Spanish, B.A.
Program Description
The curriculum of the Spanish Program is designed to develop the cognitive and critical abilities of the students. It reflects the diverse corpus of knowledge required to master a target language with an acceptable degree of proficiency. The course offerings seek to reflect the breadth of skills required for such proficiency and focus on developing students' linguistic and cultural fluency. All of our elementary and intermediate level courses are offered on an annual rotation. The majority of our upper level courses are offered on a biennial schedule.
La Salle also offers the option of a 4+1 year program for a Bachelor of Arts degree in Spanish (120 credits) and a Master of Arts degree in Translation and Interpretation (30 Credits).
Why Take This Major?
Spanish is spoken by more than 559 million people worldwide. A major in Spanish will open the worlds of all major industries such as business, healthcare, law, government, and education. Globally, effective written and oral communication with Spanish speakers is critically important as it is spoken in nineteen Latin American Countries, Spain, Equatorial Guinea, Western Sahara, Philippines, Andorra, and Gibraltar. Not only is Spanish one of the six working languages of the United Nations, but according to Pew Research, over 50% of the households in the United States will speak Spanish by 2050.
Degree Earned
Bachelor of Arts (B.A.)
Required for Graduation
- Courses
- Major: 10-14
- Credits
- Major: 30-42
- Total: 120
- GPA
- Major: 2.0
- Cumulative: 2.0
Student Learning Outcomes
- To attain at least Intermediate High (according to standards set out by the American Council for the Teaching of Foreign Languages, ACTFL) level in A. reading, B. writing, C. aural comprehension, and D. speaking.
- To use critical skills to analyze literary and cultural texts logically, fairly, and insightfully.
- To use research skills to support literary and cultural analyses.
- To understand the perspectives of at least two cultures (including American culture).
- To challenge the student both cognitive and culturally through language.
Progress Chart
Level One - Core Courses
12 courses and 2 modules required.
Major Requirements
Major requirements include 4 Level Two ILO requirements, fulfilled through the major.
Students in complete 14 courses from this major program.
| 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 | |
- 1
NOTE. The following students use Level 2 Capstone Experience in Major instead of FYS 130 First-Year Academic Seminar: Honors, BUSCA, Core-to-Core, Transfer, and Non-Traditional/Evening.
- 2
The Modules are not required for Transfer Students, Core-to-Core Students, or BUSCA Students. BUSCA students are required to take modules if/when they pursue a bachelor’s degree
- 3
Based on departmental placement.
- 4
Waived if double majoring.
In order to major or minor in Spanish, the student will need to have his/her starting level of Spanish assessed by a faculty member. Once the student's level of Spanish has been established, the appropriate sequence of courses for the student to satisfactorily complete his or her minor will be outlined by the Spanish area coordinator or a Spanish faculty advisor.
Recommended Course Sequence
Major: 10 courses
| Code | Title | Credits |
|---|---|---|
| Major Courses | ||
| Select one of the following options: | 30 | |
| SPN 1 | ||
| Elementary Spanish I | ||
| Elementary Spanish II | ||
| Intermediate Spanish I | ||
| Intermediate Spanish II | ||
| Conversation and Composition I | ||
| Conversation and Composition II | ||
Four courses at 300/400 level | ||
| SPN 2 | ||
| Intermediate Spanish I | ||
| Intermediate Spanish II | ||
| Conversation and Composition I | ||
| Conversation and Composition II | ||
Six courses at 300/400 level | ||
| SPN 3 | ||
| Conversation and Composition I | ||
| Conversation and Composition II | ||
Eight courses at 300/400 level | ||
| SPNHE (Heritage) | ||
| Spanish For Heritage Speakers | ||
| Spanish For Heritage Speakers II | ||
Eight courses at 300/400 level | ||
| SPNH (Healthcare) | ||
| Spanish For Nursing and Health Sciences I | ||
| Spanish For Nursing and Health Sciences II | ||
| Intermediate Spanish For Nursing and Health Sciences I | ||
| Intermediate Spanish For Nursing and Health Sciences II | ||
| Conversation and Composition I | ||
| Conversation and Composition II | ||
Four courses at 300/400 level | ||
| Total Credits | 30 | |
Dual Major Requirements
Communications Sciences and Disorders (CSD) and Spanish Double Major
The Communication Sciences and Disorders/Spanish double major aims to provide its students with the pre-clinical, linguistic and cultural foundations, which in addition to a master's degree in speech-language pathology, are necessary to treat and work with patients that are bilingual English/Spanish, as well as those that are Spanish speakers with limited English proficiency. Those wishing to become CSD/Spanish double majors must have their Spanish assessed by a Language faculty member in order to begin their studies at the appropriate level. After placement, students will follow the carefully designed course sequence prepared by the CSD and Languages departments.
Requirements
Fulfill the requirements of the CSD major as outlined by the Department of Communication Sciences and Disorders and 10 Spanish courses starting at the intermediate level or higher.
Minimum Requirements for Spanish
| Code | Title | Credits |
|---|---|---|
| SPN 205 | Intermediate Spanish For Nursing and Health Sciences I | 3 |
| SPN 206 | Intermediate Spanish For Nursing and Health Sciences II | 3 |
| SPN 301 | Conversation and Composition I | 3 |
| SPN 302 | Conversation and Composition II | 3 |
| SPN 420 | Spanish For Speech-Language Pathologists | 3 |
| SPN 421 | Bilingualism in Spanish-English Speakers: Development and Disorder | 3 |
| SPN 422 | Introduction to Spanish Phonetics and Phonology | 3 |
| SPN 423 | Introduction to Spanish Dialectology | 3 |
| One 300/400 level Literature or Culture Course on Spain | 3 | |
| Select one of the following: | 3 | |
One 300/400 level Literature or Culture Course on Latin America | ||
| SPN 307 | Commercial Spanish | 3 |
| Total Credits | 33 | |
Students placing above the intermediate level will not take SPN 205 Intermediate Spanish For Nursing and Health Sciences I or SPN 206 Intermediate Spanish For Nursing and Health Sciences II. In lieu of these intermediate courses students will take additional 300/400 level Spanish courses to fulfill their requirements. Heritage speakers of Spanish will take SPN 203 Spanish For Heritage Speakers and SPN 204 Spanish For Heritage Speakers II (Spanish for Heritage Speakers I and II) instead of SPN 301 Conversation and Composition I and SPN 302 Conversation and Composition II.
Specialized Spanish and Elementary Education Double Major for Spanish Immersion Teaching
Spanish immersion teachers, in addition to teaching language and culture, must also be able to instruct in content areas such as math, science and social studies in the target language. Therefore, these teachers must be native or near native Spanish fluency, as well as have a good understanding of second language acquisition theories and pedagogy.
Candidates for this double major will take the Early Childhood (PK-4) sequence of courses offered by La Salle's Education department in order to meet certification requirements for Pennsylvania. There are reciprocal licensure agreements between Pennsylvania and several other states. This specialized double major gives students the opportunity to gain the necessary knowledge in second language acquisition theories and pedagogy as well as the skills in both Spanish and English to teach in related content areas, in order to qualify for positions as immersion teachers.
Those wishing to become Spanish immersion teachers will follow the carefully designed course sequence prepared by the Global Languages and Education departments and will receive advisement from both. Students must take a Spanish placement test before beginning the program. Below are the program's minimum requirements. However, the Spanish curriculum may be adjusted based on a student's initial placement level.
Four-Year Roster
Dual Major: Education (PRE K-4) and Spanish Immersion Teaching
| First Year | ||
|---|---|---|
| First Semester | Credits | |
| ENG 110 | College Writing I: Persuasion | 3 |
| SPN 203 | Spanish For Heritage Speakers | 3 |
| EDC 103 | Human Learning, Cognition and Development | 3 |
| EDC 120 | Foundations of Literacy | 3 |
| REL 100 | Religion Matters | 3 |
| SPN 300/400 level | 3 | |
| Credits | 18 | |
| Second Semester | ||
| SPN 204 or SPN 302 |
Spanish For Heritage Speakers II or Conversation and Composition II |
3 |
| FYS 130 | First-Year Academic Seminar | 3 |
| MTH 150 | Mathematics: Myths and Realities | 3 |
| EDC 104 | Educational Diversity in America | 3 |
| IMS 162 | Explorations in Science and Mathematics I | 4 |
| Credits | 16 | |
| Second Year | ||
| First Semester | ||
| ENG 210 | College Writing II: Research | 3 |
| IMS 262 | Explorations in Science and Mathematics II | 4 |
| EDC 217 | Teaching and Learning of Mathematics | 3 |
| EDC 101 | Education in an Urban Context | 3-4 |
| SPN 331 | The Foreign Language Classroom | 3 |
| Credits | 16-17 | |
| Second Semester | ||
| EDC 219 | Integrated Social Sciences | 3 |
| EDC 220 | Reading, Writing, And Thinking in The Content Areas | 3 |
| CSC 151 or CSC 152 |
Introduction to Computing Using Packages or Computer Technology for the Sciences |
3 |
| HIS 200 | U.S. Republic to 1877 | 3 |
| SPN 300/400 level | 3 | |
| SPN 300/400 level | 3 | |
| Credits | 18 | |
| Third Year | ||
| First Semester | ||
| SPN 300/400 level | 3 | |
| SPN 300/400 level | 3 | |
| EDC 307 | Differentiated Instruction, Assessment, And Technology Integration | 6 |
| EDC 320 | Teaching Literacy in the Inclusive Classroom | 3 |
| EDC 309 | DIATI Lab | 1 |
| Credits | 16 | |
| Second Semester | ||
| EDC 310 | AAASD Lab | 1 |
| EDC 308 | Assessment, Accommodations, And Adaptations for Students with Disabilities | 6 |
| EDC 478 | Special Education Practicum | 10 |
| Credits | 17 | |
| Fourth Year | ||
| First Semester | ||
| SPN 300-level | 3 | |
| SPN 330 | Second Language Teaching Methods | 3 |
| EDC 410 | Physical Education and Health for the Developing Child | 2 |
| EDC 326 | Foundations of Early Childhood Education | 3 |
| EDC 477 | Seminar in Special Education | 3 |
| ARTH 150 | Introduction to Art History | 3 |
| Credits | 17 | |
| Second Semester | ||
| EDC 473 | The Professional Semester: Student Teaching | 12 |
| EDC 475 | The Professional Semester: Teaching and Research Methods | 3 |
| Credits | 15 | |
| Total Credits | 133-134 | |
At least one 300/400 level Spanish course should be a literature or culture about Spain and at least one course should be a Latin American literature or culture. Students may elect to do a study abroad semester either in the fall of their junior year or in the summer. If taken in the summer, they could do two sessions for a total of six credits.
Course Descriptions
Spanish
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
This course involves reading and discussion of works from the colonial period to the 20th century, with special emphasis upon contemporary Latin American literature.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
This course offers readings and discussions of Don Quixote. Other important works by Cervantes will also be discussed.
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.
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.
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.
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.
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.
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.
This course focuses on the works by Gabriel y Galán, de Castro, Dario, los Machado, Jiménez, Lorca, Guillén, Otero, and Salinas are considered.
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.
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.
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.
This course provides reading and discussion of Spanish authors, their ideology and philosophies: Fernán Caballero, Galdós, Valera, PÃo Baroja, Alas, Cela, Delibes, and Goytisolo.
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.
Topics of investigation will vary from semester to semester.
Topics of investigation will vary from semester to semester.