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Manual A History of the Spanish Language through Texts

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Elementary-level courses stress the structures and patterns that permit meaningful communication in and outside the classroom. Intermediate-level courses aim to promote fluency in speaking, as well as proficiency in reading and writing. Both include readings and discussions of Portuguese and Brazilian texts, film, and other media. Designed to teach the elements of grammar and language structure using primarily a proficiency approach involving listening, speaking, reading, and writing. Emphasis is on building vocabulary and language patterns to encourage spontaneous language use in and out of the classroom.

Further study of grammar. Review of grammar, language structure, and culture, concentrating on fluency and accuracy through listening, speaking, reading, and writing activities.

A History of the Spanish Language through Texts - Christopher Pountain - Google книги

Promotes proficiency in reading, writing, and speaking. Readings and discussions of contemporary Luso-Brazilian texts and review of major grammatical concepts. Satisfies the Core language requirement.

Spanish keyboard: Spanish Language Keyboard

Designed to teach the elements of grammar and language structure using a proficiency approach involving listening, speaking, reading, and writing. Accelerated introduction to spoken and written Portuguese that relies on the similarities of the Portuguese and Spanish languages to maximize learning and language acquisition. Offered periodically. Cannibalism as an intellectual problem in Europe, the Caribbean, and Brazil.

College of Arts & Sciences: Spanish/Language, Literature, Culture (including courses in English)

Topics vary. Offered every other year. Explores the politics and poetics of representing scarcity and deprivation in literary works in various genres novels, autobiography, short stories and Brazilian films Cinema Novo and after, including documentaries. Critical thinking about this genre from the s to the present.

Topics: uses of fact and fiction and the blurring of lines between them; ethical concerns about the use of other people's images and words; and the construction of layered and complex images of Brazil. Introduction to the fiction of 19th- and 20th-century Brazil. Studies the development of a national literature within the broader context of cultural and literary history.

Examines formal aspects of the Brazilian short story while developing skills in written and spoken Portuguese. Popular song samba, bossa nova from to the early s: its contexts and connections with poetry and politics. Offered every year. Recent topics include Brazilian architecture, the Amazon, and Brazilian poetry and song. Open only to majors. Offered every semester. For full details, students must consult the website of the Department of Spanish and Portuguese, as well as the "policy on course placement" and "policy on Advanced Placement AP " both under "program" in this department's section in this Bulletin.

Students with transfer credit in Spanish must take a placement test if they intend to register for the language in CAS. Note that after 18 months, a completed SPAN-UA course no longer serves as a prerequisite for more advanced courses; students must take or re-take the placement exam. Continued study of grammar. Promotes proficiency in reading and writing as well as oral performance. Further aspects of grammar, language structure, and culture with readings and discussions of contemporary Hispanic texts. Fulfills the Core foreign language requirement. Intensive Elementary Spanish SPAN-UA 10 Open to students with one year of high school Spanish or two years of high school French, Italian, or Latin, and to others on assignment by placement exam or in consultation with the director of the Spanish language program.

A formal introduction to grammar for heritage speakers who understand spoken Spanish but need to further develop their speaking, reading, and writing skills. Incorporates cultural and literary readings to develop written and oral communication skills. Quechua is the most important and widely spoken indigenous language in Latin America.

Spanish: Language, Literature, Culture (including courses in English)

The goal in the four-course sequence is effective communication through development of listening, speaking, reading, and writing. No prerequisite. Provides students with a deeper understanding of the language.

hukusyuu.com/profile/map21.php For non-native speakers only. Expands and consolidates students' lexical and grammatical understanding of the language and introduces them to the fundamental principles of expository writing. Utilizes exercises, readings, and intensive practice of various prose techniques and styles. For native and quasi-native speakers with uneven formal training in the language. Expands and consolidates lexical and grammatical understanding of the language and introduces the fundamental principles of expository writing.

Intensive work designed to give the student fluency in the use of idiomatic, everyday language as well as a comprehensive, practical vocabulary. Designed to expand speaking skills beyond practical, day-to-day language functions. Builds a more complex and technical proficiency in Spanish in a medical context, through the practice of pronunciation, vocabulary, idioms, and linguistic structures. Offered in the fall. Theory and practice of translation through comparison of Spanish and English grammar, syntax, and style.

Topics vary but may include Spanish for the professions Spanish for law, business, and medicine or the practical use of the language public speaking, Spanish for research. Offered every other fall.

Theory and practice of translating poetry, drama, and fiction from Spanish into English, using a cooperative translation format. Topics include the author's authority versus that of the translator. Students read exemplary poems and short stories by Latin American and Spanish authors, and expand their own writing skills through related exercises.

Beyond the Bulletin

Offered every other semester. Collaborative work and individual guidance from the instructor as students produce their own writing. Close reading of contemporary Latin American and Spanish poets. Students refine their own writing skills. Latin American Spanish has a number of regional dialects; all are derived from Castilian but differ in several points of phonology from European Spanish.

In Spanish the case system of Latin has been completely lost except for subject and object forms for pronouns. Nouns are marked for masculine or feminine gender, and plurals are marked by the addition of -s or -es ; adjectives change endings to agree with nouns. The verb system is complex but, by and large, regular: it uses indicative, imperative , and subjunctive moods ; preterite, imperfect, present, future, conditional, and a variety of perfect and progressive tenses ; and passive and reflexive constructions.

The dialect spoken by most Spanish speakers is basically Castilian , and indeed Castellano is still the name used for the language in several American countries.

Carleton College Spanish Department

The ascendancy of Castilian among Spanish dialects is the result of the particular circumstances of the Reconquista the conquest of Moorish Spain by the Christian states of Spain, completed in , with which the language spread to the south. Having established itself in Spain, the Castilian dialect , possibly in its southern, or Andalusian, form, was then exported to the New World during the Age of Discovery from the midth to the midth century.

Standard Castilian is no longer the language of Old Castile , which was regarded as rustic and archaic already in the 15th century, but a modified form developed in Toledo in the 16th and 17th centuries and, more recently, in Madrid. Spanish-language American countries have developed their own standards, differing mainly in phonology in which they often agree with the southern Spanish dialects and in vocabulary in which loanwords from English are more frequent , but differentiation is comparatively slight, and some Americans still regard true Castilian as their model.

On the whole, American forms of Spanish are more musical and suave than the Castilian of Madrid, but it is remarkable how little deformation, or creolization, of the language has occurred. Judeo-Spanish is the continuation of an archaic form of Castilian, reflecting the state of the language before 16th-century standardization. Earlier refugees fled to the Middle East and, once settled, continued to produce learned works in a literary archaic form of Castilian written in an adapted Hebrew script. The first texts in Spanish consist of scattered words glossing two Latin texts of the 10th century, one from Rioja and the other from Castile ; the language in the two documents shows few dialect differences.

Another document, written about , seems to be Leonese in character. Literary works in Leonese appear until the 14th century and in a conventionalized Aragonese until the 15th century, but Castilian was destined from the first to gain the upper hand, even making an impact on Portuguese, especially during the 15th and early 16th centuries.

For a full treatment of Spanish-language literature, see Spanish literature ; Latin American literature. Spanish language.


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