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. Credit for both this course and PORT 2110 may not be applied toward a degree program.

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.

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

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

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

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. Meets University of New Mexico General Education Curriculum Area 6: Second Language.

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. Meets University of New Mexico General Education Curriculum Area 6: Second Language.

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. Meets University of New Mexico General Education Curriculum Area 6: Second Language.

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. Meets University of New Mexico General Education Curriculum Area 6: Second Language.

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. Meets University of New Mexico General Education Curriculum Area 6: Second Language.

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. Meets University of New Mexico General Education Curriculum Area 6: Second Language.

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.

Special topics related to cultural expressions of health and illness, health care communication and intercultural competence in Spanish-speaking and Hispanic contexts. Prerequisite: 302 and 305 and (306 or 307).

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. Prerequisite: 302.

Study of the major genres of Chicano literature (novel, short story, essay, poetry and drama), with emphasis on post-1960s literature. Prerequisite: (302 or AP Spanish Language and Culture =>4) and (306 or 307 or AP Spanish Literature and Culture =5).

A survey of Spanish literature from the 18th, 19th and 20th centuries. Prerequisite: (302 or AP Spanish Language and Culture =>4) and (306 or 307 or AP Spanish Literature and Culture =5).

Detailed analysis of the Quijote and treatment of its place in world literature. 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 study intersections between the humanities and political processes, including regime shift, insurgency, and social movements. Literature, film, and performance are examined as spaces of decolonization and contestation of state, nation and hegemonic groups. Prerequisite: 306 or 307. 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.

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

Students will gain a strong understanding about the sound patterns in different Spanish varieties, how the patterns are represented in the mind, how to describe them and carry out acoustic analyses. Prerequisite: **350 or 351 or LING 301 or LING 302 or LING 303 or LING 304 or SHS *303.

Research seminar covering all aspects of Chicano Spanish: linguistic structure, regional and social variation, bilingualism, maintenance and shift, English influence, etc. Prerequisite: 351 or LING 301.

An advanced course providing students with the opportunity to develop expertise in linguistic analysis. A broad range of branches are covered, including sociolinguistics, discourse analysis, phonetics, mophosyntax, semantics and psycholinguisticis. Prerequisite: 351 or LING 301.

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.

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.