1 - 10 of 12 results for: OSPSANTG ; Currently searching spring courses. You can expand your search to include all quarters

Intensive sequence integrating language, culture, and sociopolitics of Chile. Emphasis is on achieving advanced proficiency in oral and written discourse including formal and informal situations, presentational language, and appropriate forms in academic and professional contexts. Prerequisite: one year of college Spanish, or 11 or 21B if taken more than two quarters prior to arriving in Santiago.

Intensive sequence integrating language, culture, and sociopolitics of Chile. Emphasis is on achieving advanced proficiency in oral and written discourse including formal and informal situations, presentational language, and appropriate forms in academic and professional contexts. Prerequisite: 11 or 21B within two quarters of arriving in Santiago, or 12 or 22B.

Key figures in poetry, narrative fiction, theater, and testimonio, such as Mistral, Garro, Lispector, Poniatowska, Valenzuela, Eltit and Menchú. Close reading technique. Issues raised in literary texts that reflect the evolution of the condition of women in Latin America during the period. Topics include gender differences and relationships, tradition versus transgression, relationship between changes in the status of women and other egalitarian transformations, and women writers and the configuration of literary canons.

Energy and environmental challenges resulting from the growing size and complexity in Latin American cities. Key issues: way in which public authorities deal with the dynamics of urban growth and complexity; related environmental and energy issues, particularly related to different public transportation models. Systemic approach as seen in Curtiba, Bogota, Santiago, and Medellin. Analysis centering on different approaches used to tackle these related issues; different institutional strategies.

Prerequisite: two years of college Spanish or equivalent placement.May be repeated for credit.

May be repeated for credit.

Languages vary tremendously in how they allow us to express ourselves. In some languages, you have to say when an event happened (past, present, future, etc.), while in others it is obligatory to say how you know about the event (you saw it, you heard about it), or what genders its participants were. In addition, languages just feel different from one another - some feel poetic while others feel brutal. Some things just don't sound right in certain languages, and some translations are harder than others to pull off. But are these differences meaningful? Do differences across languages cause substantive changes in the cognition of their speakers? We'll read some of the burgeoning research literature on these questions and consider how they can be answered with new empirical tools.

Physical, ecological, and human geography of Chile. Perceptions of the Chilean territory and technologies of study. Flora, fauna, and human adaptations to regional environments. Guest lectures; field trips; workshops.

Independent study offered on topics in psychology related to language, child development, and child language development in cross-cultural contexts. Sample questions include: How do children learn to see the world differently when learning different languages? How does language acquisition differ in Spanish-speaking cultures? How does adult language processing differ in other languages compared to English? Weekly meetings to discuss primary scientific articles in the service of developing a new experiment as a final project