1000
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3
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3
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3
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0
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0
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0
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During the first cycle, students acquire skills and abilities to read academic texts in English, in order to understand the texts assigned in their different courses at the University. The first cycle includes the courses English 1, English 2 and English 3. This is the first course of the basic cycle in the area of English as academic support. In this course, students acquire reading strategies such as: Skimming, scanning and rereading. It also offers the opportunity to review certain basic aspects of English grammar. This reading skill, the use of strategies and the exercises on basic aspects of grammar are practiced using texts related to education.
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0
Distribution
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This is the second course of the basic cycle of the English program as academic support. It focuses on comprehension and begins the analysis of texts written in English. Students acquire reading strategies such as: Identifying the main idea, secondary ideas, referents, opinions and facts. Students also write sentences to paraphrase the text they are reading. This reading skill, the use of strategies and the exercise of writing are practiced using texts related to the English Language and U.S. history from colonial times to the end of the civil war.
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0
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This is the last course of the basic cycle of the English program as academic support. It focuses on comprehension and the analysis of texts written in English. Students acquire reading strategies such as: distinguishing fact from opinion, cause and effect, actual value, the rhetorical purpose of the text and inferences. Students also write simple, complex and compound sentences on the topics of the course and their application in the Colombian context. This reading skill, the use of the strategies and the exercise of writing are practiced using texts relating to multiculturalism in the U.K., examining the cultural aspects of its different nations, constantly referring to our Colombian culture.
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0
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During the second cycle, students perfect skills in the productive abilities of language, which are oral and written expression, which enables them to meet the demands of the academic contexts in which they have to use English as a foreign language. The second cycle includes the courses English 4, English 5 and English 6. This is the first course of the skills cycle in the English program as academic support. It places emphasis on the expression as well as the comprehension of spoken English. Students acquire communication strategies on the level of words to provide them with a fluid, intelligible discourse in academic contexts. Students also acquire an awareness of their own learning, which enables them to work independently and improve their communicative skills. Students also express their ideas and reflections regarding their learning process in writing. This communicative and reflective skill is practiced by studying texts relating to learning a foreign language, such as: learning styles, the brain and non-verbal communication.
Credits
0
Distribution
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Instructor
Nausa Triana Ricardo
During the second cycle, students perfect skills in the productive abilities of language, which are oral and written expression, which enables them to meet the demands of the academic contexts in which they have to use English as a foreign language. The second cycle includes the courses English 4, English 5 and English 6. This is the second course of the skills cycle in the English program as academic support. It places emphasis on writing academic texts to raise students’ awareness of the process of writing and editing texts. Students use grammar, giving priority to aspects relating to effective communication of texts such as essays, reports and letters. They also acquire an awareness of their own text editing and writing process, which enables them to work independently and improve their writing skills. The skill of writing and editing texts is practiced by studying and analyzing American culture, cultural representations and other underlying aspects, such as values and beliefs. The course also works on the comprehension of the realities of living that culture and constantly refers to Colombian culture.
Credits
0
Distribution
-
Instructor
Soto Quintero Cristina
During the second cycle, students perfect skills in the productive abilities of language, which are oral and written expression, which enables them to meet the demands of the academic contexts in which they have to use English as a foreign language. The second cycle includes the courses English 4, English 5 and English 6. This is the last course of the skills cycle in the English program as academic support. Emphasis is placed on oral communication as well as the comprehension of written and spoken English. Students communicate verbally in academic contexts in an effective manner. Students are aware of linguistic aspects such as intonation, stress, rhythm and phrasing on the discourse level and realize that the way you say something has implications in the meaning being transmitted. They are capable of incorporating these elements in their discourse to improve their communication. Communicative skills and the awareness of linguistic and paralinguistic aspects are practiced by studying and analyzing texts of a paralinguistic and pragmatic nature, analyzing dialects, conversational styles and aspects that influence communication such as the expression of gender and cultural representations.
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0
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Instructor
Reza Aziz Ahmad
This is the first course of the English program for students of Languages and Sociocultural Studies. It develops the four skills, which are reading, speaking, listening and writing. Students begin to take shape as autonomous, independent students. The thematic content of the course revolves around language and its acquisition.
Credits
3
Distribution
-
This is the second course of the basic cycle of the English program for students of Languages and Sociocultural Studies. It develops the four skills, which are reading, speaking, listening and writing. The objective of the course is to continue providing students with the tools necessary to be able to successfully carry out their academic work in English at the University. The content of this course is the development of English as a language and culture.
Credits
3
Distribution
-
This is the third course of the English program for students of Languages and Sociocultural Studies. Like all the courses in this program, it develops the four skills, which are reading, speaking, listening and writing. This course encourages students to be autonomous as they study their own process of learning English, the relationship between language and identity, and particular aspects of oral communication.
Credits
3
This is the last course in the cycle of the English basic program for students of Languages and Social-cultural Studies. Its methodologies and contents are designed to help students acquire all the strategies they need to keep learning in an independent , autonomous manner out of the classroom. Furthermore, it expects students to be able to use English effectively in academic, professional and social situations. The core theme of this course is the diversity of the English language in English speaking countries and in the world.
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3
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3
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3
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3
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3
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3
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3
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3
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3
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2
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2
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2
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2
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2
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2
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2
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2
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2
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2
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2
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2
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2
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3
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3
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3
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The course French 1 is open to the students of the undergraduate program in Languages and Sociocultural Studies, as well as students from other programs of study. The purpose of this course is to provide the basics of the French language in its different competencies, mainly in oral production and comprehension, in the dimension of the present tense. These skills are intimately lined to the sociocultural vision of French society: During the first course, the French Painter project is carried out, which establishes the cultural fundamentals of the course and becomes a supporting tool - through description - for studying French, thanks to a selection of pictorial works covering the 19th and 20th Centuries. It also covers biographic accounts, which are a central point of the course. Textbook: Tout va bien¸ CLÉ International, 2005, Units 0 – 2.
Credits
3
Distribution
-
The course French 2 places emphasis on comprehension and oral and written production, as well as the development of reading and writing strategies. The reading of authentic documents is relevant in this course because they allow direct contact with French speaking contexts. The linguistic tools covered in this course are the past tenses (past perfect and imperfect). The sociocultural project of French 2 is Talking about trips, imagined and imaginary outings, thus practicing the study of French in the past tense. Textbook: Tout va bien, CLÉ International, Units 3 – 4.
Credits
3
Distribution
-
This course brings together the contents of the two preceding courses and expands the grammatical view to the future, conditional and subjunctive tenses. Emphasis is placed on relative pronouns, comparatives and partitatives. Students will read short stories of French speaking writers and articles from French newspapers and magazines. The text summary technique is covered using these mediums. From the sociocultural standpoint, education in France is the central topic. The project for French 3 consists of writing a résumé, writing application letters to French universities, in the actual framework of exchange programs with the Universidad de los Andes. Textbook: Tout va bien, CLÉ International, Units 5 – 6.
Credits
3
Distribution
-
This introductory course to French academic writing develops students’ critical position as regards French speaking cultures. Discursive work of the French language will continue as the principle of articulation of meaning and its application in different types of discourse. In the framework of constructing cultural meanings of the French speaking world, this course will strengthen and expand the grammatical and semantic understanding of the French language, in order to improve oral and written communication.
Credits
3
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0
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0
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0
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0
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3
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3
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3
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3
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3
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This course starts students out in the basic study of the German language and its grammar. By learning the language, students also get to know the culture and the society of German speaking countries. By the end of the course, students should be capable of interacting in familiar situations, understanding and producing easy texts regarding common topics. Students acquire communicative, grammar and vocabulary skills and learn to relate this knowledge with the socio-cultural context of German speaking countries. In class, students will work with the book "Optimal A1", which consists of a textbook and a workbook. Additional materials as per the students’ skills are also used.
Credits
3
Distribution
-
Students acquire communicative, grammar and vocabulary skills and learn how to relate this knowledge to the socio-cultural context of German speaking countries. In class, they continue to use the book Optimal A1. Additional materials as per the students’ skills are also used. This course is based on Level 1 and continues to concentrate on learning the German language, its grammar and socio-cultural context. By the end of the course, students should be capable of interacting in familiar situations, understanding and producing easy texts on common topics such as personal information, work, etc.
Credits
3
Distribution
-
This course is based on Level 2 and continues to concentrate on learning the German language, its grammar and socio-cultural context. By the end of the course, students should be capable of interacting in familiar situations, understanding and producing easy texts on common topics and daily routines. Students acquire communicative, grammar and vocabulary skills and learn how to relate this knowledge to the socio-cultural context of German speaking countries. In class, students will work with the book "Optimal A2", which consists of a textbook and a workbook. Additional materials as per the students’ skills are also used.
Credits
3
Distribution
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This course is based on Level 3 and continues to concentrate on learning the German language, its grammar and socio-cultural context. By the end of the course, students should be capable of interacting in familiar situations, understanding and producing easy texts regarding common topics. In addition, they can begin to apply their knowledge in new contexts. Students acquire communicative, grammar and vocabulary skills and learn how to relate this knowledge to the socio-cultural context of German speaking countries. In class, students will work with the book "Optimal A2", which consists of a textbook and a workbook. Additional materials as per the students’ skills are also used.
Credits
3
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0
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0
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0
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0
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0
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0
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0
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3
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3
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3
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The growth of Japan after the war in what was called the Japanese Miracle, leading the country from the far east to become the second economic world power, has raised great interest throughout the world in its culture, language and way of doing business in order to become more familiar with the inhabitants of Japan. This first course in Japanese provides a basic understanding of the Japanese language and its writing.
Credits
3
Distribution
-
The program covers situations from everyday life in which specific language is used, along with the corresponding ideograms, films, videos and songs.
Credits
3
Distribution
-
The purpose of this course is to improve students oral and reading skills by means of the alternated reading by students of dialogs out loud and to themselves, stressing the syntax of logical functions (quoting, knowing, perceiving, describing, becoming…) and the development of the skill to see and hear short situational dialogs. Students also learn to refer to a dictionary of Japanese characters.
Credits
3
Distribution
-
This course covers different levels of expression (formal, colloquial), studying a syntax of complex paragraphs (conditional, causal, final) and covering cultural language and phenomena (cooking, sports, festivals, popular language, innovations, entertainment, counterculture). It also works on abilities related to taking a Japanese aptitude test.
Credits
3
Distribution
-
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3
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Credits
3
The world today is becoming smaller and smaller. Asia is no longer the furthest continent from America. However, its regions are hard for us to imagine. This course covers the differences and similarities between four major cultures: Persia, India, China and Japan, connected by the silk and spice routes. The course covers the influences circulating on such routes: religion, language, arts and technology. The main figures of these encounters are the Persian, the Chinese, the Indians, the Japanese, the nomads (Aryans, Scythians, Xiong-un, Mongols, Turks), the Europeans.
Credits
3
Instructor
Barrera Parra Jaime
Credits
3
Instructor
Barrera Parra Jaime
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0
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0
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0
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0
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This course promotes the critical and analytical thinking skills of students by improving the understanding and production of academic texts. The course seeks to encourage logic- language formation, allowing students to read and write a text using principles of critical, reflexive, multiple, inter and trans-disciplinary knowledge, with all academic rigor. This requires students to identify the relationship between language and meaning, and develop the necessary skills for the comprehension and critical production of academic texts. Additionally the course encourages students becoming aware of the responsibility of their productions and interpretations
Credits
3
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2
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2
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3
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3
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3
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3
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3
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3
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3
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The objective of these courses is to develop students’ linguistic and sociolinguistic skills of the standard Spanish language and the Colombian variant based on the Common European Framework of Reference. In the first course –basic course - students will acquire knowledge corresponding to Level B1 of the Common European Framework of Reference.
Credits
3
Distribution
-
Instructor
Melo Nuñez Katherine
The objective of these courses is to develop students´ linguistic and sociolinguistic skills of the standard Spanish language and the Colombian variant based on the Common European Framework of Reference. In the second course –intermediate course - students will have acquired the knowledge corresponding to Level B2 of the Common European Framework of Reference.
Credits
3
Distribution
-
The objective of these courses is to develop students’ linguistic and sociolinguistic skills of the standard Spanish language and the Colombian variant based on the Common European Framework of Reference. In the third course –basic course - students will have acquired knowledge corresponding to Level C1 of the Common European Framework of Reference.
Credits
3
Distribution
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Instructor
Galeano Enciso Elena
This course concentrates on the acquisition of basic communicative, grammar and lexical skills. The four skills are constantly present in the program, however, top priority is given to active and passive oral communication skills. The contexts of intervention are topics of personal interest to the student – limited to the ‘here and now’ and routine actions: They develop contents from the individual context, about themselves, the family, everyday life and their relationship with others. A1 (Common European Framework of Reference)
Credits
3
Distribution
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This course strengthens and expands the basic tools for the comprehension and communication at the first level, and introduces and works on new linguistic, syntactic and grammatical aspects, by means of the comprehension and writing of oral and written texts. The discourse becomes more complex and covers situations from the past. Students learn to recognize and interact in situations that require different registers (tu y lei) where the written skill becomes more important (comprehension and writing of informal texts). A2 (Common European Framework of Reference)
Credits
3
Distribution
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This course requires students to have a basic understanding of the Italian language, with the capacity to comprehend and write fairly complex texts. In addition to strengthening the technical tools of the language, the course now involves the development of linguistic autonomy by students, who are asked to become an active part of a process of creation, analysis and self-correction of their own texts. The course introduces structures that enable students to communicate future plans and personal desires, express opinions, disagreement and doubts in informal situations. B1 – (Common European Framework of Reference)
Credits
3
Distribution
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This course offers students the possibility to practice their knowledge of oral and written language (passive and active) within a program of consolidation of structures and vocabulary in new settings and situations of personal interest. The material used is created ‘ad hoc’ for the level, paying special attention to the contexts of grammar of the Italian language that are thought to require more attention for the effective development of communicative skills and the formality of the text. Taking and passing the course require students to write a brief monograph on a topic of personal interest and give an oral presentation on the same topic. B1+ (Common European Framework of Reference)
Credits
3
Distribution
-
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3
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Through this theoretical-practical class, this course is an introduction to the Portuguese language in its several linguistic competences. It will provide the student with some lexical grammatical structures, which will allow for development of a communicative attitude (Oral and written expression) as well as receptive (Oral and written understanding) linked to every day and contemporary situations. Furthermore, it will offer supervised phonetic training that will make the oral communication easier. Another process commenced during this class is the students´ socialization. Group activities such as group assignments, conversations, presentations, among others, are important tools to allow them to know each other better and grant them the possibility to work on the four linguistic skills in real situations. In the first level, we will, indirectly, start getting ready for the Celpebras test, both oral and written . At he end we will offer in a practical and theoretical way some social-cultural and historical aspects, stimulating intercultural reflection.
Credits
3
Distribution
-
By way of theoretic-practical classes, this course offers the study of the different linguistic skills of the Portuguese language. It provides students with in depth knowledge of certain lexico-grammatical structures that will enable them to develop a productive (oral and written expression) as well as receptive (oral and written comprehension) communicative attitude in different linguistic contexts. Now, departing from the everyday topics, students are exposed and required to act using a much more formal language or, all the opposite, know how to express themselves using casual language, always with a social purpose, in order to provide the language learning process with continuity and prepare them to face and adapt to the different situations that arise on a daily basis. In addition, they continue to work specifically on the automation of the phonemes learned in the previous level, striving to improve their pronunciation and fluency in oral expression. On essential aspect that is stressed during class is student socialization. Group activities such as projects, dialogs, presentations, etc. are important tools to encourage integration and provide students with the possibility to work with the four linguistic skills in real communication contexts. Another priority is to continue to prepare for the Celpebras Exam, using specific activities to do so. Carrying on with cultural exchange, the course continues to present situations of Brazilian life, culture and history.
Credits
3
Distribution
-
This theoretical-practical class, in Portuguese 3, is intended to follow up the concepts learned in the previous levels and more complex lexical-grammatical structures will be introduced, which imply a higher level of difficulty. Students start working with a more formal language, mainly in the written part (understanding and performance). As to the oral part, the student will be encouraged to act under all contexts. They keep working in colloquial Portuguese during every class, mostly with songs, group projects, sketches, among others. Continuing with the preparation for the test on Portuguese knowledge (CELPEBRAS), there is extensive work with specific texts such as letters, e-mails, invitations, brochures, as well as other texts with a higher level of language complexity . The student will have more practical experience through role plays during the course. This is also valid for the oral part. The program encourages discussion and debate about specific social-cultural and historical subjects common or not to our cultures, through movies, documentaries, songs, magazines, books, among others, looking for a true cultural exchange and an improvement in the oral and written performances.
Credits
3
Distribution
-
The main objective of this course is to promote linguistic self-sufficiency for students to be able to act and use the language to their benefit in any context. In order to do so, we continue to work on the lexico-grammatical contents that have not been covered in previous level, incorporating them in the activities carried out in class and homework. In addition, the course continues to teach Portuguese integrating the four linguistic skills (oral comprehension, oral production, reading and writing) with the objective to use the language properly to acquire the certificate of language proficiency in Portuguese. Like in Portuguese 3, students take oral and written practice tests and are instructed on the objective and criteria of correcting them in order to acquire the tools necessary to prepare for said test. The course also encourages the use of the language for research using the different mediums available at present. At the end, students receive a basic notion of Brazilian Literature, where texts by certain authors are examined, which also serves as the basis to continue working on lexico-grammatical and phonetic aspects, inserted in the historical-cultural context to make future contact with Brazil and Brazilian society a success.
Credits
3
Distribution
-
Credits
3
Distribution
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The first semester of Chinese is designed for students interested in the Chinese languages and culture who have no prior knowledge thereof. In this course, students will learn the pronunciation of Mandarin Chinese, the tones and over 120 Chinese characters, and they will have a general introduction to Chinese culture. By the end of the course, students will be capable of talking about certain basic topics.
Credits
3
Distribution
-
Chinese 2 is designed for students who already have a basic understanding of Chinese. Throughout this course, students will gradually develop the skills to hold their own spontaneous conversations and they will acquire a greater understanding and a broader context of the fundamentals of Chinese grammar. As regards writing skills, students will begin to work with more independent study initiative. By the end of the course, students will be able to comprehend some of the aspects and characteristics of the people of the Republic of China.
Credits
3
Distribution
-
Chinese 3 is designed for students who already have basic training in the language and those who have a command of at least 500 characters. This class will reinforce and expand students’ understanding of the Chinese language: They will expand their vocabulary, grammar and their writing and reading comprehension skills. They will be capable of holding short conversations with native speakers.
Credits
3
Distribution
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The Chinese 4 course is designed for students who already have a basic knowledge of the Chinese language and culture and who already know 800 characters. Along this course, the students will gradually strengthen their skills including improved vocabulary, their ability to properly understand and use Chinese grammar, and their capabilities to read, write, speak and understand. They will be able to write small stories as well as a 400-character article.
Credits
3
Distribution
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This course is designed for students who have bases in Chinese language and culture, and handle 1400 characters. This course is for students to gradually improve their comprehensive skills in reading, expression and listening comprehension. They can also learn more vocabulary and expressions, increase their capacity to understand and practice the rules of Chinese grammar. They will be able to talk to native speakers about general topics.
Credits
3
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3
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3
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3
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3
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3
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3
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This introductory course conducts an initial exploration of the theoretic and methodological framework of socio-cultural studies. Without defining them beforehand, we will explain the course as an interrogation about the constitutive and implicit bases that would characterize rather than a particular discipline of social sciences of humanities, an intellectual project based on transdisciplinary concerns regarding culture and power. So the course attempts to introduce students in the fundamental chapters of the intellectual history of this project, the contexts in which these questions emerged, as well as some of the problems on which it has focused throughout its existence. In short, the course is considered the initial introduction of the theoretic and methodological tools of this intellectual project that are conclusive factors to be able to distinguish it from other disciplines and styles of intellectual work. But on the other hand, to outline the critical approaches of the present as well as the research agenda from the beginning of university studies that are relevant and urgent for Colombia.
Credits
3
Distribution
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This is an introductory course to the area of teaching of languages, which is intended to show a general view of processes that are inherent in teaching and learning as deep social chores, which values and functions are associated with a series of preconceptions and legends that distort enormously its real reason of being. This seminary-workshop is intended to become a space mainly for reflection and discussion of contemporary subjects on education, its actors, and the different variables actively involved in educational processes.
Credits
3
Distribution
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Instructor
Peña Dix Beatriz
As an introduction to the studies of language, the course Theories of Language I will explain basic problems regarding language and its relationship with reality in order to raise reflections and discussions thereof. These problems will be formulated based on the thorough reading of classic texts that go from the Platonic proposal that conceives language as a referential instrument and a means to represent what is real, to the 19th Century when Compared Grammar and Historic Linguistics announced a new epistemological space for language to consider it outside its representative purpose.
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3
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3
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The starting point of this course is the original practice of comprehension and the production of a text as an intertextual, rhetorical singularity supported by the fact that the legibility of a text consists of its relationship, position or debt with others and the fundamental dimension in which meaning always appears in all texts in more than one sense. To this effect, this Introduction is an invitation to understand text in other meanings, in other meanings of the text and in other meanings of meaning: in this singular sense of what is textual that only the rhetorical and intertextual are capable of expressing.
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3
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3
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3
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3
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3
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