Contemporary Spanish Literature in Translation (SPAN264) will examine, in English, major Spanish authors, literary periods and artistic trends through narrative, poetic, dramatic and visual filmic cultural artifacts produced from 1936-1940 to the present day while learning about the historical, political and cultural contexts that surround them.

COURSE OBJECTIVES:

Analyze and formally interpret the assigned texts, visual and filmic artifacts.
Examine and reflect critically upon the cultural values and ideas conveyed by them.
Become familiar with basic cultural, social and political aspects of contemporary Spanish history.
Demonstrate knowledge of the themes, problems and ideas that appear in the texts.
Learn some key concepts, including literary and rhetorical terminology, for the analysis of contemporary literature and cultural production.

A compilation of video scenarios of people interacting with each other in Portuguese. Conversations include dialogs, questions, turn taking exchanges, clarifications, false starts, hugs, laughter, asides. The scenarios are enhanced by transcriptions, translations, content analysis, and notes and discussion blogs.

Trebia. Trasimene. Cannae. With three stunning victories, Hannibal humbled Rome and nearly shattered its empire. Even today Hannibal's brilliant, if ultimately unsuccessful, campaign against Rome during the Second Punic War (218-202 BC) make him one of history's most celebrated military leaders. This biography by Cornelius Nepos (c. 100-27 BC) sketches Hannibal's life from the time he began traveling with his father's army as a young boy, through his sixteen-year invasion of Italy and his tumultuous political career in Carthage, to his perilous exile and eventual suicide in the East. As Rome completed its bloody transition from dysfunctional republic to stable monarchy, Nepos labored to complete an innovative and influential collection of concise biographies. Putting aside the detailed, chronological accounts of military campaigns and political machinations that characterized most writing about history, Nepos surveyed Roman and Greek history for distinguished men who excelled in a range of prestigious occupations. In the exploits and achievements of these illustrious men, Nepos hoped that his readers would find models for the honorable conduct of their own lives. Although most of Nepos' works have been lost, we are fortunate to have his biography of Hannibal. Nepos offers a surprisingly balanced portrayal of a man that most Roman authors vilified as the most monstrous foe that Rome had ever faced.

Face-to-face language courses tend to use in-class time mostly for lecture and language practice. Such instructional modes are difficult when, as in our current public health crisis, teaching and learning must be done online. What are the specific challenges for teaching language courses at CUNY in an online format?

To be fully effective, language instruction must take into account the social, cultural, and political contexts in which a language is produced. This pedagogical approach goes beyond the acquisition of the core linguistics skills (speaking, listening, reading, and writing) and the basic approaches that cover grammar, vocabulary, and culture, and must address the metalinguistic issues and the socio-political nature of language.

How can such an approach be pursued effectively in an online environment? This workshop will help participants identify concrete challenges of teaching a language course online, with particular attention to assignments that proceed from a critical perspective. Participants will workshop strategies and/or assignments that will help us overcome these challenges in an online environment being aware of our limitations and constraints. We will consider and adapt the language course and expectations having in mind material that speaks to our students’ experiences directly in order to keep them motivated and engaged.

I have used this high-stakes assignment in the last four semesters, in the ELS103 Intermediate Spanish I class. However, it was considerably revised during two Center for Teaching and Learning sponsored seminars at LaGuardia Community College: "Bringing Global Learning Competency into Your Class" and "The Pedagogy of the Digital Ability." These seminars allowed me to have a better understanding about how to scrutinize contexts in order to bring assignments closer to the Global Learning Core Competency and the Digital Communication Ability. The "Bringing Global Learning Competency into Your Class" seminar in particular shaped my thinking about the design and content of this assignment, and how to take advantage of this competency in an Intermediate Modern Language class, in which, due to language constrains, students are not supposed to produce more abstract, or complex ways of thinking, both of which are more appropriate to more advanced levels of the language. But when preparing these assignments about Latin American artists of the 20th and 21th centuries, students have to research different historical contexts, and aesthetic ideas in a given historical moment. Talking about artists' lives and work will give them an opportunity to learn about global issues. They will become more aware of themselves as global citizens, since most of these Latin American artists had to deal with global issues related to national identity, how to earn a living, traveling, surviving in a foreign cultural environment, and in mainstream, European or American hegemonic cultural centers. This assignment could help students understand how our lived experiences are not that different from others around the world and in different historical contexts.
This is an intermediate level Spanish class where, by the end of the semester, students should know how to use the main verb tenses in Spanish, as well as being able to describe things, such as the weather, people, and certain landscapes. Taking the "Bringing Global Learning Competency into Your Class," convinced me that I can take advantage of the Global Learning Rubric and apply it to an intermediate level language class, as far as I could adapt it to the needs of the students. On the other hand, the "The Pedagogy of the Digital Ability" seminar showed me the possibilities of going beyond power point presentations, and asking students about using other digital media, such as audio or video recordings. The assignment, which is in Spanish (for non-Spanish speaking users, the version here is translated into English), focuses on digital literacy, builds on students' existing skills such as preparing power point presentations and doing online research. The assignment might also help students to become familiar with topics that are developed in other, more advanced, levels of the Spanish language, where issues related to art and literature are frequently discussed. The oral presentations, seen as a whole, intend to render an overview of Latin American art.
LaGuardia's Core Competencies and Communication Abilities

This presentation features Cuban art after the Communist Revolution of 1959. It includes the rise of documentary photography and poster design as state-sponsored propaganda art, as well as changes in the visual arts from abstraction to figuration. It includes a brief chronology of Cuban art in the 20th century.

This website was created by Julie Van Peteghem (Hunter College) for the course ITAL 37001 Prose Works of Dante with the support of a CUNY Academic Commons OER Faculty Teaching Fellowship during the Spring 2018 semester. A work-in-progress, the site provides the English translations of Dante’s Vita nuova, De vulgari eloquentia, Convivio, De monarchia, and the letters at zero cost, and other OER materials related to Dante’s works and world, including some created by the ITAL 37001 students. Unless otherwise indicated, the entries are written by Julie Van Peteghem.

A multimedia 1st-year German language program based on videos of native speakers and the UT Summer Program in WŸrzburg, Germany. The online textbook includes recorded vocabulary, phonetics lessons, an online grammar component, online comparative polls and internet writing activities.

John William White's First Greek Book was originally published in 1896. The book contains a guided curriculum built around the language and vocabulary of Xenophon’s Anabasis. This digital tutorial is an evolving edition that is designed to run on both traditional browsers, tablet devices, and phones. Each lesson includes drill and practice exercises in addition to the text itself. The site also includes tab-delimited files for all of the vocabulary and grammar that can be imported into flashcard programs.

For more information about the design of the tutorial, you can read an article that was published in Volume 107, Number 1, Fall 2013 of the journal Classical World on pages 111-117 or a presentation from the 2013 meeting of the Digital Classics Association. An article about the audiences and usage statistics for the tutorial entitled An Open Tutorial for Beginning Ancient Greek has been published in a volume of papers entitled Word, Space, Time: Digital Perspectives on the Classical World. edited by Gabriel Bodard & Matteo Romanello and published by Ubiquity Press.

You can use these pages to study Ancient Greek online. As you complete the drill and practice exercises in each chapter, you will earn drachmas to help track your progress. The exercises keep track of the questions you have missed and presents those to you more often. Information about your progress is stored in a cookie on your computer. You can clear all of this data on the settings page.

When you have successfully completed all of the exercises in a chapter, you will have ten drachmas. You will lose drachmas as time passes so you know when you need to review chapters again.

CLDV100 (Liberal Arts) Introduction to Multicultural Studies in the 21st Century: 3 hrs. 3 crs.
A study of what culture is; how it influences the choices we make; how to deal positively with conflicts that inevitably arise in working/living situations with people of diverse cultures. It is a course structured to raise multicultural awareness and fortify students' social skills in dealing with cultural differences. It includes an ethnographic study of cultural groups in the U.S.A. Through the study of cultural concepts, this course develops skills in critical thinking, writing, and scholarly documentation. Not open to students with credit in CLDV 101 or Core 101. Prereq: ENG 125. Coreq: ENG 125. This is a Writing Intensive course. [Flexible Core: Individual and Society].

Syllabus for a general education course bringing together celebrated texts by Joseph Conrad, Chinua Achebe, Bessie Head, and Marjane Satrapi. Survey of perspectives beginning during the "scramble for Africa" via Conrad, through postcolonial writers Achebe and Head, and finally making a connection via dehumanization to Orientalism and undoing monocultural presumptions in the near East through Satrapi's Persepolis.

This primer provides a basic introduction to Egyptian colloquial Arabic, beginning with the alphabet, demonstrating both pronunciation and the writing system. From there the text moves on to discussing the parts of speech as well as some of the dialect's basic grammar. The book then progresses to common phrases and ends with a vocabulary section that relies on transliteration.

This manual, written in 1914, includes a very basic introduction to the colloquial Egyptian Arabic spoken in Cairo. The 80-page text focuses mostly on vocabulary and contains 28 different word lists. There is also a brief section on grammar, one on the Arabic alphabet and how it is pronounced in Egypt, and a collection of sample dialogues. Although the book covers the alphabet, most sections rely on transliteration into Latin characters. The filesize of the PDF is 5 MB.

Esta lectura se enfoca en lo que se omite de la historia chilena, aquella conflagraciÌ_n de cultura contra barbarie, su legado de opresiÌ_n. En el contexto de la obra de Bola̱o, la literatura del continente cobra un significado que rompe con las ideas tradicionales de los fundamentos de la naciÌ_n, para revelar la opresiÌ_n colectiva y aquÌ_, en particular, se revela al narrador como personaje en tanto su papel dentro de la novela y de la historia, su conciencia homofÌ_bica y racista dentro del paisaje literario.

Enhancing French skills is a website for intermediate learners of French. It includes authentic language videos from French websites, as well as interviews of French speakers on cultural topics. Videos and activities are organized into five broad themes and tagged by communicative language function with links into Tex’s French Grammar for specific grammar explanations and interactive exercises. Each theme includes a pdf of suggested classroom activities and homework.

The years between the collapse of Reconstruction and the end of World War I mark a pivotal moment in African American cultural production. Christened the “Post-Bellum-Pre-Harlem” era by the novelist Charles Chesnutt, these years look back to the antislavery movement and forward to the artistic output and racial self-consciousness of the Harlem Renaissance as “past is prologue.” The Evidence of Things Unseen: Art, Archives, and Harlem will examine the political, cultural and social forces that influenced and defined the Harlem Renaissance. In addition to class discussions of assigned readings, the course will function as a research workshop, providing support for primary research and exposing students to the Schomburg Center for Research in Black Culture to get “hands-on” experience accessing and utilizing archival collections and digitally publishing their findings.

Exhibit curriculum for the CUNY Dominican Studies Institute exhibit, Condition: My Place Our Longing.
The exhibit highlights the work of two young Dominican immigrant artists living in New York: Julianny Ariza and Leslie Jiménez and showcases original pieces produced between 2011 and 2012 that explore the subject of living in between two worlds, and other conditions of living.

Exhibit curriculum for the CUNY Dominican Studies Institute exhibit, Condition: My Place Our Longing.
The exhibit highlights the work of two young Dominican immigrant artists living in New York: Julianny Ariza and Leslie Jiménez and showcases original pieces produced between 2011 and 2012 that explore the subject of living in between two worlds, and other conditions of living.

The Dominicans in New York is a display highlighting the experiences and contributions of the New York Dominican population. This exhibit uses primary source materials from the archival collections of the CUNY Dominican Studies Institute Archives as well as secondary source materials from the Dominican Library including documents, photographs and memorabilia to create a visual history of Dominicans as they developed communities that became integral part of New York’s incredibly diverse human landscape. The purpose of the exhibit is to introduce, through carefully selected images, the complexity of the Dominican experience in New York to the general public, students, scholars, and policy makers. The images display glimpses of the community’s history, culture, traditions, and population changes.