Translation and Interpretation, B.A./M.A
Program Description
The curriculum of the 4+1-year Program in Translation and Interpretation is designed to develop the cognitive and critical abilities of the students. It reflects the diverse corpus of knowledge required not only to master a target language with an advanced degree of proficiency but also to acquire and enhance the vocabulary and techniques for translation as well as interpreting. The course offerings seek to reflect the breadth of skills required for such proficiency and focus on developing students' linguistic, cultural and technical fluency in both English and Spanish.
This program offers undergraduate students, fluent in both Spanish/English languages, interested in pursuing an MA in Translation & Interpretation an accelerated path, with the opportunity to complete both programs of study at the same time while still meeting the same requirements as students who pursue a traditional six-year course of study.
Degree Earned
Bachelor of Arts (B.A.) with a Major in Spanish
Master of Arts (M.A.) in Translation and Interpretation
Minimum GPA: 3.00
Student Learning Outcomes
BA in Spanish: at the conclusion of this program, the students will be able to:
- Develop and demonstrate the same level of proficiency as educated native speakers of Spanish and English and transfer messages from one language to another accurately and fluently.
- Recognize and apply the standards of court, health-care, or conference interpreters, as established by nationally recognized associations in those fields. This includes a foundation in the standards of ethics and practice in the respective areas.
- Demonstrate expertise in consecutive and simultaneous interpreting and sight translation, in the legal, healthcare, and business fields.
- Provide training in order to allow students to perform to the standards of court, healthcare, or conference interpreters as established by nationally recognized associations in those fields.
- Apply what has been learned in the classroom to real-life working environments through guest speakers, on-site visits, in-class simulations, and the internship experience.
- Identify ways to continue learning on their own by the use of self-assessment techniques and reflective practice skills.
- Develop and enhance their linguistic competence and cultural awareness.
Student Learning Outcomes
MA in Translation and Interpretation: at the conclusion of this program, the students will be able to:
- Develop and demonstrate the same level of proficiency as educated native speakers of Spanish and English and transfer messages from one language to another accurately and fluently.
- Recognize and apply the standards of court, health-care, or conference interpreters, as established by nationally recognized associations in those fields. This includes a foundation in the standards of ethics and practice in the respective areas.
- Demonstrate expertise in consecutive and simultaneous interpreting and sight translation, in the legal, healthcare, and business fields.
- Provide training in order to allow students to perform to the standards of court, healthcare, or conference interpreters as established by nationally recognized associations in those fields.
- Apply what has been learned in the classroom to real-life working environments through guest speakers, on-site visits, in-class simulations, and the internship experience.
- Identify ways to continue learning on their own by the use of self-assessment techniques and reflective practice skills.
- Develop and enhance their linguistic competence and cultural awareness.
Progress Chart
- Courses
- Major: 14 for the B.A., 9-12 for the M.A., depending on the number of undergraduate Spanish classes double-counted.
- Credits
- Total: 120 credits for the B.A.; 27-36 credits for the M.A., depending on the number of undergraduate Spanish classes double-counted.
- GPA
- Major: A 3.0 minimum is required for admission to the MA program.
- Cumulative: A 3.0 minimum is required for admission to the MA program.
Level One - Core Courses
12 courses and 2 modules required.
Major Requirements: BA in Spanish
Major requirements include 4 Level Two ILO requirements, fulfilled through the major.
Students in this major must complete 14 courses in the Spanish major.
| Code | Title | Credits |
|---|---|---|
| Level One - Core Courses | ||
| Universal Required Courses | ||
| Students must complete the following 4 courses. | ||
| ILO 8.1: Written Communication | ||
| ENG 110 | College Writing I: Persuasion | 3 |
| ILO 5.1: Information Literacy | ||
| ENG 210 | College Writing II: Research | 3 |
| ILO 1.1: Understanding Diverse Perspectives | ||
| FYS 130 | First-Year Academic Seminar 1 | 3 |
| ILO 2.1: Reflective Thinking and Valuing | ||
| REL 100 | Religion Matters | 3 |
| Elective Core Courses | ||
| Students must complete 1 course in each of the following 4 ILOs. | ||
| ILO 3.1a: Scientific Reasoning | ||
| Choose course within ILO | 4 | |
| ILO 3.1b: Quantitative Reasoning | ||
| Choose course within ILO | 3 | |
| ILO 6.1: Technological Competency | ||
| Choose course within ILO | 3 | |
| ILO 8.1a/12.1: Oral Communication/Collaborative Engagement | ||
| SPN 204 | Spanish For Heritage Speakers II | 3 |
| or SPN 302 | Conversation and Composition II | |
| Distinct Discipline Core Courses | ||
| Students must complete 1 course in each of the following 4 ILOs. Each course must be from a different discipline. (A "discipline" is represented by the 3- or 4-letter prefix attached to each course.) | ||
| ILO 4.1: Critical Analysis and Reasoning | ||
| Choose course within ILO | 3 | |
| ILO 9.1: Creative and Artistic Expression | ||
| Choose course within ILO | 3 | |
| ILO 10.1: Ethical Understanding and Reasoning | ||
| Choose course within ILO | 3 | |
| ILO 11.1: Cultural and Global Awareness and Sensitivity | ||
| Choose course within ILO | 3 | |
| Universal Required Modules | ||
| Students must complete the following 2 non-credit modules. 2 | ||
| ILO 7.1a | ||
| Health Literacy Module | ||
| ILO 7.1b | ||
| Financial Literacy Module | ||
| Major Requirements | ||
| Level Two | ||
| Students must complete 1 course/learning experience in each of the 4 commitments. | ||
| ILO 2.2: Broader Identity (Capstone Course/Experience) | ||
| Fulfilled within major | 3 | |
| Select one ILO from 3.2a, 3.2b, 4.2, 5.2, 6.2, 7.2a, or 7.2b: Expanded Literacies | ||
| Fulfilled within major | 3 | |
| ILO 8.2b: Effective Expression (Writing-Intensive Course) | ||
| Fulfilled within major | 3 | |
| Select one ILO from 10.2, 11.2, or 12.2: Active Responsibility | ||
| Fulfilled within major | 3 | |
| All Other Required Courses | ||
| Required for major in Spanish: 14 courses | ||
| Ten courses in Spanish 3 | 30 | |
| Four courses in a second language 4 | 0-12 | |
| SPN 480 | Seminar | 3 |
| SPN 481 | Seminar | 3 |
| Free Electives | ||
| In addition to the requirements listed above, students must take enough courses to the fulfill graduation credit requirements for their School and major. | ||
| LIT 250 | Selected Topics in Western Literature | 3 |
| LIT 150 | Modern European And Latin American Writers | 3 |
| Total Credits | 91-103 | |
| First Year | ||
|---|---|---|
| First Semester | Credits | |
| BLS 610 | Comparative Analysis English/Spanish | 3 |
| BLS 617 | Technology: Applications in Translation and Interpretation | 3 |
| Credits | 6 | |
| Second Semester | ||
| BLS 612 | Consecutive Interpretation and Sight Translation | 3 |
| BLS 641 | Professional Uses of Spanish: Medical | 3 |
| Credits | 6 | |
| Third Semester | ||
| BLS 614 | Legal Interpretation | 3 |
| BLS 642 | Professional Uses of Spanish: Business | 3 |
| Credits | 6 | |
| Second Year | ||
| First Semester | ||
| BLS 615 | Health-Care Interpretation | 3 |
| BLS 643 | Professional Uses of Spanish: Legal | 3 |
| Credits | 6 | |
| Second Semester | ||
| BLS 616 | Business Interpretation | 3 |
| BLS 703 | Internship and Portfolio | 3 |
| Credits | 6 | |
| Third Semester | ||
| BLS Elective | 3 | |
| BLS Elective | 3 | |
| Credits | 6 | |
| Total Credits | 36 | |
Recommended Course Sequence
Course Transfer Options for the MA
| Code | Title | Credits |
|---|---|---|
| SPN 301 | Conversation and Composition I | 3 |
| SPN 303 | Intensive Grammar & Writing | 3 |
| SPN 307 | Commercial Spanish | 3 |
This course transfers as BLS 642 | ||
| SPN 312 | Survey of Spanish Literature II | 3 |
| SPN 314 | Latin American Short Stories | 3 |
| SPN 322 | Survey of Spanish American Civilization | 3 |
| SPN 331 | The Foreign Language Classroom | 3 |
| SPN 351 | Introduction to Bilingual-Bicultural Studies | 3 |
| SPN 353 | Intro to Medical Interpret | 3 |
| SPN 371 | Special Topics | 3 |
| SPN 373 | Special Topics | 3 |
| SPN 402 | Introduction to Spanish Sociolinguinistics | 3 |
| SPN 411 | Renaissance Literature | 3 |
| SPN 419 | Cervantes | 3 |
| SPN 421 | Bilingualism in Spanish-English Speakers: Development and Disorder | 3 |
| SPN 423 | Introduction to Spanish Dialectology | 3 |
| SPN 442 | Romanticism | 3 |
| SPN 444 | Research in SPN I | 1-3 |
| SPN 448 | The Spanish American Novel | 3 |
| SPN 460 | Internship | 3 |
| SPN 471 | Special Topics | 3 |
| SPN 480 | Seminar | 3 |
| SPN 482 | Independent Study | 1-3 |
| SPN 485 | Myths & Legends in Car Lit | 3 |
| SPN 489 | Adv Grammar & Syntax | 3 |
Students may transfer up to 3 courses from undergraduate to graduate program based on the 4+1 curriculum. SPN 307 (BLS 642), SPN 352 (BLS 610), SPN 353 (BLS 641)
MA Courses: in consultation with the Director of the Hispanic Institute.
| Code | Title | Credits |
|---|---|---|
| BLS 610 | Comparative Analysis English/Spanish | 3 |
| BLS 612 | Consecutive Interpretation and Sight Translation | 3 |
| BLS 614 | Legal Interpretation | 3 |
| BLS 615 | Health-Care Interpretation | 3 |
| BLS 616 | Business Interpretation | 3 |
| BLS 617 | Technology: Applications in Translation and Interpretation | 3 |
| BLS 641 | Professional Uses of Spanish: Medical | 3 |
| BLS 642 | Professional Uses of Spanish: Business | 3 |
| BLS 643 | Professional Uses of Spanish: Legal | 3 |
| BLS 703 | Internship and Portfolio | 3 |
Courses
SPN 101 Elementary Spanish I
This course is elementary level course designed for students with little or no previous Spanish education or experience. In this course, students will cultivate skills in speaking, listening, reading, and writing in Spanish. In addition to cultivating language skills, students will gain insight into the diversity of Spanish-speaking peoples and cultures. Students will be immersed in language and cultures through classroom activities and homework assignments. Student output is emphasized in short simple reading, speaking, and writing activities.
Number of Credits: 3
When Offered: Fall, Spring
How Offered: Face to Face
ILO Met: Inst. Learning Objective 11
Restrictions: These courses are not intended for native or heritage speakers of Spanish
Prerequisites: Little or no previous Spanish.
SPN 102 Elementary Spanish II
This course is an elementary level courses designed for students with little or no previous Spanish education or experience. In this course, students will cultivate skills in speaking, listening, reading, and writing in Spanish. In addition to cultivating language skills, students will gain insight into the diversity of Spanish-speaking peoples and cultures. Students will be immersed in language and cultures through classroom activities and homework assignments. Student output is emphasized in short simple reading, speaking, and writing activities.
Number of Credits: 3
When Offered: Fall, Spring
How Offered: Face to Face
ILO Met: Inst. Learning Objective 11
Restrictions: These courses are not intended for native or heritage speakers of Spanish
Prerequisites: SPN 101, equivalent, or departmental placement.
SPN 103 Spanish For Nursing and Health Sciences I
Spanish 103 is the first of a two-semester sequence. It is an introductory-level course designed for nursing and health sciences students with little or no previous Spanish education or experience. The course places special emphasis on the acquisition of health-related vocabulary and basic communication in situations faced by health professionals. The course focuses on developing the four language skills: reading, writing, listening comprehension, and speaking.
Number of Credits: 3
When Offered: Fall
How Offered: Face to Face
ILO Met: Inst. Learning Objective 11
Restrictions: These courses are not intended for native or heritage speakers of Spanish
Prerequisites: Nursing and Health Sciences students with little or no previous Spanish
SPN 104 Spanish For Nursing and Health Sciences II
Spanish 104 is the second of a two-semester sequence. It is an introductory-level course designed for nursing and health sciences students with little or no previous Spanish education or experience. The course places special emphasis on the acquisition of health-related vocabulary and basic communication in situations faced by health professionals. The course focuses on developing the four language skills: reading, writing, listening comprehension, and speaking.
Number of Credits: 3
When Offered: Spring
How Offered: Face to Face
ILO Met: Inst. Learning Objective 11
Restrictions: These courses are not intended for native or heritage speakers of Spanish
Prerequisites: SPN 103
SPN 150 Conversation & Culture
Number of Credits: 3
SPN 170 Spanish for Nursing/Health Sci
Number of Credits: 3
SPN 171 Special Topics
Number of Credits: 3
SPN 201 Intermediate Spanish I
This course is an intermediate level course. Students placed at the intermediate level have generally taken approximately two to three years of high school Spanish or the equivalent. In this course, students will further develop skills in speaking, listening, reading, and writing in Spanish. In addition to developing language skills, students will gain insight into the diversity of Spanish-speaking peoples and cultures. Students will be immersed in language and cultures through classroom activities and homework assignments. Student output is emphasized in increased longer reading, speaking, and writing activities.
Number of Credits: 3
When Offered: Fall, Spring
How Offered: Face to Face
ILO Met: Inst. Learning Objective 11
Restrictions: These courses are not intended for native or heritage speakers of Spanish.
Prerequisites: SPN 102, equivalent, or departmental placement.
SPN 202 Intermediate Spanish II
This course is an intermediate level courses. Students placed at the intermediate level have generally taken approximately two to three years of high school Spanish or the equivalent. In this course, students will further develop skills in speaking, listening, reading, and writing in Spanish. In addition to developing language skills, students will gain insight into the diversity of Spanish-speaking peoples and cultures. Students will be immersed in language and cultures through classroom activities and homework assignments. Student output is emphasized in increased longer reading, speaking, and writing activities.
Number of Credits: 3
When Offered: Fall, Spring
How Offered: Face to Face
Restrictions: These courses are not intended for native or heritage speakers of Spanish.
Prerequisites: SPN 201, equivalent, or departmental placement.
SPN 203 Spanish For Heritage Speakers
This is a two semester course taught in Spanish. The second half is SPN 204. It is specifically designed for Heritage Speakers who have learned Spanish in the home and wish to learn more about their culture and heritage. Students will develop further their competencies in grammar and spelling as well as acquire new vocabulary through readings in different genres. They will continue to develop skills in speaking, listening, reading, and writing. Students will be immersed in the Spanish language and Hispanic cultures through classroom activities and outside assignments.
Number of Credits: 3
When Offered: Fall, Spring
How Offered: Face to Face
ILO Met: Inst. Learning Objective 11
Restrictions: These courses are for heritage speakers of Spanish
Prerequisites: Departmental placement
SPN 204 Spanish For Heritage Speakers II
This is a two semester course taught in Spanish. The second half is SPN 203. It is specifically designed for Heritage Speakers who have learned Spanish in the home and wish to learn more about their culture and heritage. Students will develop further their competencies in grammar and spelling as well as acquire new vocabulary through readings in different genres. They will continue to develop skills in speaking, listening, reading, and writing. Students will be immersed in the Spanish language and Hispanic cultures through classroom activities and outside assignments.
Number of Credits: 3
When Offered: Fall, Spring
How Offered: Face to Face
ILO Met: Inst. Learning Objective 8.1a
Restrictions: These courses are for heritage speakers of Spanish
Prerequisites: SPN 203 or equivalent
SPN 205 Intermediate Spanish For Nursing and Health Sciences I
This is an intermediate level I Spanish course designed for nursing and health sciences students. This course is a continuation of Elementary Spanish for Nursing and Health Sciences II and will reinforce and build upon the grammar and vocabulary acquired in that course. Special emphasis will be placed on communicating in Spanish in health related contexts. The course will focus on developing the four language skills: reading, writing, listening comprehension, and speaking.
Number of Credits: 3
When Offered: Fall
How Offered: Face to Face
ILO Met: Inst. Learning Objective 11
Restrictions: This course is not intended for native or heritage speakers of Spanish
Prerequisites: SPN 104, equivalent, or departmental placement
SPN 206 Intermediate Spanish For Nursing and Health Sciences II
This is an intermediate level II Spanish course designed for nursing and health sciences students. This course is a continuation of Intermediate Spanish for Nursing and Health Sciences I and will reinforce and build upon the grammar and vocabulary acquired in that course. Special emphasis will be placed on communicating in Spanish in health related contexts. The course will focus on developing the four language skills: reading, writing, listening comprehension, and speaking.
Number of Credits: 3
When Offered: Spring
How Offered: Face to Face
ILO Met: Inst. Learning Objective 11
Restrictions: This course is not intended for native or heritage speakers of Spanish
Prerequisites: SPN 205 or departmental placement
SPN 250 Conversation & Culture II
Number of Credits: 3
SPN 270 Special Topics
Number of Credits: 3
SPN 271 Special Topics
Number of Credits: 3
SPN 272 Special Topics
Number of Credits: 3
SPN 276 Special Topics
Number of Credits: 3
SPN 301 Conversation and Composition I
This course focuses on developing students' conversational and writing skills in Spanish as well as on educating students about the people and cultures of the Spanish speaking world. This course also serves to prepare students for upper division Spanish courses. Grammar is reviewed regularly in these courses in order to enable students to improve their command of grammar and apply grammar appropriately when speaking and writing.
Number of Credits: 3
When Offered: Fall, Spring
How Offered: Face to Face
ILO Met: Inst. Learning Objective 11
Restrictions: These courses are not intended for native or heritage speakers of Spanish
Prerequisites: SPN 202, equivalent, or departmental placement.
SPN 302 Conversation and Composition II
This course focuses on developing students' conversational and writing skills in Spanish as well as on educating students about the people and cultures of the Spanish speaking world. This course also serves to prepare students for upper division Spanish courses. Grammar is reviewed regularly in these courses in order to enable students to improve their command of grammar and apply grammar appropriately when speaking and writing.
Number of Credits: 3
When Offered: Fall, Spring
How Offered: Face to Face
ILO Met: Inst. Learning Objective 8.1a
Restrictions: These courses are not intended for native or heritage speakers of Spanish
Prerequisites: SPN 301 or equivalent
SPN 303 Intensive Grammar & Writing
Number of Credits: 3
SPN 307 Commercial Spanish
The purpose of this course is to better enable students to utilize Spanish in business and other professional contexts. The course aims to increase students' workplace vocabulary (ex. vocabulary related to the office, computers, travel, etc. will be covered). Written exercises will include exercises such as business letters and other professional correspondence, as well as short translation exercises. Formality vs. informality, use of proper titles to address people in professional situations, and other issues related to cultural etiquette will be addressed.
Number of Credits: 3
When Offered: Fall, Spring
How Offered: Face to Face
Prerequisites: SPN 204, SPN 302 or equivalent
SPN 311 Survey of Spanish Literature I
This course is an introduction to the study of peninsular Spanish literature from the Middle Ages to the Baroque period. Readings and discussions in Spanish are offered.
Number of Credits: 3
When Offered: Fall, Spring
How Offered: Face to Face
Prerequisites: SPN 204, SPN 302, or equivalent
SPN 312 Survey of Spanish Literature II
This course is an introduction to the study of peninsular Spanish literature from the Baroque period to present time. Readings and discussions in Spanish are offered.
Number of Credits: 3
When Offered: Fall, Spring
How Offered: Face to Face
Prerequisites: SPN 204, SPN 302, or equivalent
SPN 313 Survey of Spanish American Literature
This course involves reading and discussion of works from the colonial period to the 20th century, with special emphasis upon contemporary Latin American literature.
Number of Credits: 3
When Offered: Fall, Spring
How Offered: Face to Face
Prerequisites: SPN 204, SPN 302, or equivalent
SPN 314 Latin American Short Stories
This is a survey course in which a wide selection of short stories from the late 19th century through the 21st century will be studied. The goal is to familiarize students with works written by a variety of Latin American authors. Themes such as love, gender roles and discrimination, among others, will be examined.
Number of Credits: 3
When Offered: Fall, Spring
How Offered: Face to Face
Prerequisites: SPN 204, SPN 302, or equivalent
SPN 321 Survey of Spanish Civilization
This course provides a cultural and historic study of Spain's past, examining the effects of Rome and Islam, the period of Spanish domination and later decline, and the status of present-day Spain.
Number of Credits: 3
When Offered: Fall, Spring
How Offered: Face to Face
Prerequisites: SPN 204, SPN 302 or equivalent
SPN 322 Survey of Spanish American Civilization
This course provides a cultural and historic presentation of the diversity of Latin America from the Aztecs and Incas to the Conquest, the viceroyalties, and the establishment of independent nations; course concludes with a thorough study of today's Latin America.
Number of Credits: 3
When Offered: Fall, Spring
How Offered: Face to Face
Prerequisites: SPN 204 or SPN 302
SPN 330 Second Language Teaching Methods
Second Language Teaching Methods is a general course in second language acquisition theories and teaching methodologies for students interested in a career in second language teaching - both ESL and foreign language. Students will review an familiarize themselves with the dominant theories of the field by linguists such as Stephen Krashen, Michael Long, Susan Gass, Bill VanPatten, Jim Lantolf, and others. This course provides students the opportunity to weigh the merits of the two competing camps within second language acquisition and apply these theories to their own teaching by creating appropriate lesson plans and testing materials to maximize student learning and outcomes in all of the four language skills--reading, writing, speaking, and listening.
Number of Credits: 3
When Offered: Fall, Spring
How Offered: Face to Face
Prerequisites: SPN 204, SPN 302, or equivalent
SPN 331 The Foreign Language Classroom
The Foreign Language Classroom is a course designed for students interested in a career as an immersion teacher of Spanish. The course will prepare students for teaching Pre-K to 4th grade children in the areas of Math, Science, and Social Studies. Through the review of various second language acquisition theories and teaching methods, students will design and present lessons and activities in Spanish targeting specific content areas.
Number of Credits: 3
When Offered: Fall, Spring
How Offered: Face to Face
Prerequisites: SPN 204, SPN 302, or equivalent
SPN 350 Introduction to Bilingual-Bicultural Studies
These courses use linguistic and cultural problems in teaching English to speakers of other languages. Emphasis on materials, techniques, and attitudes of teachers and students. Special emphasis on the vocabulary and idiom of the Caribbean. Cultural survey of present-day problems in Puerto Rico and other Caribbean countries will be presented.
Number of Credits: 3
Prerequisites: SPN 204, SPN 302, or equivalent
SPN 351 Introduction to Bilingual-Bicultural Studies
These courses use linguistic and cultural problems in teaching English to speakers of other languages. Emphasis on materials, techniques, and attitudes of teachers and students. Special emphasis on the vocabulary and idiom of the Caribbean. Cultural survey of present-day problems in Puerto Rico and other Caribbean countries will be presented.
Number of Credits: 3
Prerequisites: SPN 204, SPN 302, or equivalent
SPN 352 Introduction to Translation and Interpretation
This introductory translation and interpretation course provides students with an overview of translation theory while providing practice with a variety of texts. Students practice translating from Spanish language to English and vice versa in different topics. Basic concepts and problems in the area of translation studies are identified and discussed. Students also discuss different types and modes of translation as well as translation strategies and techniques. In addition, students are familiarized with the role and functions of translator and/or interpreter in the process of intercultural communication.
Number of Credits: 3
When Offered: Fall, Spring
How Offered: Face to Face
Prerequisites: SPN 204, SPN 302, or equivalent
SPN 353 Intro to Medical Interpret
Number of Credits: 3
SPN 370 Special Topics
Number of Credits: 3
SPN 371 Special Topics
Number of Credits: 3
SPN 372 Special Topics
Number of Credits: 3
SPN 373 Special Topics
Number of Credits: 3
SPN 401 History of The Spanish Language
This course is a study of the formation of the language, its evolution and phonetic changes from Latin to the present modern pronunciations. Reading and discussion of the early Spanish texts and the development of the language in the early period will be provided.
Number of Credits: 3
When Offered: Fall, Spring
How Offered: Face to Face
Prerequisites: SPN 204, SPN 302, or equivalent
SPN 402 Introduction to Spanish Sociolinguinistics
This course introduces students to the study of Spanish language variation within its social context. Social factors such as geography, race, gender, age, social class, economics, education, as well as specific linguistic features belonging to certain Spanish speaking communities, will be discussed. Students will familiarize with sociolinguistic research methodology and theory including, but not limited to, sampling of speech community, data collection, types of linguistic variation, and the sociolinguistic variable. In addition to learning about the concepts, questions, and methods associated with sociolinguistic research as they are applied to language, students will discuss and review studies of language variation in different speaking communities. Finally students will examine language contact situations such as Spanish in the United States.
Number of Credits: 3
When Offered: Fall, Spring
How Offered: Face to Face
Prerequisites: SPN 204, SPN 302, or equivalent
SPN 405 Literature of The Middle Ages
This course places emphasis on such works as Cantar de Mio Cid, Poema de Fernán González, and Amadis de Gaula; authors include Berceo, Alfonso X, Juan Manuel, Juan Ruiz, Marqués de Santillana, and los Manrique.
Number of Credits: 3
When Offered: Fall, Spring
How Offered: Face to Face
Prerequisites: SPN 204, SPN 302, or equivalent
SPN 411 Renaissance Literature
This course looks at the works of Boscan, Garcilaso, Encina, Nebrija, Torres Naharro, and Lope de Rueda, and such works as Tirant lo Blanc, Celestina, and Lazarillo de Tormes form the basis of this period of literary activity.
Number of Credits: 3
When Offered: Fall, Spring
How Offered: Face to Face
Prerequisites: SPN 204, SPN 302, or equivalent
SPN 415 Drama of The Golden Age
This course entails readings, reports, and discussions of the principal dramatists of the Golden Age: Lope de Vega, Tirso de Molina, Calderón, Alarcón, and others.
Number of Credits: 3
When Offered: Fall, Spring
How Offered: Face to Face
Prerequisites: SPN 204, SPN 302, or equivalent
SPN 419 Cervantes
This course offers readings and discussions of Don Quixote. Other important works by Cervantes will also be discussed.
Number of Credits: 3
When Offered: Fall, Spring
How Offered: Face to Face
Prerequisites: SPN 204, SPN 302, or equivalent
SPN 420 Spanish For Speech-Language Pathologists
This course introduces the double majors in speech-language and hearing science/Spanish to the Spanish vocabulary used during evaluations and treatments of communication and swallowing disorders. It also includes issues related to cross-linguistic and cross-cultural differences which affect clinical practice. Students will learn about language differences vs language disorders as they critic translated tests and compare them with those normed on Spanish speaking individuals. While using primarily Spanish in this course students will be exposed to a variety of clinical situations. Students will have a better understanding of the difference between interpreter and translators via practical projects.
Number of Credits: 3
When Offered: Fall, Spring
How Offered: Face to Face
Restrictions: Must be a CSD/SPN dual major or CSD major and SPN minor with permission from the instructor
Prerequisites: SPN 204, SPN 302 or equivalent
SPN 421 Bilingualism in Spanish-English Speakers: Development and Disorder
This course is designed for double majors/minors in Communication Sciences and Disorders and Spanish. The course reviews bilingual language acquisition and development, and how the process may vary depending on whether the user is learning the second language simultaneously or sequentially. The topic of bilingualism is discussed from the phonological, lexical, semantic, and syntactical developmental process. The course also includes issues related to cross-linguistic and cross-cultural differences which affect evaluation and treatment of bilingual individuals. Additional topics include the consequences of bilingualism for language, cognition, and the brain.
Number of Credits: 3
When Offered: Fall, Spring
How Offered: Face to Face
Restrictions: Must be a CSD/SPN dual major or CSD major and SPN minor with permission from the instructor
Prerequisites: SPN 204, SPN 302 or equivalent
SPN 422 Introduction to Spanish Phonetics and Phonology
Introduction to Spanish Phonetics and Phonology is a basic course about the production, articulation, and perception of the different sounds of the Spanish language as well as the rules that govern the pronunciation of such sounds. Basic readings and activities will focus on identifying, explaining and transcribing the vowels and consonants of the Spanish language. Students will also review the rules of accentuation in Spanish and how to divide words into syllables.
Number of Credits: 3
When Offered: Fall, Spring
How Offered: Face to Face
Prerequisites: SPN 204, SPN 302 or equivalent
SPN 423 Introduction to Spanish Dialectology
Introduction to Spanish Dialectology is a basic course. The course reviews the processes of linguistic variations that differentiate geographic dialects of the Spanish language. Some topics include: language variations in Peninsular Spanish, Caribbean Spanish, and Latin American Spanish. The course will also discuss the varieties of Spanish in the United States as well as the influences from other languages on Spanish.
Number of Credits: 3
When Offered: Fall, Spring
How Offered: Face to Face
Prerequisites: SPN 204, SPN 302, or equivalent
SPN 430 Introduction to Hispanic Cinema
This course presents the main aspects of Hispanic culture and history through various cultural productions that focus on many cinematographic representations and textual sources. The class covers the main social, political, and economic aspects of Hispanic life in various historical periods. The analysis of visual materials and textual sources will help to illustrate the interconnectivity and discontinuity of various periods of history of the contemporary period.
Number of Credits: 3
When Offered: Fall, Spring
How Offered: Face to Face, Hybrid
Prerequisites: SPN 204, SPN 302, or equivalent
SPN 442 Romanticism
A study of the early 19th century that analyzes works of such authors and poets as Larra, Duque de Rivas, Zorilla, Espronceda, García Gutiérrez, Hartzenbusch, and Bécquer.
Number of Credits: 3
When Offered: Fall, Spring
How Offered: Face to Face
Prerequisites: SPN 204, SPN 302, or equivalent
SPN 443 Poetry of the 19th And 20th Centuries
This course focuses on the works by Gabriel y Galán, de Castro, Dario, los Machado, Jiménez, Lorca, Guillén, Otero, and Salinas are considered.
Number of Credits: 3
When Offered: Fall, Spring
How Offered: Face to Face
Prerequisites: SPN 204 or SPN 302
SPN 444 Research in SPN I
This course provides the student with an opportunity to do research with a faculty member. The student and the faculty member agree on the research project before the student registers for the course.
Number of Credits: 1-3
SPN 445 Research in SPN II
This course is a continuation of the 444 research course. It provides the student with an opportunity to continue to conduct research with a faculty member.
Number of Credits: 1-3
SPN 448 The Spanish American Novel
This course introduces students to the development of the contemporary Latin American novel through an analysis of the sociological and literary aspects of the work of various leading authors. Special attention is denoted to works by and about women. Class discussions and examinations will be given in Spanish.
Number of Credits: 3
When Offered: Fall, Spring
How Offered: Face to Face
Prerequisites: SPN 204, SPN 302, or equivalent
SPN 457 The Spanish Novel of the 19th And 20th Centuries
This course provides reading and discussion of Spanish authors, their ideology and philosophies: Fernán Caballero, Galdós, Valera, PÃo Baroja, Alas, Cela, Delibes, and Goytisolo.
Number of Credits: 3
When Offered: Fall, Spring
How Offered: Face to Face
Prerequisites: SPN 204, SPN 302, or equivalent
SPN 460 Internship
During the academic semester, students will work in placements for a field experience directly related to the student's career interests in the Greater Philadelphia/ New Jersey Latino Community. The purpose of this course is to expose students to the professional settings so that they may be able to understand how their Spanish are vital in the workplace as well as beneficial to the community.
Number of Credits: 3
When Offered: Fall, Summer, Spring
How Offered: Face to Face, Hybrid, Online
Prerequisites: SPN 302 or SPN 204
SPN 470 Special Topics
Number of Credits: 3
SPN 471 Special Topics
Number of Credits: 3
SPN 472 Special Topics
Number of Credits: 3
SPN 480 Seminar
Topics of investigation will vary from semester to semester.
Number of Credits: 3
When Offered: Fall, Spring
How Offered: Face to Face
Prerequisites: SPN 204, SPN 302, or equivalent
SPN 481 Seminar
Topics of investigation will vary from semester to semester.
Number of Credits: 3
Prerequisites: SPN 204 or SPN 302
SPN 482 Independent Study
Number of Credits: 1-3
SPN 483 Independent Study
Number of Credits: 3
SPN 485 Myths & Legends in Car Lit
Number of Credits: 3
SPN 488 Lit of Lat Amer Youth
Number of Credits: 3
SPN 489 Adv Grammar & Syntax
Number of Credits: 3
Course Transfer Options for the MA
Students may transfer up to 3 courses from undergraduate to graduate program based on the 4+1 curriculum. SPN 307 (BLS 642), SPN 352 (BLS 610), SPN 353 (BLS 641)
These five (5) courses are intensive language courses taught by instructors
familiar with the pronunciation, intonation, and idiomatic characteristics
of Spanish. The courses use current language methodologies and are
extensively individualized. Teachers, police officers, social workers, and
nurses, for example, develop special vocabularies that increase their
effectiveness in communicating with Spanish-speakers. Tests (in Spanish)
evaluate oral and written competency of the candidate at each level.
An intensive language course taught by instructors familiar with the pronunciation, intonation, and idiomatic characteristics of Spanish. This course uses current language methodologies and are extensively individualized. Teachers, police officers, social workers, and nurses, for example, develop special vocabularies that increase their effectiveness in communicating with Spanish-speakers. Tests (in Spanish) evaluate oral and written competency of the candidate at each level.
Length: Eight weeks (twice a week)
An intensive language course taught by instructors familiar with the pronunciation, intonation, and idiomatic characteristics of Spanish. This course uses current language methodologies and are extensively individualized. Teachers, police officers, social workers, and nurses, for example, develop special vocabularies that increase their effectiveness in communicating with Spanish-speakers. Tests (in Spanish) evaluate oral and written competency of the candidate at each level.
Length: Eight weeks (twice a week)
An intensive language course taught by instructors familiar with the pronunciation, intonation, and idiomatic characteristics of Spanish. This course uses current language methodologies and are extensively individualized. Teachers, police officers, social workers, and nurses, for example, develop special vocabularies that increase their effectiveness in communicating with Spanish-speakers. Tests (in Spanish) evaluate oral and written competency of the candidate at each level.
Length: Eight weeks (twice a week)
An intensive language course taught by instructors familiar with the pronunciation, intonation, and idiomatic characteristics of Spanish. This course uses current language methodologies and are extensively individualized. Teachers, police officers, social workers, and nurses, for example, develop special vocabularies that increase their effectiveness in communicating with Spanish-speakers. Tests (in Spanish) evaluate oral and written competency of the candidate at each level.
Length: Eight weeks (twice a week)
An intensive language course taught by instructors familiar with the pronunciation, intonation, and idiomatic characteristics of Spanish. This course uses current language methodologies and are extensively individualized. Teachers, police officers, social workers, and nurses, for example, develop special vocabularies that increase their effectiveness in communicating with Spanish-speakers. Tests (in Spanish) evaluate oral and written competency of the candidate at each level.
Length: Eight weeks (twice a week)
This is an intensive language course for advanced Spanish students and
forms part of the Immersion Program. Emphasis is placed upon group
work that provides students with practice in listening and speaking in
Caribbean Spanish. Students discuss contemporary themes and cultural
characteristics of Puerto Rican society. Readings are from Puerto Rican
short stories, essays, poems, and periodicals.
Offered only during the Summer I session (May-June), this course consists of a series of symposia and practical workshops presented by specialists chosen from bilingual schools, the fine arts, medical agencies, law enforcement facilities, and social agencies as well as from local universities, including La Salle. (*In English*)
This course is for advanced students of Spanish who need development in understanding the spoken and written language of Puerto Rico. Special attention is given to colloquial expressions of the Caribbean. Reading materials in this course not only represent special linguistic characteristics of Puerto Rico, but also reflect the cultural roots and values of the Puerto Rican community in urban mainland settings. (In Spanish)
This is an intensive language course for advanced Spanish students and forms part of the Immersion Program. Emphasis is placed upon group work that provides students with practice in listening and speaking in Caribbean Spanish. Students discuss contemporary themes and cultural characteristics of Puerto Rican society. Readings are from Puerto Rican short stories, essays, poems, and periodicals.
During the academic year, each student works in placements in a field experience directly related to his or her profession in the Greater Philadelphia/New Jersey Latino community. Teachers assist in bilingual schools; police in districts in bilingual neighborhoods; and social workers in social agencies dealing with Latinos, etc.
The major objectives of this course are to develop and understanding of the process of second language acquisition in school, and to develop an appreciation of diverse cultural backgrounds in multicultural classrooms, especially among Latinos and Anglos, and to develop awareness of the complexity of cross-cultural communication in schools and the community. The following areas are considered as they relate to the dynamics of cross-cultural communication: the communication process; group properties and communication; linguistic approaches; the nonverbal element of communication systems, especially related to Anglos and Latinos; language and culture; language as social behavior; and channels of communication.
The course analyzes various methodologies used in teaching English as a second language. Emphasis is placed upon methods in teaching, listening, and speaking. Microteaching of difficult points of pronunciation and grammar is also emphasized. Significant attention is given to effective techniques in second-language acquisition.
This course treats the history and culture of the major Latino groups in the United States, especially those from the Caribbean. Emphasis is placed on such topics as Puerto Rico's special relationship with the United States, Latino populations (e.g., Cuban, Dominican, Mexican, and Central American) in the United States, and the historical relationship between Latino and Anglo communities.
This course is designed to familiarize the student with Spanish American culture and literature as seen through major literary works. Students read novels, short stories, essays, and poetry from the pre-Columbian period to the 21st century. A cultural, sociological, and literary approach is emphasized in order to explore Spanish America's diverse societies.
Focusing on the ethnicity, language, and cultural and social stratification of minorities, with an emphasis on that of Latinos, this course analyzes contemporary American opportunity, family and class structures, social mobility, migration, the so-called "culture of poverty," urbanism, and related concepts and issues. Certain psychological dimensions, such as self-concept and the self-fulfilling prophecy, are also examined.
This course discusses the historical background of the bilingual movement, especially pertinent legislation, as well as the organization of a bilingual program. Topics of lecture and discussion include needs assessment of pupils, staff, and community; various types of curriculum models of bilingual and school organizations; selection of instructional materials for training bilingual students; and proper evaluative procedures.
The major objective of this course is to provide mechanisms for second language content delivery utilizing the sheltered class model, SIOP, and "learning to learn" methods. The curriculum includes an analysis of academic language in content and texts and provides for a discussion of metacognitive processes and strategies that may be used in the classroom. Additionally, the role of learning styles and multiple intelligences is examined together with the rationale for and structure of thematic units for lesson planning purposes. The integration of language objectives and "what's difficult" for language learners is directed toward an authentic assessment of content and language.
This course traces the history of art in the Spanish Caribbean, emphasizing the major influences on its evolution and contemporary manifestations. Taino, Spanish, and African contributions to art in Puerto Rico, Cuba, and the Dominican Republic will be explored in detail and in all expressive forms: paintings, broadcasting, cinematography, theater, and popular culture. (In Spanish)
This course explores research design methods and writing conventions in
the field of TESOL. It provides experience in using research materials and
constructing logically coherent and professionally documented research
in the discipline. The course connects sociolinguistics and language
teaching by researching and reflecting on the social, historical, legal, and
cultural issues influencing language learning in the context of cultural
and linguistic diversity. The course also explores micro and macro levels
of context in a variety of sites for learning a second and foreign language
(U.S., international, university-based, community-based, public schoolbased)
and with a variety of types of learners (varying age, ethno linguistic
background, educational experiences, socioeconomic class, etc).
This course serves as a practical foundation in linguistics and its subbranches
for teachers who want to apply basic linguistic knowledge and
research findings to their practice. The course begins with an overview
of phonology and sounds, and moves gradually through to morphology,
syntax, semantics, and pragmatics, and gives special focus to first and
second language acquisition research. Attention is given to developmental
sequences of language acquisition and implications from research findings
in first and second language acquisition literature as well as interlanguage
research for designing lessons for the English Language Learner (ELL).
During each unit, comparisons are made between languages from around
the world with English, with special attention given to Spanish.
This course studies the comparative/contrastive grammar in the English-Spanish language pair. The course includes intensive practice in reading comprehension, "skim, scan, main idea, key words", sequence of events, usage, error detection, synonyms, and most common translation problems in terms of grammar, vocabulary, idioms, and slang. Registers of speech are also explored.
This course introduces the basic skills of interpretation: public speaking, memory work, and text analysis, as well as the theoretical foundations of interpretation. In addition, the students learn terminology research and professional skills: general business practices and ethics. Practicum emphasis is on public-speaking skills, as well as the ability to understand and analyze a message in the source language (SL) and convey it in the target language (TL) in a straightforward and clear manner.
This course builds on the practical and theoretical foundation laid in BLS 611, 'Fundamentals of Interpretation'. In consecutive interpreting, students learn to identify the implicit structural organization of an extemporaneous speech by presenting and interpreting speeches of this type. The course reinforces the ability to perceive essential meaning and introduces note-taking techniques. It emphasizes clarity of expression, correct style and grammar, proper diction, and polished presentation. Note taking and sight translation are introduced in the latter part of the course.
In simultaneous interpreting, students are introduced to basic strategies of interpreting in this mode. The course begins with a general introduction and follows up with a series of preparatory exercises helping students to develop the concentration necessary for listening and speaking at the same time, mastering voice management, and acquiring smooth delivery techniques. Students learn to analyze discourse for meaning while rendering a coherent version in the target language with correct grammar, diction, and style.
This course further develops the skills in consecutive interpretation with note taking, sight translation, and simultaneous interpreting. Students are expected to apply the knowledge and skills acquired during the introductory courses and produce interpretations that would be of acceptable quality in a professional setting.
Students are introduced to the procedures in criminal and civil law, legal language, the courtroom, and the Interpreter's Code of Ethics. Practice in the classroom strives to recreate the most common scenarios in which legal interpreting takes place while developing the interpreting skills needed to work as a court interpreter. Students refine their note-taking skills, and special attention is given to develop stamina and maintain concentration while under stress in the courtroom. Assessment takes into account both accuracy and fluency in delivery.
This course provides information on the health-care system in the United States, medical terminology, code of ethics for medical interpreters, and use of interpreters in health-care situations. In consecutive interpreting, students continue to enhance their memory and note-taking skills. They work on detecting and correcting problems from the listening stage to the delivery stage. In simultaneous interpreting, students work on polishing their delivery and language register. In sight translation, students become familiar with the different forms used in hospitals and health-care centers. Peer-assessment and self-assessment are encouraged in order to bring awareness of the importance of self-monitoring in interpreting. Furthermore, this course discusses current issues in health-care interpreting and provides information for further development in the profession.
This course introduces simultaneous interpreting with text, so that students learn to use visual or written materials appropriately to enhance their accuracy and completeness when interpreting. Conference interpreting is practiced in class, with students carrying on research and preparation for "conferences," including compilations of glossaries and topic research. A code of ethics for conference interpreters is discussed, as well as booth etiquette. In consecutive interpreting, students continue to develop their note taking skills and interpret longer utterances without interruption. Speech production aspects such as voice, fluency, and pacing are assessed as well.
Material for practice comes from diverse business areas such as banking, finance, world economic issues, and insurance, among others. Students are expected to read and research topics, make presentations, practice, grade peer exercises, and provide self-assessment. The purpose of these assignments is to develop confidence and assertiveness in students and resources for them so they are able to deal with nuances of meaning and accuracy in interpretation while delivering the interpretation smoothly and naturally in their target language.
This course analyzes current tools to enhance and speed the translation process. These tools include word processors as well as CAT (computer-assisted translation), voice-recognition, and proofreading tools. The course explores and discusses their practical applications and features in terms of pricing, productivity, user-friendliness, quality output, and compatibility with other tools. The course examines simultaneous interpretation and video and telephonic interpreting in terms of both the software and hardware available to perform these types of interpreting and the job opportunities for interpreters in these growing areas. The course also introduces students to new fields in which translation and interpretation skills are being applied, such as subtitling, web and software localization, and voice-over, along with the tools needed to work in these fields. Students will become familiar with tools and resources to aid them in launching a translation and interpretation business and in keeping current with new advances in the industry.
Independent study in Caribbean history, language, or literature must be approved by the Director of the program.
This course is designed to provide a review of standard Spanish grammar and syntax for advanced students of the language. It includes intensive oral and written practice with a view toward improving native and non-native students' speaking and writing skills. The course also intends to make all speakers aware of standard Spanish cultivated in schools of the Spanish-speaking world. (*In Spanish*)
The first stage of this course is theoretical. Examining statements on the art of translation acquaint students with typical issues experienced by literary translators. Focusing on individual solutions to translation problems heightens awareness of the challenges of working interculturally and independently. Reading essays on the process of translation helps students understand what the field of translation studies has come to mean in abstract terms. Using explanations of the history of translation and of current theories helps students to develop a broad perspective on the field as a whole as they begin to incorporate standard terms in their own usage.
The second stage of this course is practical. Newspaper articles are examined as examples of language posing different challenges that, when identified, prompt the appropriate stylistic choices for a translator. Discussion and collaborative in-class translations of examples of each type complement the individual work done outside of class.
The topics and linguistic skills covered in this course include the following: vocabulary, oral practice (Spanish-English and English- Spanish), ethnical norms, health-care practices in the U.S., the Hispanic culture of the patient, role-playing, writing of a short medical script, observation at a local hospital with bilingual services, and supplemental readings on specific diseases or community health problems.
This course provides students the opportunity to translate a variety of texts, with emphasis on current world economic and financial issues, international trade, and business and economic forecasts. Students learn to apply basic concepts of economics and business to real-world texts, thereby improving their command of the technical terminology of these fields. Texts include printed and online promotional and informational material, as well as various types of business correspondence and transactions. The course both overs sectors of the business world in which consecutive interpretation is frequently used and emphasizes sequential logic in note taking and accurate terminology in delivery.
A series of legal documents are analyzed for their technical features in order to grasp some of the systemic and cultural complexities that need to be understood in order to bridge the gap between lawyer and client when Spanish and English are both involved in a common legal proceeding.
Deeds, lease agreements, liens, living wills, and powers of attorney, all commonly used documents in the U.S. today, are translated. Students learn how to communicate efficiently with Spanish-speaking clients as well as to relay their verbal messages to a lawyer or a court. Through sight translation of written testimony (for example, letters or statements from clients), students practice basic skills of court translation. Attention is given to registers of speech (slang, police jargon, legal terms, or norms for courtroom testimony). Typical sessions of client counseling and contract negotiations are simulated in teams for classroom practice.
A supervised, individual project that may be related to the student's fieldwork in the Latino community is the required capstone experience in the M.A. program. All project topics must relate to the mission and goals of the Bilingual/Bicultural Studies program.
A survey of contemporary Puerto Rican thought, this course explores issues critical to the Caribbean island nation's social, cultural, historical, and political identity. Texts hail from a multiplicity of academic disciplines, literary genres, and popular cultural forms. Among the social sciences covered are sociology, anthropology, economics, and political science. Literary genres covered include poetry, fiction, and the essay. Popular cultural forms include folkloric and popular music. (*In Spanish*)
Upon the conclusion of all other courses in the program, each student is required to complete an internship in one of the following venues: (1) the state courts in Pennsylvania or New Jersey, as openings are available; (2) a health-care institution such as Einstein Hospital or the Shriners Hospital; (3) an international business where translation and/or interpretation is required of the intern; or (4) a translation and interpretation company providing such services to the public, corporations, courts, or health-care organizations. The student has the ability to establish his/her preference. However, the preference voiced is subject to the availability of intern openings at the time. Each student is assigned a faculty supervisor who monitors the kind of translation/interpretation being conducted by the student and determines if it is appropriate to the development of skills needed for the student. Equally, the faculty member is in a position to assess whether the student is putting into practice the skills and theories learned during his/her coursework. The internship last an entire semester, and a minimum of 100 hours of actual service is required. Service is defined as translation/interpretation time, exclusive of any other associated duties.
This is a supervised, individual thesis/project that must be related to the field of translation and/or interpretation. It requires a quality research paper that could explore the linguistic, sociolinguistic, communication dynamics, applications of learned theories, and other matter related to the investigation of translation and interpretation in a general sense or, more particularly, in a specialized linguistic field in legal, business and health-care translation/interpretation. The project is the required capstone experience of all graduate students in the M.A. in Translation/Interpretation program. All students are assigned a faculty adviser to direct his/her thesis/project.
This course is required for the completion of the MA in Translation and Interpretation English/Spanish. The candidate will conduct a supervised internship of 60 hours and prepare a final on-line portfolio. The project may focus on the application of particular techniques of translating as well as interpreting, and on the analysis of particular issues related to the translation/interpretation fields.
Students must complete a master’s project/thesis as a capstone project
that reflects their practicum, student teaching, and/or teaching practice
as a culminating experience. It should provide the opportunity to apply,
synthesize, and evaluate knowledge and skills acquired during their
graduate studies. Students should consult their faculty adviser for a
description of options and guidelines to meet the requirements of the
M.A. in TESOL program.
Students should register for the capstone master’s thesis in the semester
in which they plan to complete the project. Students must successfully
complete ALL required and elective courses (including the practicum)
before they would be allowed to register for TSOL 751. Research that
involves human subjects will be reviewed by the University’s Institutional
Review Board (IRB) and may not proceed until approval is granted by the
IRB.
A Project/Thesis Manual is available to the student through the Graduate
Academic Adviser, Ms. Guadalupe Da Costa Montesinos. Ms. Da Costa
Montesinos may be contacted via e-mail at montesin@lasalle.edu, by
phone at 215.991.3592, by fax at 215.991.3546 or by mail at La Salle
University, 1900 West Olney Ave., Philadelphia, PA 19141.
Students may also contact the Director, Dr. Carmen E. Lamas directly via
e-mail at lamas@lasalle.edu or by phone at 215.951.1209.
Program Contact Information
Hayman Hall, room 128
hispanicinstitute@lasalle.edu
(215) 951-1209
Staff Contact Information
Kelly Daily, Ph.D.
Chair: Department of Communication and Humanities
Communication Center 223
daily@lasalle.edu
(215) 951-1221
J. Manuel Gomez, Ph.D.
Director of the Hispanic Institute
Hayman Hall, room 128
hispanicinstitute@lasalle.edu
(215) 951-1209