2000

This course from the area of English explores the status of languages in the world and the implications that said status has on the speakers of these languages. The course provides students with the opportunity to think of questions such as: To what extent is English a global language? What effects can a decision as regards language have? How can you establish a balance between the need to preserve identity and individuality and the typical demands of the search for global intelligibility? And how are education and the government living up to this challenge?

This course´s goal is to introduce the students to a wide variety of English language texts. Some basic strategies for reading will be analyzed from the structuralist focus of the narrative. Toward the end of the course, the students will be able to analyze texts from the narrative perspective. They are also expected to be able to write essays about the books they have studied. We will carefully follow up on the way the students develop their thoughts in their written works.

This course attempts to take an analytical tour of the different literary genre in the specificity of their discourses. It analyzes textual models from different periods and different French speaking countries in the light of their particular construction of meaning through analysis, synthesis and comment on texts in the French language.

The main objective of this course is to work on significant constructions of French culture. In order to do so, the course conducts a textual analysis of the painting, architecture, advertising, film and literature of the 20th Century in particular, among others. The idea is to build a reflection on the influence of literature as well as cultural products on modern French thinking.

Students increase their listening comprehension, reading, speaking and writing skills, and they also learn how to relate this knowledge to the socio-cultural context of German speaking countries. The course concentrates on the use of authentic material (for example, newspaper articles) and it is based on what students have learned in preceding courses. By the end of this course GERMAN 5, students will be in Level B1 of the Common European Framework of Reference. According to this framework, students will be able to understand the main idea when using a standard register of the language and when discussing familiar topics such as work, school, leisure time, etc. They will be able to handle most situations faced during a trip. They will be able to express themselves in a simple, coherent manner regarding familiar topics and personal interests. They will be able to express themselves clearly, explain their point of view regarding a current event, and name the advantages and disadvantages of several options.

Students increase their listening comprehension, reading, speaking and writing skills, and they also learn how to relate this knowledge to the socio-cultural context of German speaking countries. This course concentrates on the use of authentic material (for instance, newspaper articles). This course is based on Levels 1 through 5 and continues to concentrate on learning the German language, its grammatical correctness and socio-cultural context. It focuses on the 4 skills involved in language, to wit: listening and reading

This course aims to develop the capacity of expression in the Japanese language, in all aspects (speaking, listening, reading and writing). It turns to all types of verbal manifestations of the Japanese culture. Essay: Haruki Murakami "Yagate kanashiki gaikokugo", Stories: Akutagawa, "Kumo no ito", Kawabata, "Tenohirano Shousetsu", Film: Takeshi Kitano, "Kikujiro no natsu", Ozu, "Tokyo monogatari", Cartoons: Osamu Akimoto, Kochikame. Haiku: Basho and Shiki.

This course aims to develop students capacity of expression in the Japanese language, in all aspects (speaking, listening, reading and writing). At the same time, it attempts to provide knowledge regarding the Japanese culture through several types of verbal manifestations of the Japanese culture, particularly literature: Hasegawa Machiko, Sazae-san (cartoon), Hoshi Shin-ichi, Bokko-chan (story), Akutagawa Ryunosuke, Sennin (story), Shiga Naoya, Seibei to hyotan (story), Mishima Yukio, Kokuhakusuru nakare (essay), Kawabata Yasunari, Tenohira no Shousetsu (stories), Kurosawa Akira, Wonderful Life (film).

This course, which is located on the upper–intermediate level of the Italian continuum, is still in the process of general development of the written and spoken language, through the analysis of its morphosyntactic structures. It deals with the language in its complexity of structures as well as registers, and writing skills take on importance as an expressive medium to put across a point of view of formal content. Major emphasis is placed on the capacity to use the language by expressing opinions and critical positions that will lead to dialog and enrich the intercultural understanding.   C1 – (Common European Framework of Reference.*) 

Teaching Seminar is a concentration course in the area of language teaching, which focuses on relevant topics in the processes inherent to foreign language teaching and learning. This seminar is conceived as a space dedicated to the reflection, discussion and analysis of the following topics that, in turn, will constitute a line of research for the production of a final document.

This course attempts is structured from a vision intended to punt in context and to politicize cultural and academic practices. In this way, we do not rely on a specific and official vision of Cultural Studies, neither from a recipe about how the apply or evolve. In response to the constant need of putting academic practices into context , this course will be developed around specific issues that cultural studies have analyzed and been involved with along their path. Through this course, three issues that are the cornerstone of the cultural studies will be approached, that is to say, the connection between culture and power: (I) about the different updates of capitalism, (II) about the subject, the truth and the power, (III) about structured societies, and (IV) the question about what is popular.

To comply with the English reading requirement, all University pre-grade students should pass the LENG 2999 code, once they have shown competence in reading following the different modalities offer by the University.