Designed for students with little exposure to Spanish, this course develops basic listening, speaking, reading, and writing skills and basic intercultural competence in interpretive, interpersonal and presentational modes of communication at the Novice Level of proficiency based on ACTFL guidelines. During this course, students perform better and stronger in the Novice-Mid level while some abilities emerge in the Novice High range. This is an introductory course aimed at helping the student to communicate in Spanish in everyday familiar situations via recognition and production of practiced or memorized words, phrases, and simple sentences.

Designed for students with some degree of exposure to Spanish in high school and/or at home, this course continues to develop basic listening, speaking, reading, and writing skills and basic intercultural competence in interpretive, interpersonal and presentational modes of communication at the Novice High Level of proficiency based on ACTFL guidelines, although a few abilities may emerge in the Intermediate Low Level. Students in this course communicate in Spanish in familiar topics using a variety of words, phrases, simple sentences and questions that have been highly practiced and memorized.

This is a beginning-level Spanish course designed for students who have a cultural connection to the Spanish language. Some students have had very little exposure to the language and enter the class to develop beginning-level skills. Other students may have grown up hearing the heritage language in the community and may understand some Spanish and speak at a basic level as a result. The objective is to draw upon the connection to the heritage language as a source of motivation and engagement for our learning communities. At the same time, we build upon the language base that students may already have as a result of their heritage learner experience in order to develop new proficiencies in Spanish and reactivate the Spanish that students have learned previously. By the end of this course, students will be able to describe their home, campus surroundings and common activities including cultural traditions. At the same time, students gain cultural competency and develop a critical understanding of their linguistic and cultural background.

A second semester class designed for students who have developed some basic Spanish proficiency from previous classes and/or from community experiences. This course provides students with the opportunity to develop their proficiency in the four language skills (speaking, listening, reading, and writing). Class activities are designed to strengthen oral communication skills (speaking and listening) through a variety of group activities. By the end of the course students will be able to understand and produce narrations of past events in oral and written Spanish. In order to foster a desire to revitalize and maintain the Spanish language in the US context we attempt to raise students’ critical awareness of what it means to be part of a specific speech community.

This course is based on the integration of learning outcomes across interpretive, interpersonal and presentational modes of communication at the Novice High Level of proficiency based on ACTFL guidelines. Students accomplish real-world communicative tasks in culturally appropriate ways as they gain familiarity with the target culture(s). This is an intermediate course aimed at helping the student to communicate in Spanish on familiar topics about self, others and everyday life at the same time that they recognize and handle short social interactions in interactions in everyday situations by asking and answering a variety of questions.

This course is based on the integration of learning outcomes across interpretive, interpersonal and presentational modes of communication at the Intermediate High Level of proficiency based on ACTFL guidelines. Students accomplish real-world communicative tasks in culturally appropriate ways as they gain familiarity with the target culture(s). This is an intermediate course aimed at helping the student to communicate in Spanish on familiar topics about self, others and everyday life at the same time that they recognize and handle short social interactions in interactions in everyday situations by asking and answering a variety of questions.

This course aims to help undergraduate students feel more comfortable become more effective “public speakers” and more critical “public receivers” of information in Spanish. The primary focus of the course is the practice of techniques to lessen speaker anxiety and to enhance speaker presentations in public settings with multiple audiences in mind. This course has been designed for undergraduates who speak Spanish as a daily basis with their own families and/or other personal networks in addition/outside educational settings.

A third semester course designed for students who have been raised in a Spanish-speaking environment and speak, or understand, some Spanish as a result of hearing it in the home, and in the community by family, friends, and neighbors. Students in this course will continue to develop their ability to narrate events in the past and will be able to describe hypothetical situations. Students will also develop their ability to express wishes, desires, and necessities. This course will help the student build confidence in their Spanish abilities and expand the language use in the areas of writing, reading, oral production and listening comprehension. In order to foster a desire to revitalize and maintain the Spanish language we attempt to raise students’ critical awareness of wider issues facing Spanish speakers in the US context.

A fourth-semester course designed for students who have been raised in a Spanish-speaking environment and speak, or understand, Spanish as a result of having heard it in the home and in the community. It is also for students with a cultural connection to heritage language speech communities or who have achieved proficiency from study in previous courses. This course will help the student build confidence in their Spanish abilities and expand the language use in the areas of writing, reading, oral production and listening comprehension. In addition to scaffolding skills that students already have, in this class they will expand their ability to describe abstract and hypothetical situations. Students will write essays, reaction papers, and creative pieces. Students will also examine formal and informal contexts of language use in speaking and writing. By studying the cultural and historical background shared by students as part of the program, students will develop an increased critical awareness of Spanish language speech communities.

Taught in Spanish (required for major study).Emphasis on oral and written expression based on a theme or language related topics (literature, culture, civilization, translation, commercial, etc.)

Taught in Spanish (required for major study). Emphasis on developing Spanish written expression.

Examination of selected Spanish and Spanish-American literary texts representing old and new literary currents. Special attention will be given to stylistics and the analysis of style and literary language. Credit for both this course and SPAN 306 may not be applied toward a degree program. Prerequisite: 301. Pre- or corequisite: 302.

Students will learn fundamental concepts related to the sound patterns of Spanish, such as Phonetics, Phonology, Laboratory Phonology, and Sociophonetics and will receive hands on training in a laboratory setting.

An introduction to the phonology, morphology, syntax and dialectology of the Spanish language.

Analysis of Spanish grammatical structures and the current and historical sociopolitical factors that shape how we use them. This is a double-starred (**) level course and may be taken for graduate credit by students enrolled in a graduate program outside of the department. A graduate student enrolled in a double-starred course numbered below 500 may be required to complete extra work.

Focusing on Spanish speakers of the Southwest, this course surveys research in linguistic history, sociolinguistics, sociology of the language, and Spanish as a heritage language. This is a seminar style class in which students conduct authentic sociolinguistic research.

Topics will deal with individual authors, genres or periods. This is a double-starred (**) level course and may be taken for graduate credit by students enrolled in a graduate program outside of the department. A graduate student enrolled in a double-starred course numbered below 500 may be required to complete extra work.

A historical survey of the literary canon in Spanish America from Colonial times through 19th-century Romanticism. Prerequisite: (302 or AP Spanish Language and Culture =>4) and (306 or 307 or AP Spanish Literature and Culture =5).

Topics will deal with individual authors, genres or periods. Prerequisite: (302 or AP Spanish Language and Culture =>4) and (306 or 307 or AP Spanish Literature and Culture =5).

Deals with different areas, approaches and issues. Prerequisite: **350 or 351.

Topics explore relationships between space, place, and cultural expression. How does cultural expression fix, reinforce or deconstruct socio-symbolic spaces such as kingdom, nation, favela, or prison? What meanings are shaped by conquest, migration or globalization? Prerequisite: 306 or 307.

Beginning in the 16th century, the course progresses chronologically, moving from the colonial period, through the 19th century and into the present day. Using readings, class collaboration, discussions and exams as our tools, we will construct a historical and political context that will support how we read these literary and cultural works.

Individual research into an area proposed by the student and conducted under the direction of a faculty member.

Introduction to fundamentals of literary analysis: defining a research question; gaining access to resources; selecting approaches to texts; citing bibliographic data according to current MLA guidelines.

Study of approaches to language teaching methods. Focuses on the practical application of its results to the teaching of Spanish and Portuguese. Required of all Teaching Assistants in the Department of Spanish and Portuguese.

Linguistic variation in relation to internal, social, regional and situational factors. Topics include variation theory, language contact, language and gender, and language planning. The practical application of sociolinguistic approaches will be introduced.

Individual research into an area proposed by the student and conducted under the direction of a faculty member. Restriction: permission of instructor.

Study of literary genres and periods, including Chicano theater, narrative, poetry, women's writing, etc.

Study of oral genres and folkways of Spanish-speaking people of the American Southwest and appropriate theoretical approaches.

Faculty-supervised investigative study that results in the development and writing of a master’s thesis. Offered on a CR/NC basis only.

Topical seminars geared to doctoral students, emphasizing the literature of one country or region (e.g., Argentine novel), one genre (e.g., romantic poetry), the literary essay, essential or complete works of one author or trend (e.g., the dictator novel).

Topics explore relationships between space, place, and cultural expression. How does cultural expression fix, reinforce or deconstruct socio-symbolic spaces such as kingdom, nation, favela, or prison? What meanings are shaped by conquest, migration or globalization?

Faculty-supervised investigative study that results in the development and writing of a doctoral dissertation. Offered on a CR/NC basis only.

Designed for students with no previous exposure to Portuguese, this course develops basic listening, speaking, reading, and writing skills. This is an introductory course aimed at teaching the student to communicate in Portuguese in everyday situations.

An accelerated multimedia class designed for natives or advanced level Spanish speakers that uses authentic models of communication in Portuguese. Credit for both this course and PORT 2110 may not be applied toward a degree program. Credit for both this course and PORT 2115 may not be applied toward a degree program.

This course will look at Brazilian culture through music, film, art, and literature. In particular, the course will examine topics including environmental activism, race relations, gender, sexuality, class conflict, and migration through a wide variety of cultural representations from the diverse regions of Brazil. Throughout the course, students will learn about the history of Brazil and the complex social interactions that continue to define the country. This course does not fulfill the UNM Language Requirement.

An advanced language course emphasizing interdisciplinary themes in Luso-Brazilian literature and culture.

An advanced language course emphasizing interdisciplinary themes in Luso-Brazilian literature and culture. May be repeated with a change of topic.

Examines works of literature and/or culture and the scholarship written about them from a national or comparative framework.