CLAC Offerings For 2024-2025
Fall 2024
CGST 235: Brazilian Culture and Identity Through Media (CLAC.50) [English, Portuguese] Prof. Najeda Marques
If asked about Brazil, chances are one may answer by invoking stereotypes that once conveyed Brazil's global image: samba and futebol (soccer). While music, carnaval, and soccer are central elements of the national identity, these aspects of Brazilian culture fail to do justice to the complexity of a country of ever-increasing global impact, with a top-ten economy, a massive, continental territory. and some 200 million inhabitants who constitute what may be the most diverse population on the planet.
In this course we will critically examine how the media has helped shape Brazilian identity and how the country is perceived from outside. We will cover topics such as social relations, race, poverty, gender, violence and human rights. Readings will draw upon theories and concepts in media studies and cultural studies. Class discussion will consider cultural texts, television shows, films, music, poetry, fashion, and social media posts. This course will be taught in English and Portuguese (introductory or intermediate level is sufficient).
CGST 242: Introduction to ASL/English Interpretation (CLAC.50) [American Sign Language] Prof. Leslie Warren
Having completed course work in Beginning ASL I, II, and Intermediate I, II, students who have demonstrated a strong interest in continuing their studies at a more sophisticated and challenging level may find this coursework interesting pursuant to becoming a professional, credentialed sign language interpreter.
This experience will provide students with a working knowledge of the profession of interpreting including the code of professional conduct, certification criteria, the roles and responsibilities of a professional interpreter, and discussions of the role of the interpreter in a variety of professional settings including educational, medical, legal, the performing arts, counseling, and rehabilitation.
Students who attend this course demonstrate that they are able to express in ASL, with some confidence, routine and everyday experiential topics within a conversational format with some elaboration. They demonstrate clear and accurate signing and fingerspelling at a moderate rate of speed.
This coursework uses a process-oriented approach for applying the essential cognitive strategies for interpretation. These strategies include organizing and manipulating visual images, analyzing message for meaning, and self-monitoring for message accuracy. This experience serves as a transition from language learning to beginning interpretation.
CGST 250/GRK 250: Body, Soul, and Afterlife Journeys in Ancient Greece (CLAC.50) [Greek]
The connection between body and soul and their journey in the afterlife were at the center of how the ancient Greeks thought not only of mortality but also of the good life itself. This CLAC course is connected to the Classical Civilization course titled "Death and Afterlife in Egypt and Greece" that will be taught in the fall by Kate Birney. The parent course explores the archaeology of death and burial in Egypt and Greece. It examines how the funerary practices and the very notions of death, the soul, the body, and the afterlife operated in these societies by drawing upon diverse evidence--archaeological, art historical, and mythological.
In this CLAC course students with some background in ancient Greek will read selections of the surviving evidence on death and the afterlife. Sources will be drawn from diverse genres and periods: historiography, Homeric poetry, Platonic philosophy, and religious tablets. This diversity will offer a unique opportunity to identify different registers and to explore how language itself reflects and in turn shapes the ideas and practices for which it is used. We will thus be looking at: how different media and performances are used to express loss, hope, and heroism in the face of death; how social class, gender, and political ideology are reflected in these media and how they influence ideas about death and the afterlife; and, last, how we are to create adequate methodologies as "readers" of such diverse evidence.
The selections of readings will be drawn primarily from what the students read in translation in the parent course. The final selection will be based on the level of the students. This CLAC is conceived as appropriate for students on the intermediate and advanced level of Ancient Greek.
CGST 266/ENVS 188: Neotropical Acuatic Ecosystems: Their Importance, Sustainable Use and Conservation (CLAC 1.0) [Spanish] Prof. Antonio Machado Allison
This course will examine why the Orinoco and Amazon basins in South America harbor a biological richness much larger than other river basins around the world. About 50% of all higher plant species of the world are included in these basins. Data on vertebrates showed that about 3,000 freshwater fish species, thousands of birds (migratory and local), and hundreds of amphibians, reptiles, and mammals have been found so far in those basins geographically included in six countries: Bolivia, Brazil, Colombia, Ecuador, Peru, and Venezuela. We will examine the key factors that have affected their historical-geological development, the actual richness, and the threats to sustainable development and conservation. We will ask questions about the nature and interactions of the key factors and agents that harbor and transformed the high ichthyological and other aquatic biota diversity, reflected by the wide range of landscapes and aquatic ecosystems included in those basins. We will try to identify fragile aquatic ecosystems depending upon the biological richness, endemicity, importance for local communities, and potential threats. We will examine the current trends in the fisheries, forest exploitation, and agriculture for human consumption, noting that stocks of many species of fish are in steep decline, and that current fishing practices are not sustainable. Finally, the major impacts and threats faced by the fishes and aquatic ecosystems of the Orinoco River Basin are discussed with the purpose of studying potential plans for sustainable development. The course is presented in a reading/discussion format in which all readings, writings, and discussions will be in Spanish.
CGST 283/ENVS 283: Venezuela: The Effect of Oil Discovery on People, the Environment, and on Democracy (CLAC 1.0) [Spanish] Prof. Antonio Machado Allison
This course will examine the key factors that have affected the development of Venezuela and its environment from the pre-colonial period to the present. We will divide the history of Venezuela into two critical periods: before and after the discovery of oil. We will ask questions about the nature and interactions of the key factors and agents that transformed Venezuela from a colony to that of an economically independent country. By examining the pre- and post-oil economic periods separately, we will learn that the key factors, such as agriculture, land use, and European colonial influence, changed dramatically, thereby transforming many sociopolitical institutions. The contrasts will include resilience to and eradication of diseases, human rights and slavery, land ownership, human health, impacts on biodiversity and human health, and protections of indigenous cultures. Ultimately we will examine the factors that have led to the collapse of democracy. We will read an interdisciplinary literature that includes anthropology, religion, sociology, environmental sciences, law, and history. The course is presented in a reading/discussion format in which all readings, writings, and discussions will be in Spanish.
CGST 320: La cultura y la historia de la España islamica (CLAC.50) [Spanish] Prof. Abderrahman Aissa
This course will be taught in Spanish, and spans a timeline between 711 and 1492, i.e., from the date of the conquest/invasion of Iberia by Muslim troops to the fall of Granada and the expulsion of Muslims and Jews from Spain. Before starting discussion of the course material, students will be introduced to Arabic sound and script, as well as some common vocabulary and lexical concepts shared between Spanish and Arabic. This makes sense because Muslim culture and the Arabic language were present in Iberia for the better part of 800 years.
We will discuss not only the main events that took place during the Muslim occupation of parts of Iberia but also the cultural legacy Muslims and Jews left behind in the peninsula after they were expelled in 1492, especially in the realms of art, science, language, architecture, and le savoir-vivre. We will look at the different theories put forth by scholars about the conquest/invasion of the peninsula, in regard to the ease and speed with which the peninsula was overrun by Muslims. We will examine the hereafter and the consequences of the expulsion of Muslims and Jews on the Iberian peninsula as well as the neighboring territories. Finally, we will make a jump to the 21st century and try to connect some dots by looking at the current situation in and around the Strait of Gibraltar, particularly the influx of illegal immigrants from North Africa and sub-Saharan countries, and the ensuing issues.
CGST 323/CJST 315: Hebrew in the Media: From National Literature to International Films and TV Shows (CLAC .50) Prof. Dalit Katz
This new language course is offered as an enrichment opportunity to students with intermediate or advanced Hebrew skills who are interested in improving all their language skills and/or acquiring additional linguistic and cultural preparation for study abroad in Israel. Cultural activities including participating in the series Contemporary Israeli Voices and Lunch and Learn meetings with native speakers are part of the course. The course explores the changes in Israeli society as it moves from national ideological literature to the exploration of new multi-cultural media such as films and TV shows and thus gaining swift international fame.
CGST 380: Arabic in Translation: Arabic-English & vice versa (CLAC.50) [Arabic]
This course is aimed at introducing students of Arabic, who are already advanced in the Arabic language and have a decent command of it, to the art of translation--namely, translation between Arabic and English. After an overview of translation concepts and techniques, we will study and tackle samples from news media, literature, publicity announcements, novels, and a wide range of actual translation assignments. The course will be conducted in Arabic, except for the parts where English has to be used as part of the translation processes.
Spring 2025
CGST 220/ITAL 220: Italian Gaming Lab: Using Tabletop Games for Language Learning (CLAC .50) [Italian], Prof. Camilla Zamboni
Italian Gaming Lab is designed as a game-based Italian language laboratory that will focus on why and how tabletop games can be effective tools for language learning; examples will include board games, card games, and tabletop role-playing games (TTRPGs), an increasingly popular type of game that is based on collaborative storytelling in which participants either impersonate one or more characters or create and organize entire worlds.
In this CLAC course, we will explore how a game-informed pedagogy can work in Italian language and culture classrooms and to highlight analog gaming approaches that have worked inside and outside the language classroom. We will discuss the basics of Game-Based Learning (GBL) applied to L2 acquisition, as well as play a series of games that can illustrate the gameful principles previously studies. Participants will discuss the application of gaming principles to L2 acquisition and create reports and playful presentations on their linguistic journey through play. The course offers students the opportunity to use language creatively and to develop critical knowledge within the rising and innovative field of Game-Based Learning and educational game design.
The course will be conducted in Italian, and games will be played in Italian. Both intermediate/advanced learners of Italian (second-year level or above) and native speakers are welcome. If you are unsure about whether your language background is sufficient for the course, please contact the instructor.
CGST 224/PHIL 151: Living a Good Life: Chinese Lab (CLAC .25) [Chinese], Prof. Stephen Angle
This optional "lab" class is intended for students (1) who have taken or are currently taking PHIL 210: Living a Good Life; and (2) who have little or no exposure to classical Chinese. Each weekly session will introduce students to aspects of the classical Chinese language--the written language of pre-20th-century China. Students will be able to read (in Chinese) and discuss (in English) key passages from the Confucian classics on which the Living a Good Life course is partly based. No previous knowledge of Chinese (classical or modern) is necessary.
CGST 225/ PHIL 152: Living a Good Life: Greek Lab (CLAC .25) [Greek], Prof. Tushar Irani
This optional "lab" class is intended for students (1) who have taken or are currently taking Phil 210: Living a Good Life; and (2) who have little or no exposure to Classical Greek. Each weekly session will introduce students to aspects of Attic Greek--the written language of most of the Greek texts we will be studying this semester. Students will be able to read (in Greek) and discuss (in English) key passages from Aristotle's Nicomachean Ethics and Epictetus' Encheiridion, on which the Living a Good Life course is partly based. No previous knowledge of Greek (classical or modern) is necessary.
CGST 236: Music, Culture and Social Justice in Latin America (CLAC.50) [English, Spanish, Portuguese]
This course examines influential Latin American musicians and the relationship between their artistic production and the battles for human rights, democracy, and social justice in the hemisphere. The seminar will focus on the periods of dictatorial rule and transition to democracy in the Americas (mostly, from the 1960s through the late 1980s). We will study the main musical trends and leading artists in Spanish and Portuguese speaking countries in those decades, assessing the role of their music in battles for free expression, democracy, and social justice in human rights. Among the artists whose work we will consider are Victor Jara (Chile), Mercedes Sosa (Argentina), Los Guraguao (Venezuela), Catano Veloso, Gilberto Gil, and Chico Buarque (Brazil). Students will be encouraged to analyze music through lyrics and song form, while understanding the historical, political, and social climates in which these artistic productions developed. Students will understand how music and culture can be powerful tools of resistance, assessing their impact in educating, inspiring, and creating social awareness and commitment in Latin American societies. This course will be taught in English, Portuguese, and Spanish (introductory or intermediate level is sufficient).
CGST 238/PSYC 281: Investigaciones Importantes en Psicologia (CLAC.50) [Spanish] Prof. Steve Stemler
This course offers an introduction to artistic ASL interpreting. "Artistic ASL Interpreting" does not apply only to performing groups who present songs in sign language on a stage. Nor is it a term that is exclusively linked with theatrical interpreting in a "platform" setting of plays, musicals, or poetry. Artistic interpreting can be explained as a refined, more creative style of interpreting at the highest levels of the profession. For students, it presents challenges that encourage more attention to eye gaze and contact; shifts in body stance and positioning; size and style of sign production; facial expressions; gestures as communication and sign alternatives in overall concept formations and messaging. These are, in fact, some of the most important components in ASL communication and some of the most challenging aspects to encourage or teach.
CGST 241: Introduction to ASL in the Performing Arts (CLAC .50) [American Sign Language] Prof. Leslie Warren
This 0.25 CLAC course will provide students with a brief understanding of the art of Chinese calligraphy through calligraphy practice. They will learn about the characteristics of Chinese calligraphy from the "Four Treasures of the Study," as the tools of calligraphy (writing brush, ink stick, ink stone, and paper). They will understand the development history of Chinese calligraphy from five basic scripts of Seal (zhuanshu), Clerical (lishu), Standard (kaishu), Semi-cursive (xingshu), and Cursive (caoshu). The course focuses on imitation and practice of the Standard script kaishu. Prerequisite: Current or future Chinese class students are preferred.
CGST 252/CHIN 303: Chinese Calligraphy (CLAC.25) [Chinese] Prof. Wei Gong
This 0.25 CLAC course will provide students with a brief understanding of the art of Chinese calligraphy through calligraphy practice. They will learn about the characteristics of Chinese calligraphy from the "Four Treasures of the Study," as the tools of calligraphy (writing brush, ink stick, ink stone, and paper). They will understand the development history of Chinese calligraphy from five basic scripts of Seal (zhuanshu), Clerical (lishu), Standard (kaishu), Semi-cursive (xingshu), and Cursive (caoshu). The course focuses on imitation and practice of the Standard script kaishu. Prerequisite: Current or future Chinese class students are preferred.
CGST 253/CHIN 305: East Asian Culture Through Chinese Pop Music (CLAC.50) [Chinese] Prof. Ying Jia Tan
Even after the meteoric rise of K-Pop in recent years, Mandarin Chinese Language pop music, also known as Mandopop, remains a highly popular musical genre that influences East Asian popular culture. This course introduces students to the literary history and cultural forces that shaped Chinese popular music. The songs featured in the syllabus serve as a soundtrack to the "Introduction to History: Foundations of East Asian Cultures," as the themes largely mirror the contents of the parent course.
CGST 256/KREA 256: Exploring Korea Through a Multifacted Cultural Lensa(CLAC.50) [Korean] Prof. Hyejoo Back
This course will address a variety of aspects of traditional and modern Korean culture, ranging from traditional cuisine, music/art, religion, and the modernization of Korea in the 20th century to the Korean Wave, films, education, and the history of Korean pop music. Video clips, movies, and other multimedia materials will be utilized to better facilitate students' learning of Korean culture and heritage.
This course will be conducted mostly in Korean. Students who have either completed one or two years of Korean or meet the language fluency equivalent are encouraged to take this course. Native speakers of Korean and heritage speakers are also welcome.
CGST 267/ENVS 294/LAST 290: Current Environmental Issues in Latin America (CLAC 1.00) [Spanish], Prof. Antonio Machado Allison
This course will provide historical and current information on the development of environmental issues in Latin America. The information will be divided into assessing the use of the environment during (a) pre-Columbian and colonial periods and (b) the modern period. The organization, structure, and governance of the environment will be discussed, as will the development of public policies, management plans, factors that deteriorate, and the potential sustainable uses of the environment and its resources. We will be reading interdisciplinary literature including academic, reports, official governmental documents, and NGOs' projects dedicated to the diagnostic, development, and use of resources in Latin America. Finally, particular cases of Latin American countries such as Argentina, Brazil, Mexico, Costa Rica, Peru, and Venezuela will be studied. The course is presented in a reading/discussion format in which all readings, writings, and discussions will be in Spanish.
CGST 268/ENVS 297/LAST 298: Food Security and Environmental Conservation (CLAC 1.00) [Spanish], Prof. Antonio Machado Allison
In this course students will research and discuss food security and the use of the environment in a selection of Latin American countries. We will ask questions about the basis of food production and availability. We will also examine the available information from public and private agencies about programs established by countries to ensure the food security of their inhabitants and the sustainable use and conservation of the environment. We will discuss concepts such as: food sovereignty and security as a food system in which the people who produce, distribute, and consume food also control the mechanisms and policies of food production and distribution; nutrition as a global and particular standard of food consumption; social justice related to the accessibility of food; and the human right to adequate food and freedom from hunger as one of the United Nations' objectives of the millennium. Students will look at particular cases in Latin America. The course is presented in a reading/discussion format in which all readings, writings, and discussions will be in Spanish.
CGST 285/MUSC 285: Global Hip Hop of the Non-Anglophone World (CLAC .50), Prof. Eric Charry
Proficiency in a language other than English is required. Each student will present to the class a single piece of their choice in a non-English language every other week (for a total of five presentations). Presenters will provide the class with written lyrics in both the original language and in English translation. In lieu of analyzing recordings by others, students have the option to compose their own non-English rap songs and record (or perform) them for in-class discussion. The final paper will tie the five presentations together in a single formal document (or website). Class discussion will be in English, but the topics will all be rap lyrics and hip hop/youth culture in the non-Anglophone world.
CGST 380: Arabic in Translation: Arabic-English & vice versa (CLAC.50) [Arabic]
This course is aimed at introducing students of Arabic, who are already advanced in the Arabic language and have a decent command of it, to the art of translation--namely, translation between Arabic and English. After an overview of translation concepts and techniques, we will study and tackle samples from news media, literature, publicity announcements, novels, and a wide range of actual translation assignments. The course will be conducted in Arabic, except for the parts where English has to be used as part of the translation processes.
CGST 414/CJST 414: Israeli Cinema (CLAC 1.0) [Hebrew], Prof. Dalit Katz
This Hebrew course will be linked to the a parent film course, taught in English. This course is targeted toward students with very advanced knowledge of the Hebrew language. Students will mostly view the same films as the parent class, with special attention to the Hebrew language. We will analyze, discuss, and write on each of the films. The focus of the course will be to map the cultural and social changes in Israeli society reflected in the transformation in format and themes of Israeli films. Scholar visits will be part of the course, and students will attend cultural enrichment activities as part of the course curriculum. This course may be repeated for credit.