Orlando R. Kelm

1. Description

This course serves as an introduction to the study of the Portuguese language both as a system and as an expression of cultural practices, beliefs, and histories in Portuguese-speaking areas of the world. Topics to be addressed include historical development and dialectal diversity; elements of sound and structure; discursive and pragmatic properties; and language use in contact contexts in communities of Portuguese language speakers

Note: This course carries the Global Cultures flag. Global Cultures courses are designed to increase your familiarity with cultural groups outside the United States. You should therefore expect a substantial portion of your grade to come from assignments covering the practices, beliefs, and histories of at least one non-U.S. cultural group, past or present.

1. Course Materials

Required Materials

Azevedo, Milton M. 2005. Portuguese: A Linguistic Introduction. Cambridge: Cambridge University Press. (PLI)

Padlet Homepage: http://padlet.com/orkelm/por330L

Student Portfolio: http://padlet.com/orkelm/por330Lstudentportfolio

Recommended Books

(Note: The following book serves for those who would like to have more background information on current issues in oral Portuguese.)

Perini, Mario. A. 2002. Modern Portuguese: A Reference Grammar. New Haven: Yale University Press.

1. Description

This course serves as an introduction to the study of the Business Spanish. The primary goal of the course is to gain experience in verbal communication, so that students can participate in meetings, exchanges, video conferences, presentations, and professional discussion, in Spanish and in areas related to finance, marketing, accounting, operations, etc. Grading in this course centers on two major components.  First, we focus on vocabulary acquisition of business-related terminology.  There are eight in-class vocabulary quizzes, based mainly from the chapters in the textbook Éxito Comercial.  Second, students prepare brief 3-4 minute oral presentations on a number of business related topics. Grades on these ‘pass-offs’ are based on the student’s ability to describe accurate content, use correct grammar and vocabulary, give a polished presentation without being dependent on notes, and provide answers to expansion questions and clarifications related to the topic.

Note: This course carries the Global Cultures flag. Global Cultures courses are designed to increase your familiarity with cultural groups outside the United States. You should therefore expect a substantial portion of your grade to come from assignments covering the practices, beliefs, and histories of at least one non-U.S. cultural group, past or present.

1. Course Materials

Required Materials

Doyle, Michael Scott, Fryer, T. Bruce. 2019. Éxito Comercial Cengage.

Note: Latest is the 7th Edition. Please purchase the 7th edition, but only purchase the actual textbook. There is no need to purchase the digital platform or bundled materials.

Intercultural communication is more effective when we can identify and understand the reasons behind our culturally distinct activities. The purpose of this course is to teach students how to recognize these cultural behaviors and to resolve cultural dilemmas by drawing from the positive aspects of these differences. We do so within the context of North America and Latin America. We begin by teaching three distinct theoretical models that approach the subject of intercultural communication: David Victor's LESCANT model, Hofstede's Cultural Dimensions, and Hampden-Turner & Trompenaars' Cultural Dilemmas. Using these three models, students learn how to identify and observe cultural differences, both in their own patterns as well as in the behavior of others. From there, the major task of the course becomes an analysis of various cultural scenarios about Latin American where students provide suggestions and recommendations on how to resolve the dilemmas. Assigned work includes the writing of executive summaries, building of e-portfolio, contributions to the course discussion blog, and group oral presentations that are based on examples that students find from current events, online materials and personal experiences.

This course serves as an introduction to the study of the Business Spanish. The primary goal of the course is to gain experience in verbal communication, so that students can participate in meetings, exchanges, video conferences, presentations, and professional discussion, in Spanish and in areas related to finance, marketing, accounting, operations, etc. Grading in this course centers on two major components.  First, we focus on vocabulary acquisition of business-related terminology.  There are eight in-class vocabulary quizzes, based mainly from the chapters in the textbook Éxito Comercial.  Second, students prepare brief 3-4 minute oral presentations on a number of business related topics. Grades on these ‘pass-offs’ are based on the student’s ability to describe accurate content, use correct grammar and vocabulary, give a polished presentation without being dependent on notes, and provide answers to expansion questions and clarifications related to the topic.

Note: This course carries the Global Cultures flag. Global Cultures courses are designed to increase your familiarity with cultural groups outside the United States. You should therefore expect a substantial portion of your grade to come from assignments covering the practices, beliefs, and histories of at least one non-U.S. cultural group, past or present.

This course serves as an introduction to the study of the Business Spanish. The primary goal of the course is to gain experience in verbal communication, so that students can participate in meetings, exchanges, video conferences, presentations, and professional discussion, in Spanish and in areas related to finance, marketing, accounting, operations, etc. Grading in this course centers on two major components.  First, we focus on vocabulary acquisition of business-related terminology.  There are eight in-class vocabulary quizzes, based mainly from the chapters in the textbook Éxito Comercial.  Second, students prepare brief 3-4 minute oral presentations on a number of business related topics. Grades on these ‘pass-offs’ are based on the student’s ability to describe accurate content, use correct grammar and vocabulary, give a polished presentation without being dependent on notes, and provide answers to expansion questions and clarifications related to the topic.

Note: This course carries the Global Cultures flag. Global Cultures courses are designed to increase your familiarity with cultural groups outside the United States. You should therefore expect a substantial portion of your grade to come from assignments covering the practices, beliefs, and histories of at least one non-U.S. cultural group, past or present.

Develop vocabulary, grammar, expressions, and interactional skills for professional purposes. Topics include cultural issues that influence professional activities in Portuguese-speaking communities.

Topic 1: Business in Brazilian Life and Culture. Cultural aspects of business practices in Brazil.

A.  Description

This course provides intermediate-level students of Portuguese with an opportunity to improve their oral proficiency, writing ability, and to do so with a focus on advanced grammar principles that are challenging for learners of Portuguese.  The course is design to provide practical oral and written exercises. We use a number of online and open-resource materials in Portuguese language to serve as the foundation for the oral and written assignments. Every unit includes a day to be exposed to the online materials, another day to write brief compositions about the topic, and another day to review related grammar principles and to orally perform the designated tasks. There are also two online midterm exams, both of which focus on the grammar principles that have come up in the course discussions.

Note: This course carries the Global Cultures flag. Global Cultures courses are designed to increase your familiarity with cultural groups outside the United States. You should therefore expect a substantial portion of your grade to come from assignments covering the practices, beliefs, and histories of at least one non-U.S. cultural group, past or present.

B.  Course Materials

Required Materials

Kelm, Orlando R. Brazilpod Homepage: https://coerll.utexas.edu/brazilpod/

-       Tá Falado

-       Conversa Brasileira

-       Língua da Gente

-       Portuguese Communication Exercises

-        

Perini, Mario. A. 2002. Modern Portuguese: A Reference Grammar. New Haven: Yale University Press.

A.  Description

Intercultural communication is more effective when we can identify and understand the reasons we culturally behave the way we do. The purpose of this course is to teach students how to recognize these behaviors and “resolve the cultural dilemmas” by drawing from the positive aspects of these differences. We do so within the context of North America and Latin America. We begin by teaching three distinct theoretical models that approach the subject of intercultural communication: David Victor’s LESCANT model, Hammer’s Intercultural Development Inventory, and Trompenaars & Hampden-Turner’s Cultural Dilemmas. Using these three models, students learn how to identify and observe cultural differences, both in their own patterns as well as in the behavior of others. From there, the major task of the course becomes an analysis of various cultural scenarios about Latin American where students provide suggestions and recommendations on how to resolve the dilemmas. Assigned work includes interaction with students at partner schools in Brazil, survey assignments, “This Week in Latin America” assignments, and written assignments related to Gems of the University and the University Lecture Series.

As a signature course, students will also have the opportunity to use the content from this course to develop critical thinking and communication skills, as well as develop a sense of social responsibility. As with other signature courses, students also have opportunities to develop information literacy, learn of the Gems of the University, and attend lectures that are part of the University Lecture Series.

Note:  This course carries the Global Cultures flag. Global Cultures courses are designed to increase your familiarity with cultural groups outside the United States. You should therefore expect a substantial portion of your grade to come from assignments covering the practices, beliefs, and histories of at least one non-U.S. cultural group, past or present.

B.  Course Materials

Required Materials

Trompenaars, Fons & Charles Hampden-Turner. 2012. Riding the Waves of Culture: Understanding Diversity in Global Business. 3rd Edition. New York: McGraw Hill

Related Online Resources

Kelm, Orlando R. Padlet Wall, “Cross-Cultural Competence: Making the most of our cultural differences” http://padlet.com/orkelm/culturalcompetence

Kelm, Orlando R. Pathbrite, Homepage: https://pathbrite.com/orkelm/profile

World Clock Meeting Planner

https://www.timeanddate.com/worldclock/meeting.html

Recommended Books

Kelm, Orlando R., David A. Victor. 2016. The Seven Keys to Communicating in Brazil: An Intercultural Approach. Washington D.C.: Georgetown University Press.

(Online Order with 30% discount code TGUF: http://press.georgetown.edu/book/languages/seven-keys-communicating-brazil )

Examines the dynamics of language structure and use throughout the Portuguese-speaking world. Covers topics such as sound systems, grammatical structures, historical developments, language learning and loss, dialect differences, and their social significance.

Focuses on significant issues in Brazilian society and culture.

Topic 1: Samba to Hip Hop: Brazilian Popular Music. Examines the role of popular music in relationships of power with subordination and the impact of music as a form of cultural expression.

Topic 2: Global Brazil: Immigration and Diaspora in Brazilian Culture. Examination of twentieth-century literature, films, and other cultural artifacts that capture the multicultural reality of Brazilian society and challenge the image of Brazil as a unified, harmonious, racially-mixed nation. Subjects include contemporary textual and visual representations of the Brazilian diaspora in the United States and Europe.

Topic 3: Afro-Luso-Brazilian Worlds. Study of the myths and realities in the Afro-Luso-Brazilian worlds and the connections and contrasts between them.

Develops vocabulary, grammar, expressions, and interactional skills that are related to foreign language for professional purposes. Also covers cultural issues that affect professional activities in Spanish-speaking communities.

Topic 1: Spanish for Health Care Professions. Designed to exercise fluency in both spoken and written language in health care situations. Focus on the complex grammatical concepts and cultural issues that affect professional activities in Spanish-speaking communities.

Topic 2: Business in Hispanic Life and Culture.

Topic 3: Translation Principles and Practice.

Develop vocabulary, grammar, expressions, and interactional skills for professional purposes. Topics include cultural issues that influence professional activities in Portuguese-speaking communities.

Topic 1: Business in Brazilian Life and Culture. Cultural aspects of business practices in Brazil.

The Signature Course (UGS 302 and 303) introduces first-year students to the university’s academic community through the exploration of new interests. The Signature Course is your opportunity to engage in college-level thinking and learning.

Audience: The course is designed for Graduate Students in linguistics, foreign language education, graduate students in other departments, including those who study literature but would benefit from a foundational knowledge of linguistics and pedagogy.

Course Description: Our traditional foreign language methodology is confronting the reality of our digital age: instant access to information, video, audio, chats, conversations with people from anywhere at any time, and communication & information flows. All of these potentially change our pedagogical approach, which lead us to assess whether technology and social media are a hindrance or an asset to our language learning. In this course we look at two strands. First, we survey new digital options and tools in learning foreign languages. Second, we survey those options within the context of theories and models related to second language acquisition. That is to say, is there any theoretical foundation behind the effectiveness of these digital foreign language-learning tools? The course will include four units:

1. Tools to organize materials, sort presentations, build portfolios: e.g., padlet.com, blendspace.com, wikispaces.com, getkahoot.com, YouTube Channels, Facebook Groups, Twitter Feeds.
2. Tools to enhance individual practice: e.g., memrise.com, mangolanguages.com, hello-hello.com, duolingo.com, busuu.com, livemocha.com, FluentU.com, LinqQ.com, HelloTalk.com, OpenLanguage.com.
3. Tools to enhance classroom activities: e.g., Aurasma.com, Vyclone.com, List.ly, coogle.it.
4. Tools that become available via Open Educational Resources and Creative Commons licenses: e.g., Brazilpod, Tá Falado, Conversa Brasileira, Língua da Gente.

Requirements and Grading:

The final grade is based on the percentage of total points earned (A = 94+, A- = 90+, B+ = 87+, B = 84+, B- = 80+, C+ = 77+, C = 74+, C- = 70+, D+ = 67+, D = 64+, D- = 60+). Points are distributed on the following basis:

40%     Four oral presentations on content of units

30%     Four 1,000-word reaction papers on course units (to be posted on the course padlet wall)

10%     One bibliography of topics related to unit of interest

20%     YouTube Channel or Aurasma portfolio project.

Possible Class Materials and Readings

Journal of Language Learning and Technology, http://llt.msu.edu

Lamy, Marie-Noëlle and Katerina Zourou (Eds). 2013. Social Networking for Language Education. Palgrave Macmillan.

Walker, Aisha & Goodith White. 2013. Technology Enhanced Language Learning: Connecting Theory and Practice. Oxford, England: Oxford University Press.

Zou, Bin, Minjie Xing, Yuping Wang, Mingyu Sun and Catherine H. Xiang (eds). 2013. Computer-Assisted Foreign Language Teaching and Learning: Technological Advances. Hershey, PA: IGI Global: Information Science Reference. 

Examines the dynamics of language structure and use throughout the Portuguese-speaking world. Covers topics such as sound systems, grammatical structures, historical developments, language learning and loss, dialect differences, and their social significance.

Examines the dynamics of language structure and use throughout the Portuguese-speaking world. Covers topics such as sound systems, grammatical structures, historical developments, language learning and loss, dialect differences, and their social significance.

The Signature Course (UGS 302 and 303) introduces first-year students to the university’s academic community through the exploration of new interests. The Signature Course is your opportunity to engage in college-level thinking and learning.

Examines the dynamics of language structure and use throughout the Spanish-speaking world, and covers topics such as sound systems, grammatical structures, historical developments, language learning and loss, and dialect differences and their social significance.

Examines the dynamics of language structure and use throughout the Spanish-speaking world, and covers topics such as sound systems, grammatical structures, historical developments, language learning and loss, and dialect differences and their social significance.

Examines the dynamics of language structure and use throughout the Spanish-speaking world, and covers topics such as sound systems, grammatical structures, historical developments, language learning and loss, and dialect differences and their social significance.

Examines the dynamics of language structure and use throughout the Portuguese-speaking world. Covers topics such as sound systems, grammatical structures, historical developments, language learning and loss, dialect differences, and their social significance.

The Signature Course (UGS 302 and 303) introduces first-year students to the university’s academic community through the exploration of new interests. The Signature Course is your opportunity to engage in college-level thinking and learning.

Examines the dynamics of language structure and use throughout the Spanish-speaking world, and covers topics such as sound systems, grammatical structures, historical developments, language learning and loss, and dialect differences and their social significance.

Introduction to the study of Spanish phonetics and phonology, focusing on four aspects: mechanisms of sound production, representation of sounds and intonation, dialect variation, and comparison with English.

Examines the dynamics of language structure and use throughout the Spanish-speaking world, and covers topics such as sound systems, grammatical structures, historical developments, language learning and loss, and dialect differences and their social significance.

Study and practice of Portuguese grammar, including reading exercises and guided composition designed to develop writing skills across styles. Students will be exposed to various topics in Portuguese language, literature, and culture.

Examines the dynamics of language structure and use throughout the Portuguese-speaking world. Covers topics such as sound systems, grammatical structures, historical developments, language learning and loss, dialect differences, and their social significance.

Introduction to the study of Spanish phonetics and phonology, focusing on four aspects: mechanisms of sound production, representation of sounds and intonation, dialect variation, and comparison with English.

Topics vary each semester to allow curriculum flexibility for faculty members and visiting scholars.

POR 341

Summer 2007, Salvador, Bahia

AFRO-BRAZIL AND AFRO-BRAZILIANS: LITERATURES, CULTURE, REPRESENTATION

The purpose of this six week course is to analyze the literary, cultural and social representation of Afro-Brazilians (blacks and mulattoes) from 1800s to contemporary authors. After a brief introduction of the histories of resistance against slavery in colonial times (quilombos), the course will focus on Nineteenth century literatures on and about Afro-Brazilians with an emphasis on Nineteenth century black rebellions (Malês), and the contradictions of abolitionist literature. The first four decades of the twentieth century will focus on modernismo-regionalista literatures, to criticize views of Brazilian racial democracy and the contradictions of Populist depictions of Afro-Brazilians. The last part of the course will focus on contemporary works written by Afro-Brazilian authors, from the social emergence of Abdias do Nascimento “Movimento Negro” to contemporary narratives, music and documentaries which main focus are the cultures of poverty, abandonment, violence in the inner cities, and social discrimination. The course will include cultural tours around main cultural sites in Salvador, Bahia. The course will be taught in Portuguese (readings in English and Portuguese) and will include documentaries and film in Portuguese (or with English subtitles). Students will write a 10 page final paper in Portuguese. The topic will be chosen by the student with the assistance of Prof. Arroyo.

The class will meet from Monday to Thursday (10-12) in ACBEU.

Thursdays and Friday afternoons will be used for tours. Please check your calendars. Attendance is mandatory. All materials are required. One 10 page paper will be presented at the end of the six week period. Two themes, students choose one.

Books (required):

João J. Reis, Black Rebellions in Brazil. The Muslims uprisings of 1835 in Bahia (Amazon)

Luso-Brazilian Books:

Guimãraes Bernardo. A escrava Isaura.

Caminha, Adolfo. Bom crioulo.

Amado, Jorge. Tenda dos milagres.

Rui Gomes. O Pagador de promessas.

One course pack available at Speedway Copy and Printing (Dobie Mall) (Pquete inclui Leituras críticas e Quarto de despejo, Joanna Carolina de Jesus)

Translation of English texts into Portuguese and free composition; special attention to idiomatic expressions and to grammatical and syntactical features.

Students read and discuss Spanish language materials related to the subject matter of another designated course.

Focuses on significant issues in Brazilian society and culture.

Topic 1: Samba to Hip Hop: Brazilian Popular Music. Examines the role of popular music in relationships of power with subordination and the impact of music as a form of cultural expression.

Topic 2: Global Brazil: Immigration and Diaspora in Brazilian Culture. Examination of twentieth-century literature, films, and other cultural artifacts that capture the multicultural reality of Brazilian society and challenge the image of Brazil as a unified, harmonious, racially-mixed nation. Subjects include contemporary textual and visual representations of the Brazilian diaspora in the United States and Europe.

Topic 3: Afro-Luso-Brazilian Worlds. Study of the myths and realities in the Afro-Luso-Brazilian worlds and the connections and contrasts between them.

Students read and discuss Spanish language materials related to the subject matter of another designated course.

Introduction to the study of Spanish phonetics and phonology, focusing on four aspects: mechanisms of sound production, representation of sounds and intonation, dialect variation, and comparison with English.

Translation of English texts into Portuguese and free composition; special attention to idiomatic expressions and to grammatical and syntactical features.

Students read and discuss Spanish language materials related to the subject matter of another designated course.

Students read and discuss Spanish language materials related to the subject matter of another designated course.

Introduction to the study of Spanish phonetics and phonology, focusing on four aspects: mechanisms of sound production, representation of sounds and intonation, dialect variation, and comparison with English.

Spanish 346 

Practical Phonetics

Instructor:                  Orlando R. Kelm

Office:                         Mezes 4.146

Telephone:                 512 232-4534

Office Hours:             TBA

E-mail:                       orkelm@mail.utexas.edu

Internet:                     http://orlandokelm.wordpress.com/ 

Description:

The object of this course is to introduce the study of Spanish phonetics by analyzing the speech patterns of four Spanish dialects: Mexico, Argentina, Spain, and Caribbean.  Students learn to use the symbols from the International Phonetic Alphabet, as applied to the sounds of Spanish.  Unit topics include: IPA symbols, phonation, language vs. dialects, syllable division, vowels and diphthongs, phonemes vs. allophones, as well as specific units on the variation of four Spanish dialects.  There are 5 unit quizzes and 2 transcription exercises, as well as group class note exercises.

A. Course Materials

Kelm, Orlando R. Course Wiki: http://practicalphonetics.wikispaces.com

Recommended Books (We won’t use them as part of the course, but they serve for those who want more background information on the subject of Spanish phonetics):

Guitart, Jorge M. 2004. Sonido y sentido: Teoría y práctica de la pronunciación del español con audio CD. Washington, D.C.: Georgetown University Press.

Morgan, Terrell A. 2010.  Sonidos en contexto. New Haven: Yale University Press.

Schwegler, Armin, Juergen Kempff and Ana Ameal-Guerra. 2010. Fonética y fonología españolas. 4th Edition.  Hoboken, NJ: John Wiley & Sons.

This course, (taught in Spanish, but designed for both native and non-native speakers of Spanish), consists of the analysis of the cultural issues that come up when doing business in Latin America.  Course materials are found on the course blog: http://kelmcultural.wordpress.com/.  Content for the class comes from online interviews with Latin American professionals who deal with a variety of cultural issues that Americans will encounter when working in Latin America and Spain.  The cultural items are reviewed within the context of Language, Environment, Social Organization, Contexting, Authority, Non-verbal Communication, and Time.  The interviews are saved as video clips and are accessible over the Internet.  The 200+ interviews are subdivided into four major categories including the following: Negotiation Style, Language Issues, Courtesy and Social Situations, Time and Scheduling, U.S./Spain Negotiations.

Translation of English texts into Portuguese and free composition; special attention to idiomatic expressions and to grammatical and syntactical features.

Introduction to the study of Spanish phonetics and phonology, focusing on four aspects: mechanisms of sound production, representation of sounds and intonation, dialect variation, and comparison with English.

Sequel to Spanish 322K and 328, approaching in a more specialized way the study of important currents in Hispanic civilization.

1.  PURPOSE, GOALS, AND OBJECTIVES OF THE LANGUAGE PROGRAM

The objective of the Spanish language program addresses the basic tenet of a liberal arts education: the development of a critical thinking approach towards the analysis of language in society. This objective is framed in an overall worldwide trend towards political and economical internationalization and an increasingly diverse and multicultural work environment.

The Spanish language program focuses on the development of multilingual literacies through the analysis and use of Spanish as a second language. The program focuses on the development of three major types of competencies (all equally ranked in terms of importance):

(1)  linguistic competence (Spanish phonetics/phonology, morphosyntax, lexicon, discourse, etc.)

(2)  communication / interactional competence (sociocultural uses of the language, pragmatics, cultural background / perspectives)

(3)  metalinguistic competence (language as a conceptual, symbolic system)

2.  COURSE DESCRIPTION, GOALS, AND OBJECTIVES

A. SPN 611D is the third course in The University of Texas lower-division Spanish program. This is a six-credit course.  The course focuses on further developing speaking, listening, reading, and writing skills in Spanish while building vocabulary, learning basic rules and terminology of Spanish grammar, and gaining a better understanding of Hispanic cultures in order to communicate in an accurate, effective, and informed manner within a variety of sociocultural situations.

B. PREREQUISITE FOR 611D: the prerequisite for this course is a passing grade (C or better) in SPN 610 D, equivalent credit transferred from another university, or credit by exam. If you do not have the prerequisite, please drop the course now. For questions concerning prerequisites or eligibility, talk to your instructor or make an appointment with one of the Liberal Arts Advisors for Spanish: Liz Hastings (eyhastings@mail.utexas.edu) and Christine Fisher (fisher@mail.utexas.edu).  Their office is located in BEN 2.108.

C. GOALS FOR SPN 611 D

By the end of this course you should be able to do the following:

(a) describing in detail 

(b) narrating in the  past

(c) narrating past events and reacting subjectively to them

(d) expressing opinions and reacting to dramatic events and situations

(e) reporting what other people said

(f) discussing past actions affecting the present

(g) recognizing dialectal, social and contextual variation

(h) talking about actions completed before other past actions

(i) talking about hypothetical situations in the future or past

(j) understanding the main ideas in moderately complex written texts (with improved skimming, cognate recognition, and inference skills)

(k) understanding the main ideas of  moderately complex oral discourse (with improved recognition of tone, content, context, intonation, etc.)

(l) maintaining conversations of a substantial length (with improved fluency strategies, such as circumlocution, discourse markers, etc.)

(m) producing written work of a substantial length (with improved organization, connectors, and appropriateness of register)

 SPN 325L Introduction to Spanish American Literature since Modernism (2nd summer session).
 
COURSE DESCRIPTION
This course offers a survey of major literary trends and writers of Spanish American literature since Modernism within a cultural context. While the course uses a selection of works that are recognized by critics, specialists, and readers as the most outstanding, it will also include other less-known authors that are equally notable in order to reflect the diversity of Spanish American literature. Most works will be read in their entirety; however, an occasional work may be abridged. The course will include the four genres and will require both textual and thematic analyses of the works so as to prepare students for more advanced courses.
 
COURSE OBJECTIVES
This course is designed to help you
·       read and understand literary texts within an historical and cultural context;
·       foster and develop an individual critical points of view;
·       analyze and compare different literary texts; and
·       write short responses and essays that focus on text and thematic analysis.

Within the language program, SPN 327G is the first in the Advanced Spanish Grammar and Composition two-course sequence. It is a bridge course between lower and upper-division Spanish designed to:

• help you inductively master grammar points of particular concern to speakers of English
• perfect your grammar skills through a variety of tasks designed to clarify and expand your knowledge about particular grammatical points. The oral, reading, and writing activities used to present the grammar offer relevant cultural knowledge that you will be expected to investigate and compare with your own culture.
• acquire and apply strategies of composition development (pre-writing, writing, revising, editing, and evaluation), and
• promote critical and integrative thinking skills.

This learner-based course will lead you through a guided inductive approach that presents you with selected samples to analyze in order to

• discover patterns of oral and written discourse,
• formulate hypotheses about the linguistic and communicative functions of the Spanish language, and
• develop an understanding of Hispanic culture.

All in-class activities, readings, and assignments are in Spanish.

coming soon

Translation of English texts into Portuguese and free composition; special attention to idiomatic expressions and to grammatical and syntactical features.

Introduction to the study of Spanish phonetics and phonology, focusing on four aspects: mechanisms of sound production, representation of sounds and intonation, dialect variation, and comparison with English.

Course Title: Business in Hispanic Life and Culture

Instructor Name: Kelm, Orlando

Description:

This course consists of the analysis of the cultural issues that come up when doing business in Latin America.  Course materials are found on the course blog: http://kelmcultural.wordpress.com/.  Content for the class comes from online interviews with Latin American professionals who deal with a variety of cultural issues that Americans will encounter when working in Latin America and Spain.  The cultural items are reviewed within the context of Language, Environment, Social Organization, Context, Authority, Non-verbal Communication, and Time.  The interviews are saved as video clips and are accessible over the Internet.  The 200+ interviews are subdivided into four major categories including the following: Negotiation Style, Language Issues, Courtesy and Social Situations, Time and Scheduling, U.S./Spain Negotiations.

Texts:

All other materials are found on the WEB at the following URL:

 http://kelmcultural.wordpress.com/

Grading:

The final grade is determined by a percentage of points earned for the semester (A=90+, B=80+, C=70+, D=60+):

Culture Portfolio                        1 x 50 pts =                50

Executive Summaries                        4 x 50 pts =            200

Mental Maps                                    4 x 25 pts =              100

Blog Comments/Posts                        10 x 10 pts =            100

Presentación Oral                        1 x 100 pts =            100

Attendance                                    50 pts – 2 =               50

TOTAL                                                            600 pts

Introduction to the study of Spanish phonetics and phonology, focusing on four aspects: mechanisms of sound production, representation of sounds and intonation, dialect variation, and comparison with English.

Introduction to the study of Spanish phonetics and phonology, focusing on four aspects: mechanisms of sound production, representation of sounds and intonation, dialect variation, and comparison with English.

Introduction to the study of Portuguese phonetics and phonology, focusing on four aspects: mechanisms of sound production, representation of sounds and intonation, dialect variation, and comparison with English.

Introduction to the study of Spanish phonetics and phonology, focusing on four aspects: mechanisms of sound production, representation of sounds and intonation, dialect variation, and comparison with English.

Sequel to Spanish 322K and 328, approaching in a more specialized way the study of important currents in Hispanic civilization.

Introduction to the study of Portuguese phonetics and phonology, focusing on four aspects: mechanisms of sound production, representation of sounds and intonation, dialect variation, and comparison with English.

Study and practice of Spanish grammar, focusing on grammar points of particular concern to English speakers. Includes oral exercises and guided composition.

Introduction to the study of Spanish phonetics and phonology, focusing on four aspects: mechanisms of sound production, representation of sounds and intonation, dialect variation, and comparison with English.

Introduction to the study of the Spanish language through different areas of linguistics such as phonology, morphology, syntax, semantics, sociolinguistics, and second-language acquisition.

PROFESSOR LUIS CARCAMO-HUECHANTE

Conference course.

DESCRIPTION: This course is focused on the development of speaking, listening, reading and writing skills while building vocabulary, REVIEWING ESSENTIAL RULES AND TERMINOLOGY OF PORTUGUESE GRAMMAR, BEING INTRODUCED TO MORE COMPLEX GRAMMAR STRUCTURES, AND GAINING A BETTER UNDERSTANDING OF PORTUGUESE SPEAKING CULTURES, WITH A FOCUS ON BRAZIL, IN ORDER TO COMMUNICATE IN AN ACCURATE, EFFECTIVE, AND INFORMED MANNER WITHIN A VARIETY OF SOCIO-CULTURAL SITUATIONS.

PROFESSOR LUIS CARCAMO-HUECHANTE

PROFESSOR LUIS CARCAMO-HUECHANTE