or equivalent.

SPANLANG 225A. Intensive Second-Year Spanish for Stanford Grads, Part A. 3-4 Units.

Same as SPANLANG 11. For Stanford Graduate students restricted to 9 units. Sequence integrating culture and language. Emphasis is on advanced proficiency in oral and written discourse including presentational language and socioculturally appropriate discourse in formal and informal, academic, and professional contexts. Prerequisite: one year of college Spanish or equivalent.

SPANLANG 225B. Intensive Second-Year Spanish for Stanford Grads, Part B. 3-4 Units.

Same as SPANLANG 12. Continuation of 225A. For Stanford Graduate students restricted to 9 units. Prerequisite 225A or equivalent.

SPANLANG 225C. Intensive Second-Year Spanish for Stanford Grads, Part C. 3-4 Units.

Same as SPANLANG 13. Continuation of 225B. For Stanford Graduate students restricted to 9 units. Prequisite 225B or equivalent.

SPANLANG 250. Reading Spanish. 3 Units.

Reading Spanish - For students who have already taken Spanish for at least one year or have superior reading proficiency in another Romance language. Emphasis is on academic texts. Fulfills University reading requirements for advanced degrees if students earn a grade of 'B.'.

SPANLANG 394. Graduate Studies in Spanish Conversation. 1-3 Units.

Prerequisite: consent of instructor.

SPANLANG 395. Graduate Studies in Spanish. 2-5 Units.

Prerequisite: consent of instructor.