Overview of Course
“New wave” is a ubiquitous but imprecise term that has been applied to various trends in cinema that emerged around the world beginning in the mid-1950s. As an historical term it is used to delineate shared styles, themes, and techniques that define certain national and international film movements. As a kind of descriptive shorthand, it has been applied more broadly to movements that abandoned conventional narrative techniques in favor of experimentation with the cinematic medium, while also confronting social and political problems specific to the context of production. Thus, the inaugural French New Wave has lent its title to film trends in Britain, Iran, Japan, Hong Kong, and many other locations around the world. This course offers a critical and historical introduction to one of these latter-day new waves, the “New Taiwan Cinema,” which emerged in the early 1980s as a reaction against contemporaneous commercial cinema. Through a careful investigation of the work of the three most important representatives of this “new” cinema—Hou Hsiao-hsien 侯孝賢, Tsai Ming-Liang 蔡明亮, and Edward Yang 楊德昌—this course will consider not only the experimental form and social consciousness of the Taiwanese New Wave but also the specific economic, social, and institutional structures—national and transnational—that shaped it. We will also study critical and theoretical writings on this cinema to better understand both the Taiwanese cultural milieu that produced it, and the broader global film culture of which it has become such an important part. Whenever possible, we will place individual Taiwanese films in dialogue with the Asian and European film cultures that influenced them as well as the films and filmmakers that they have influenced. There are no prerequisites for this class and no previous knowledge of Chinese or Taiwanese literature, culture, language, or history is assumed.

Learning Objectives
To learn how to use methods of “close viewing,” “close reading,” and analysis effectively

To acquire a formal vocabulary for discussing and writing about film in general

To develop a more sophisticated understanding of the techniques used in experiments with cinematic form

To develop techniques for writing clearly and effectively about film

To understand the historical, cultural, and economic contexts that shaped Taiwanese filmmaking in the period under discussion

To critically explore the category of “New Wave” and to consider Taiwanese film in its broader global cinematic contexts

Teaching Method
Lecture and Discussion

Evaluation Method
Participation, Attendance, and Preparation: 20% Review Posts: 15% Scene Analysis: 5% Essay 1: 20% Essay 2: 20% Essay 3: 20%

Course Materials (required)
course reader

Overview of  Course
This course will consider one of two fundamental mythological pillars of Indian society – the great Hindu epic, The Ramayana (Story of Rama). Thought to be composed almost three thousand years ago (give or take a few centuries), this epic tale has been re-told and re-imagined in changing social and cultural contexts ever since. This course is dedicated to understanding the nature of this ancient epic as a modern, “living” text in contemporary Indian society. After we develop, as a group, a basic understanding of the major events and characters of the Ramayana, we will explore it in modern contexts of literature, visual art, film, television, and political rhetoric. We will ask whether the resonance of the epic varies in each of these modern contexts, or if its “meanings” are as immortal as the tale itself. In light of several recent controversies resulting from both scholarly and aesthetic approaches to the Ramayana, we will also consider the difficulty of bridging the fraught divides between religion, literature, history, and art. Therefore this course will provide you with an introduction not only to the fascinating stories of the ancient epic literature itself, but also to major issues of religion, gender, popular culture, and social politics in contemporary India. By the end of the course you will be able to understand and explain how the modern and contemporary cultures of India are constructed, in part, through a constant re-evaluation of the Ramayana among other Hindu epic narratives.

Learning Objectives
You will become very familiar with one of the foundation narratives shaping classical and modern Hindu-Indian society.

You will learn how to understand the intersections of religion, literature, art, and politics.

You will think critically about the ways in which classical religious and literary texts can have significant impacts on modern notions of belonging and exclusion.

Teaching Method
Lecture and Discussion

Evaluation Method
discussion, quizzes, midterm and final, short writing assignments.

Course Materials (required)
RK Narayan, The Ramayana: A Shortened Modern Prose Version of the Indian Epic (Penguin Classics, 2006)
ISBN: 978-0-143-03967-9

All other materials will be available on Canvas.

Overview of Course

This course explores some of the most influential texts of the major East Asian religious and philosophical traditions including Confucianism, Daoism, Chan/Zen Buddhism, and Tibetan Buddhism still prominent in China, Japan, Tibet, and several other Asian societies today. The goal is to understand their significance in East Asian cultures, as well as consider what we can learn from these texts today. This course will probe the following questions: What are the major themes, dilemmas, and issues these texts address? How can humans achieve contentment in the world? What are the moral values these texts instill? Beyond this historical focus, this course will also reflect on ways that these literary and religious texts have been appropriated and adapted in the modern context. Each period dedicated to a specific text will be preceded by an introduction to the tradition it represents offering a historical background together with biographical and/or content outlines. Format The course format will include a combination of lecture and discussion. Students will be encouraged to exercise critical thinking and to participate in class discussions. Students will analyze primary source material in translation, critically evaluate content and concepts, and will be encouraged to synthesize the information and communicate it effectively and thoroughly.

Overview of Course
How have urban Chinese challenged the authoritarian rule of the Chinese Communist Party in the twenty-first century? What are the activist causes around which urban Chinese have rallied despite the risk of state repression? Given that activists risk persecution, prison, and torture, who would do this? How do activists maintain the emotional resilience to stand up to authoritarian rule? What are activists’ tactics and strategies? To answer these questions, we will study reporters, labor organizers, environmental activists, religious activists, lawyers, and feminist activists. Many activists oppose the authoritarian state in the name of freedom. I have found that many urban Chinese are happy, or at least content, in their lives today. The insight that hundreds of millions of people can be happy or content even though they are lacking freedom is so astonishing to me, I have begun to question my own understanding of freedom. Is freedom a specifically Western concept? Should the notion of freedom have universal relevance? Should we demand of the Chinese people that they democratize? Or is this demand Orientalist? Or racist? Is the demand that Chinese democratize another way of saying, “They must become like us”? The Chinese Communist Party is a threat to United States democracy. Thinking about China and acting toward China, how are we to combine the defense of our democracy and the injunction to stay clear of Orientalism? Who is a greater threat to our democracy, the Chinese Communist Party or the Republican Party? It turns out that we, unfortunately, cannot study Chinese activists without finding a framework to evaluate Chinese authoritarian rule in political and ethical terms. Evaluating Chinese authoritarian rule involves thinking about ourselves. Are some Americans benefitting from authoritarian rule in China? Is the Chinese Communist Party profitable for some Americans? Would the United States economy collapse without Chinese poverty? Who are we in moral, political, and ethical terms to claim the high ground and criticize the Chinese Communist Party? It is possible to argue that Western modernity is flawed beyond rescue. From this perspective, are we in a desperate search for an alternative modernity? Can China be our inspiration for an alternative modernity? Or, would you agree with those Hong Kong activists who have coined the term Chinazi to indicate that, in their view, China increasingly resembles Hitler’s Germany?

Registration Requirements
No prerequisites. All teaching materials are in English

Learning Objectives
This class shall alert students to the fragility of democracy: Is our democracy in existential peril? Does the Chinese Communist Party pose a threat to our democracy? What is life like under authoritarian rule? What are the odds in the struggle of ordinary people against an authoritarian state? Which Americans have benefitted from Chinese authoritarian rule? Can we make demands on Chinese people in the name of universal values? Given the planetary scope of human-made global warming, can we demand that Chinese people restructure their economy?

Teaching Method
Discussion

Evaluation Method
You will read about sixty pages per class meeting, or circa one hundred twenty pages per week. To participate actively in class discussion, you must prepare the assigned readings outside of class for six hours per week. This includes taking good reading notes and bringing your reading notes to class. Class Discussion 50% Take-home Exam 15% Final Paper 35%

Course Materials (required)
We will discuss select chapters from the following books. All of these required books are available to you as e-books through the Library’s website.

Sebastian Veg. Minjian. The Rise of China’s Grassroots Intellectuals. New York: Columbia 2019. 978-0-231-19140-1

Ching Kwan Lee. Against the Law. Labor Protests in China’s Rustbelt and Sunbelt. Berkeley: California 2007.978-0-520-25097-0

David Ownby. Falun Gong and the Future of China. New York: Oxford 2008. 978-0-19-973853-3

Joshua Goldstein. Remains of the Everyday. A Century of Recycling in Beijing. Oakland: California 2021.

Rongbin Han. Contesting Cyberspace in China. Online Expression and Authoritarian Resilience. New York: Columbia 2018.

Leta Hong Fincher. Betraying Big Brother: The Feminist Awakening in China. New York: Verso 2018. 978-1-78663-364-4

Margaret Hillenbrand. Negative Exposure: Knowing What Not to Know in Contemporary China. Durham: Duke 2020. 978-1-4780-0800-2

Overview of Course

The seminar is designed to foster dialogues between Media Studies and Area Studies. The key questions we will be asking are: What is media and its relationship to our subjectivity? How are media practices in East Asia related to the formation of certain subjectivities and cultural identities? How are these practices related to our everyday experience and immersion in the contemporary global media landscape? What are the social contexts and histories that propel us to study East Asia (East Asian media in this case)? Who constitutes this we? How do we study East Asia while avoiding an orientalist lens in our analysis and othering the other? While learning about various media practices in East Asia, students will be asked to be self-reflective in considering these questions.

Teaching Method
Discussion with lectures

Evaluation Method
1. Regular attendance, preparation of all readings, and active participation
2. Short writing assignments
3. Discussion leading
4. Final paper

Class materials (required)
All assigned readings are accessible through Canvas.

Overview of Course

This seminar considers methods of comparison and interdisciplinarity in relation to the field of Comparative Literature. It offers a brief history of that field and some of its influential texts as a starting point for thinking through alternative methods of “doing” comparative and relational literary and cultural studies today. Of particular concern is the challenge of working within (or between) Eurocentric fields that struggle to make equal space for different traditions and the methods, questions, and theories best suited to them. What does it mean to work in a field that doesn’t necessarily understand the work you’re doing and why you’re doing it? Of equal importance is the challenge of working across fields that are epistemologically and institutionally isolated from one another. How, for example, do you bring insights from other fields (in which you are not formally trained) to bear on your own research, particularly when both home and “outside” fields are not in conversation with one another? What does scholarly rigor look like when it comes to interdisciplinary work? We will approach these challenges and questions by looking at recent comparative and interdisciplinary scholarship in several broad fields, including the environmental humanities.

Teaching Method
Discussion

Evaluation Method
Attendance, Preparation, Participation: 20% Response Papers: 20% Presentation: 10% Final Essay: 50%

Course Materials (required)
Course Reader

Overview of class 
This three-quarter sequence of beginning college level Chinese is designed for true beginners with no previous background in the language. This course is an introduction to Chinese, its basic grammar, pinyin system, vocabulary, usage, and the Chinese writing system. It also focuses on developing basic communicative skills and knowledge of the Chinese culture. There will be extensive student-oriented practice in pronunciation, conversations, listening comprehension, and sentence structures in class.  Our goal is to lay the solid ground work for your study of Chinese whether you plan to have a concentration in Chinese or to satisfy a language requirement. Upon satisfactory completion of the course, students are expected to reach Novice-High level of the ACTFL proficiency guidelines. (http://actflproficiencyguidelines2012.org) 

Registration Requirements
 

Except for Chinese 111-1, students must pass the preceding course with C- or above, or must be placed into the course by the departmental placement test. 

Learning Objectives: 

By the end of the course, students will be able to: 

• Have a good command of the pronunciation system of Mandarin Chinese. 
• Have a good command of Chinese characters in both handwriting and typing. 
• Use Mandarin Chinese to carry out conversations on daily-life topics (e.g., food preference, hobbies and activities, shopping, visiting a doctor, Chinese culture and relationships. 
• Write short passages on the topics above. 
• Gain and demonstrate cultural knowledge discussed in the units. 

Teaching Method 
There will be extensive student-oriented practice in pronunciation, conversations, listening comprehension, and sentence structures in class. English will be used mainly for instruction on sentence structures and patterns. Interaction between instructor and among students will be in Chinese. 
 
Evaluation Method 
Attendance and participation   
Written assignments 
Dictations 
Oral quizzes 
Written quizzes 
Final exam 

Class Materials (Required) 
Fall quarter and Winter quarter 
Textbook and Workbook: Modern Chinese 1A Simplified Characters (second edition) 
Publisher: Better Chinese ISBN: 978-1-60603-573-3 (textbook); 978-1-60603-572-6 (workbook)  
Price:$59.95(textbook) $ 29.95(workbook) 

Spring quarter 
Textbook and Workbook: Modern Chinese 1B Simplified Characters (second edition) 
Publisher: Better Chinese ISBN: 978-1-60603-578-8 (textbook) 978-1-60603-579-5 (workbook) 
Price:$59.95(textbook) $ 29.95(workbook) 

Overview of class 

Accelerated Chinese 115 (115-1, 2, 3) is designed for advanced beginners who demonstrate higher levels of listening and speaking proficiency. This course aims to help students further hone all four skills with an emphasis on reading and writing. The literacy goal is to master around 350 characters and to reach the intermediate-low to intermediate-mid level of literacy proficiency.   

Registration Requirements
 

Except for Chinese 115-1, students must pass the preceding course with C- or above, or must be placed into the course by the departmental placement test. 

Learning Objectives:            
 

• Carry out daily conversations with Chinese native speakers using appropriate wordings and manners for various contexts
• Read and comprehend short notes and simple stories written in Chinese
• Write short, simple communications, compositions, and requests for information in Chinese about personal topics
• Master the Chinese phonetic symbols (pinyin) for typing in Chinese

Teaching Method
 

This course meets four days a week and is conducted in Chinese. Class time mainly focuses on discussion based on the reading and/or writing assignments students complete before class. 

Evaluation Method
 

Classroom attendance and participation, reading and writing assignments, presentations, dictations, written quizzes and one final exam 

Class Materials (Required) 
Fall quarter: 

Textbook Integrated Chinese (Volume I, 4th edition), 
Publisher: Cheng & Tsui Company.  
ISBN: 978-1622911356 
Price: $59.99 

 Winter quarter & Spring quarter: 
Textbook Integrated Chinese (Volume II, 4th edition), 
Publisher: Cheng & Tsui Company.  
ISBN: 978-1622911417 
Price: $63.99 

Overview of class: 

This year-long course is designed for students who have completed Chinese 111 at Northwestern or the equivalent elsewhere. It aims to further develop students’ Chinese proficiency through: (1) consolidating the foundation built in students’ beginning modern Chinese courses; (2) introducing them to more complex grammatical structures, varieties of language styles, and cultural information. Upon satisfactory completion of the course, students are expected to be able to handle various types of more complex daily conversational situations and short passages on familiar topics. Successful completion of CHINESE 121-3 will satisfy the WCAS foreign language requirement. In addition, they will reach Intermediate mid to Intermediate high in reading, writing, listening and speaking according to ACTFL proficiency guidelines. 

Registration Requirements
   

Students must pass the preceding course with C- or above, or must be placed into the course by the departmental placement test. 

Learning Objectives 

By the end of the course, students will be able to 

• Speak in full sentence-length on topics of daily life with relative ease. 
• Give descriptions and presentations in a short paragraph on topics covered in the course. 
• Comprehend written texts on the topics covered in the course. 
• Demonstrate knowledge of Chinese culture covered in the course. 

Teaching Method
 

This course is conducted mostly in Chinese. Class time mainly focuses on speaking and listening skill development. There will also be reading and writing activities and assignments. Students are expected to be fully prepared for each lesson. 

Evaluation Components
 

Class attendance and participation, assignments, quizzes, oral tests, presentations, midterm and final exam. 

Class Materials (Required)
 
Fall quarter 
1. Textbook and workbook: Modern Chinese 1B (Second Edition) Simplified Characters  
Publisher: Better Chinese  
ISBN: 978-1-60603-578-8 (textbook): 978-1-60603-579-5 (workbook)  
Price: $59.95 (textbook); $29.95(workbook) 

2. Modern Reader vol.1 （ebook）: $35

Winter quarter  

1. Textbook and workbook: Modern Chinese 1B (Second Edition) Simplified Characters  
   Publisher: Better Chinese  
   ISBN: 978-1-60603-578-8 (textbook): 978-1-60603-579-5 (workbook)  
   Price: $59.95 (textbook); $29.95(workbook) 

Note to students who join Chinese 121-2 in fall through the placement test: You may purchase the textbook and workbook ebooks instead of the physical ones on the publisher's website: betterchinese.com 

2. Modern Reader vol.1 （ebook）: $35
   3. Textbook and workbook: Modern Chinese 2A Simplified Characters 
   Publisher: Better Chinese  
   ISBN: 978-1-60603-487-3(textbook); 978-1-60603-488-0 (workbook) 
   Price: $69.95 (textbook); $34.95(workbook) 

Spring quarter 

Textbook and workbook: Modern Chinese 2A Simplified Characters  
Publisher: Better Chinese  
ISBN: 978-1-60603-487-3(textbook); 978-1-60603-488-0 (workbook) 
Price: $69.95 (textbook); $34.95(workbook) 

Overview of class: 

This year-long course is designed for students who have completed Chinese 111 at Northwestern or the equivalent elsewhere. It aims to further develop students’ Chinese proficiency through: (1) consolidating the foundation built in students’ beginning modern Chinese courses; (2) introducing them to more complex grammatical structures, varieties of language styles, and cultural information. Upon satisfactory completion of the course, students are expected to be able to handle various types of more complex daily conversational situations and short passages on familiar topics. Successful completion of CHINESE 121-3 will satisfy the WCAS foreign language requirement. In addition, they will reach Intermediate mid to Intermediate high in reading, writing, listening and speaking according to ACTFL proficiency guidelines. 

Registration Requirements
   

Students must pass the preceding course with C- or above, or must be placed into the course by the departmental placement test. 

Learning Objectives 

By the end of the course, students will be able to 

• Speak in full sentence-length on topics of daily life with relative ease. 
• Give descriptions and presentations in a short paragraph on topics covered in the course. 
• Comprehend written texts on the topics covered in the course. 
• Demonstrate knowledge of Chinese culture covered in the course. 

Teaching Method
 

This course is conducted mostly in Chinese. Class time mainly focuses on speaking and listening skill development. There will also be reading and writing activities and assignments. Students are expected to be fully prepared for each lesson. 

Evaluation Components
 

Class attendance and participation, assignments, quizzes, oral tests, presentations, midterm and final exam. 

Class Materials (Required)
 
Fall quarter 
1. Textbook and workbook: Modern Chinese 1B (Second Edition) Simplified Characters  
Publisher: Better Chinese  
ISBN: 978-1-60603-578-8 (textbook): 978-1-60603-579-5 (workbook)  
Price: $59.95 (textbook); $29.95(workbook) 

2. Modern Reader vol.1 （ebook）: $35

Winter quarter  

1. Textbook and workbook: Modern Chinese 1B (Second Edition) Simplified Characters  
   Publisher: Better Chinese  
   ISBN: 978-1-60603-578-8 (textbook): 978-1-60603-579-5 (workbook)  
   Price: $59.95 (textbook); $29.95(workbook) 

Note to students who join Chinese 121-2 in fall through the placement test: You may purchase the textbook and workbook ebooks instead of the physical ones on the publisher's website: betterchinese.com 

2. Modern Reader vol.1 （ebook）: $35
   3. Textbook and workbook: Modern Chinese 2A Simplified Characters 
   Publisher: Better Chinese  
   ISBN: 978-1-60603-487-3(textbook); 978-1-60603-488-0 (workbook) 
   Price: $69.95 (textbook); $34.95(workbook) 

Spring quarter 

Textbook and workbook: Modern Chinese 2A Simplified Characters  
Publisher: Better Chinese  
ISBN: 978-1-60603-487-3(textbook); 978-1-60603-488-0 (workbook) 
Price: $69.95 (textbook); $34.95(workbook) 

Overview of class: 

Accelerated Chinese 125 (125-1, 2, 3) is an intermediate course primarily designed for students at ACTFL intermediate-mid level of proficiency in listening and speaking, and intermediate-low in literacy skills. This course aims to help students further hone all four skills with an emphasis on reading and writing. The literacy goal is to master 1500-2000 characters and to reach an intermediate-high level of literacy proficiency.   

Registration Requirements: 

Students must pass the preceding course with C- or above, or must be placed into the course by the departmental placement test.  

Learning Objectives: 

The goals of this course are to help students: (a) achieve a basic level of reading competency; (b) express themselves clearly in written Chinese on a variety of topics using learned grammar patterns and vocabulary; (c) reinforce their speaking proficiency on a broad range of topics; (d) cultivate their intercultural competence and ability to juxtapose and communicate across different cultures. 

Teaching Method: 

Four regular class hours are for learning of the key vocabulary, analysis of sentence structure, familiarity with Chinese culture, awareness of different registers, and discussion of topics related to the texts and supplementary readings. Students are expected to write and report on topics that have been covered in the texts and supplementary readings.   

Evaluation Method: 

Class performance, written assignments, oral reports, written quizzes, and a final exam.  

Class Materials (Required): 

Fall quarter: 
Textbook and workbook : Integrated Chinese, Level 2, Part1 (3rd ed.);  
Publisher: Cheng & Tsui Company. 
ISBN: 9780887276798 (textbook); 9780887276835 (workbook) 
Price: $58.99(textbook); $27.99 (Workbook) 

Winter quarter & Spring quarter: 
Textbook and workbook : Integrated Chinese, Level 2, Part2 (3rd ed.);  
Publisher: Cheng & Tsui Company. 
ISBN: 9780887276880 (textbook); 9780887276927 (workbook) 
Price: $59.99(textbook); $28.99 

Overview of class
 

CHINESE 211 is a year-long intermediate-level course, designed to further develop students' communicative competence in listening, speaking, reading and writing in modern Chinese as well as to deepen understanding of Chinese culture and social issues. The course systematically expands students' vocabulary and help them produce paragraphs, particularly in the area of description, comparison and introduction. The goal of the course is to effectively build descriptive and comparative skills through rigorous activities and discussion on various topics. Chinese is the language used in this course. Upon satisfactory completion of the whole sequence course, students are expected to reach Intermediate-High level of the ACTFL proficiency guidelines. 

Registration Requirements 

Students must pass the preceding course with C- or above, or must be placed into the course by the departmental placement test. 

Learning Objectives: 

By the end of the course, students will be able to  

• Describe exterior features of objects, and discuss spatial layouts in a clear and structured manner. 
• Use specific and vivid expressions to describe impressions pertaining to a person’s appearance, manner and style. 
• Describe in detail weather conditions and natural disasters, personal feelings specifically and vividly. 
• Introduce and compare climate features and prepare reports of weather in paragraph(s). 
• Discuss some social and cultural topics in the given contexts. 

Teaching Method
  

Bottom-up approach to expand progressively from words to sentences, and sentences to paragraphs with student-centered communicative and task-based activities. Class conducted in Chinese. 

Evaluation Method
 

Class attendance and participation, homework/projects, quizzes, oral presentations, and written exams.  

Class Materials (Required)  

Developing Chinese Fluency Textbook ($64) and Workbook ($43); Author: Phyllis Zhang; Publisher: Cengage Learning. ISBN: 978-1-111-34223-4 

Overview of class  

Chinese 311 is a quarter-long series of Chinese courses composed by the following independent courses: Chinese 311-1: Formal Speaking, Chinese 311-2: Formal Writing, and Chinese 311-3: Formal Reading. The courses are designed to develop students’ abilities to speak and write formal Chinese respectively, as well as to read short literary works in Chinese. The content of the courses cover argumentations and articles on various topics, including Chinese culture, society and contemporary history. Student will also read authentic Chinese literary works in different written forms and language styles by various authors, with a focus on their cultural and social background. The goal of the courses is to train students to use written vocabulary and formal expressions as well as know how to arrange a structured speaking/writing with complete format and logical connections. Students will reach advanced low in reading, writing, listening and speaking based on ACTFL proficiency guidelines. 

Registration Requirements  

CHINESE 211-3 with grade C- or above.  

Students may be placed into this course by the departmental placement test. 

Learning Objectives:  

Upon satisfactory completion of 311-1, students will be able to use formal expressions to deliver a structured speech with logical arguments. Upon satisfactory completion of 311-2, students will be able to write essays in a formal style in depth about complex topics. Upon satisfactory completion of 311-3, students will be able to comprehend in depth authentic literary works in Chinese language and communicate efficiently their understanding in speaking and written forms. 

Teaching Method 

Class meets twice per week, 80 minutes per class. The course is designed with intensive student-oriented activities through reading various class materials, including essays, media reports and authentic Chinese literature works. Students are expected to read materials ahead of class, participate in in-class discussions led by the instructor, and make formal statements, arguments, speeches and debates about social and cultural phenomena in paragraphs. With instructor’s necessary corrections and suggestions on students’ papers, they are expected to present their works as formal oral presentations. Chinese is used for instruction. 

Evaluation Method 
Attendance 
Classroom participation 
Homework
Papers 
Oral Presentations 

Class Materials (Required) 

Fall quarter & Winter quarter: 
Textbook: Crossing Culture Boundaries (second edition)  
Author: Kunshan Carolyn Lee, Hsin-hsin Liang, Liwei Jiao, Julian K Wheatley 
ISBN: 978-0-415-77407-9 

Spring quarter: 
Textbook: Reading Chinese Short Short Stories                                                                                                                 Author: Aili Mu, Ling Mu, Rongzhen Li                                                                                                                                           Printed by www.lulu.com ISBN: N/A 

Overview of the class
This course is a year long, three quarter sequence, and is meant for students with no Hindi-Urdu background. At the beginning of the three quarter sequence, the students are not expected to be able to speak, understand, read or write any Hindi-Urdu. In the first quarter (Hindi-Urdu 111-1) the students are introduced to the Hindi (Devanagari) script and to aspects of Hindi-Urdu grammar. By the end of this quarter the students are be able to talk about their family, their routines, their likes and dislikes, and also describe actions in progress. In the second quarter (Hindi-Urdu 111-2), the students continue to learn new grammatical constructions. By the end of the second quarter the students are able to talk about events in the past and the future. In the third quarter (Hindi-Urdu 111-3) students learn to express possibilities, wants, abilities and capabilities. They also learn finer aspects of grammar. The third quarter culminates in a cooking project, which requires the students to use the cumulative language skills that they would have honed over the period of the academic year. By the end of this quarter students achieve intermediate-low language skills in Hindi-Urdu. 

Registration Requirements
None for Hindi-Urdu 111-1, Hindi-Urdu 111-1 with a C- or better for Hindi-Urdu 111-2, Hindi-Urdu 111-2 with a C- or better for Hindi-Urdu 111-3, and by placement test or with instructor consent.

Teaching Method
Textbook, word-games, YouTube videos, internet and in-class materials

Evaluation Method
Assessment is based on weekly quizzes, attendance, classroom participation and presentations, home assignments, mid-terms and an oral interviews. No final exam.

Class Materials (Required)

Richard Delacy and Sudha Joshi Elementary Hindi  ISBN-13: 978-0804845038

Oxford Hindi-English Dictionary*  ISBN-13: 978-0198643395

Oxford English-Hindi Dictionary  ISBN-13: 978-0195648195

Class Materials (Recommended)

Introduction to Hindi Grammar by Usha R. Jain ISBN-13: 978-0944613252

Overview of class
This is a year long, three quarter language sequence. Students start the year by working on reinforcing all the language skills attained the year before, and adding the Nastaliq (Urdu) script to their skill set. They continue developing speaking skills and listening comprehension, as well as expanding the Hindi-Urdu grammar and vocabulary. We do so by reading poems, short stories, blogs, watching and discussing movie clips, short films and videos, and making in-class presentations. Some of the topics that we touch upon during the year are short Hindi-Urdu stories, stories from the Ramayana, the Mahabharata, the tales of Akbar and Birbal, etc. By the end of the three quarter sequence students attain intermediate-mid or higher language proficiency in Hindi-Urdu.

Note: Please purchase all the required textbooks in the fall quarter, as this is the only quarter that they are ordered during the year.

Registration Requirements
C- or better in Hindi-Urdu 111-3 for Hindi-Urdu 121-1, Hindi-Urdu 121-1 for Hindi-Urdu 121-2, Hindi-Urdu 121-2 for Hindi-Urdu 121-3, and by placement test or with instructor consent.

Teaching Method
Textbook, extra materials, movies.

Evaluation Method
The students are graded on the basis of home assignments, weekly quizzes, midterm, attendance, oral interviews and class participation. No final.

Class Materials (Required)
Advanced Hindi Grammar (2007) by U. Jain. Publisher: Institute of East Asian Studies; ISBN-10: 094461342X ISBN-13: 978-0944613429

Oxford Urdu-English Dictionary*  ISBN-13: 978-0195979947

Oxford English Urdu Dictionary  ISBN-13: 978-0195793406

Oxford Hindi-English Dictionary*  ISBN-13: 978-0198643395

Oxford English-Hindi Dictionary ISBN-13: 978-0195648195
 

Class Materials (Recommended)

Intermediate Hindi Reader (1999) by U. Jain with K. Schomer. Publisher: Institute of East Asian Studies; ISBN-10: 087725351X ISBN-13: 978-0877253518

Intermediate Hindi (1996) by Y. Kachru and R. Pandharipande Publisher: Motilal Banarsidass. ISBN-10: 8120805585 ISBN-13: 978-8120805583

Overview of class

Japanese I (JAPANESE 111-1, 2 and 3) is a yearlong course that covers the first half of college level elementary Japanese.  In Japanese I, students will build a solid foundation while developing the four skills of speaking, listening, reading, and writing.  Students will also learn various aspects of Japanese culture and society through in-class activities, written assignments, and projects.  Careful and thorough review and preparation for each class session is required.

Registration Requirements

Except for JAPANESE 111-1, students must pass the preceding course with C- or above, or must be placed into the course by the departmental placement test.

 Learning Objectives  


The goal of Japanese I is to bring students’ overall Japanese proficiency to the Intermediate-Low level defined by the American Council on Teaching of Foreign Languages (ACTFL) proficiency guidelines.  Upon the satisfactory completion of the course, students will be able to greet, introduce themselves, describe their families and friends, and discuss their daily routines and experiences. 

Teaching Method  


This course is conducted mostly in Japanese, and class hours are spent mainly on oral proficiency development.  Written assignments are given for reading and writing proficiency development. 



Evaluation Method 

Class participation and performance; assignments; quizzes; oral, listening, and written examinations.



Class Materials (Required) 

Oka, M. et al. (2021).  TOBIRA 1: Beginning Japanese. Tokyo: Kuroshio Publishers.  ISBN 978-4-87424-870-6.

Class Materials (Suggested)
 

Endo-Hudson, M (1994). English Grammar for Students of Japanese. Ann Arbor: The Olivia and Hill Press. ISBN: 0-934034-16-8; Makino, S. & Tsutsui M. (1989). Dictionary of Basic Japanese Grammar. Tokyo: The Japan Times. ISBN 4-7890-0454-6; Kodansha (2012). Kodansha's Essential Kanji Dictionary. Tokyo: Kodansha. ISBN: 978-1568363974.

Overview of class

Japanese II (JAPANESE 121-1, 2 and 3), sequel to Japanese I (JAPANESE 111), is a yearlong course that covers the second half of college level elementary Japanese and prepares students for intermediate Japanese (JAPANESE 211). In this course, students will continue developing the four skills (speaking, listening, reading, and writing) and learn various aspects of Japanese culture and society through readings, video viewing, written assignments, and in-class activities. The emphasis will be on developing the skills necessary to use auxiliary verbs and complex sentences to express subtle differences in meaning and accuracy appropriate to the given contexts. Students will also practice cohesively describing their experiences and summarizing a story that they heard, read, or watched. Careful and thorough review and preparation for each class session are required. With consistent oral and written feedback from the instructor, students will enhance their language and cultural awareness, leading to increased understanding, appreciation, and utilization of the target language, to become autonomous learners.

Registration Requirements

Students must pass the preceding course with C- or above, or must be placed into the course by the departmental placement test.

 Learning Objectives 

The year-end proficiency goal of Japanese II is for the students to reach the Intermediate-Mid level defined by the American Council on Teaching of Foreign Languages (ACTFL) proficiency guidelines and A2 - B1 defined in the Common European Framework of Reference for Language (CEFR). Upon the satisfactory completion of the course, students will be able to handle various types of more complex daily conversational situations and passages. 

Teaching Method

This course is conducted mostly in Japanese. Class hours are spent mainly on oral proficiency development, and written assignments are given for reading and writing proficiency development.

 Evaluation Method

Class participation and performance, assignments, quizzes, oral and written examinations, and essays

 Class Materials (Required)

Oka, M. et al. (2022). TOBIRA II: Beginning Japanese. Tokyo: Kuroshio Publishers. ISBN 978-4-87424-900-0.

 Class Materials (Suggested)

Kodansha's Essential Kanji Dictionary. Tokyo: Kodansha. ISBN 978-1568363974; Endo-Hudson, M. (1994). English Grammar for Students of Japanese. Ann Arbor: The Olivia and Hill Press. ISBN 978-0934034166; Makino, S. & Tsutsui, M. (1989). Dictionary of Basic Japanese Grammar. Tokyo: The Japan Times. ISBN 978-4789004541.

Overview of class
Japanese III (JAPANESE 211-1, 2, 3) is a yearlong course, sequel to Japanese II (JAPANESE 121-1, 2, 3), that covers college-level intermediate Japanese. In Japanese III, students will continue developing the four skills of speaking, listening, reading, and writing, and learning various aspects of Japanese culture and society through reading materials, TV dramas, class discussions and an interview project (211-2, 3). A large number of intermediate to advanced-level expressions and Kanji is introduced to prepare students to the advanced-level Japanese.  The casual speech and formal writing styles are also introduced, and students will become familiarized with different language styles for different settings. Students are expected to prepare for each class session through assignments and quizzes.  JAPANESE 211-1 aims to finetune grammatical roughness and bring overall proficiency to the Intermediate-Mid level proficiency defined by the American Council on Teaching of Foreign Languages (ACTFL) proficiency guidelines.  JAPANESE 211-2 and -3 aim to bring students’ proficiency to ACTFL’s Intermediate-High level as close as possible.

Registration Requirements
Students must pass the preceding course with C- or above, or must be placed into the course by the departmental placement test.

Learning Objectives
Upon the successful completion of the year-long course, the students will be able to 1) comfortably and appropriately handle daily situations, 2) describe and narrate daily events and personal experiences in an organized manner, 3) summarize the main points of what is read, seen, or heard, 4) use casual/formal speech and written styles, 5) use approximately 500 basic kanji characters in context and attain working knowledge of additional kanji that are frequently used in media, and 6) communicate with native speakers on familiar topics in informal settings. The students are also expected to 7) deepen their understanding of customs, culture, and social phenomena of contemporary Japan, and 8) learn to study independently.

Teaching Method
In-class discussion.  Review and preparation for each class session are expected. This course is conducted in Japanese.

Evaluation Method
Class participation and performance, assignments, quizzes, oral and written examinations and projects.

Class Materials (Required)

JAPANESE 211-1

Yasui et al. (2019).  QUARTET: Intermediate Japanese Across the Four Language Skills, Vol.1 (English Edition). Tokyo: The Japan Times. ISBN: 978-4789016957

Yasui et al. (2019). QUARTET: Intermediate Japanese Across the Four Language Skills, Vol.1, Workbook (English Edition). Tokyo: The Japan Times.  ISBN: 978-4789016964

JAPANESE 211-2

Yasui et al. (2019).  QUARTET: Intermediate Japanese Across the Four Language Skills, Vol.1 (English Edition). Tokyo: The Japan Times. ISBN: 978-4789016957

Yasui et al. (2020). QUARTET: Intermediate Japanese Across the Four Language Skills, Vol.2 (English Edition). Tokyo: The Japan Times. ISBN: 978-4789017459

Yasui et al. (2019). QUARTET: Intermediate Japanese Across the Four Language Skills, Vol.1, Workbook (English Edition). Tokyo: The Japan Times.  ISBN: 978-4789016964

Yasui et al. (2020). QUARTET: Intermediate Japanese Across the Four Language Skills, Vol.2, Workbook (English Edition). Tokyo: The Japan Times.  ISBN: 978-4789017466

JAPANESE 211-3

Yasui et al. (2020). QUARTET: Intermediate Japanese Across the Four Language Skills, Vol.2 (English Edition). Tokyo: The Japan Times. ISBN: 978-4789017459

Yasui et al. (2020). QUARTET: Intermediate Japanese Across the Four Language Skills, Vol.2, Workbook (English Edition). Tokyo: The Japan Times.  ISBN: 978-4789017466

Overview of class
This is a year-long first-year course designed for beginning learners without previous knowledge in Korean language. The course aims to build students' all-around communicative ability in speaking, reading, listening and writing with a great emphasis on developing the conversational skill.  Students will learn various aspects of Korean culture and society throughout the course.

Registration Requirements
None for Fall Quarter

Completion of 111-1 or a departmental placement test for Winter Quarter; Completion of 111-2 or a departmental placement test for Spring Quarter

Learning Objectives

This course is designed to have students reach their oral proficiency at the Intermediate Low level of the ACTFL guideline by the end of year as well as to achieve the competency in interpersonal, presentational and interpretive communication and culture in conjunction with the National Standards. 

Teaching Method
Students will learn the basic elements of Korean language such as pronunciation, vocabulary, grammar, and sentence structure. In this student-centered class, students will actively participate in speaking, reading, writing and listening activities. Related supplemental materials such as video clips and reading texts will be incorporated to enhance students' listening and reading skills as well as the cultural understanding.

Evaluation Method
Grade will be based on attendance and participation, vocabulary quizzes and lesson tests, assignments, oral tests and performance, and final examination.

Class Materials (Required)

  Integrated Korean (3^rd edition): Beginning 1 & 2 (University of Hawaii Press)
 978-0-8248-7619-7 & 978-0-8248-8331-7

 Workbook (3^rd edition): Beginning 1 & 2 (University of Hawaii Press)
978-0-8248-7650-0 & 978-0-8248-8336-2

Overview of class
This is a year-long first-year course designed for beginning learners without previous knowledge in Korean language. The course aims to build students' all-around communicative ability in speaking, reading, listening and writing with a great emphasis on developing the conversational skill.  Students will learn various aspects of Korean culture and society throughout the course.

Registration Requirements
None for Fall Quarter

Completion of 111-1 or a departmental placement test for Winter Quarter; Completion of 111-2 or a departmental placement test for Spring Quarter

Learning Objectives

This course is designed to have students reach their oral proficiency at the Intermediate Low level of the ACTFL guideline by the end of year as well as to achieve the competency in interpersonal, presentational and interpretive communication and culture in conjunction with the National Standards. 

Teaching Method
Students will learn the basic elements of Korean language such as pronunciation, vocabulary, grammar, and sentence structure. In this student-centered class, students will actively participate in speaking, reading, writing and listening activities. Related supplemental materials such as video clips and reading texts will be incorporated to enhance students' listening and reading skills as well as the cultural understanding.

Evaluation Method
Grade will be based on attendance and participation, vocabulary quizzes and lesson tests, assignments, oral tests and performance, and final examination.

Class Materials (Required)

  Integrated Korean (3^rd edition): Beginning 1 & 2 (University of Hawaii Press)
 978-0-8248-7619-7 & 978-0-8248-8331-7

 Workbook (3^rd edition): Beginning 1 & 2 (University of Hawaii Press)
978-0-8248-7650-0 & 978-0-8248-8336-2

Overview of class
This is a year-long second-year Korean course for continuing students who finished Korean I or who have the equivalent proficiency. The course aims to further develop students' four skills in speaking, listening, reading and writing to the intermediate level and also to bring up the competency of Communication, Comparisons and Cultures in conjunction with the National Standards.

Registration Requirements
Completion of 111-3 or the departmental placement test for Fall Quarter; Completion of 121-1 or a departmental placement test for Winter Quarter; Completion of 121-2 or a departmental placement test for Spring Quarter

Learning Objectives
This course is designed to have students reach their oral proficiency at the Intermediate Mid level of the ACTFL guideline by the end of year as well as to achieve the competency in interpersonal, presentational and interpretive communication and culture in conjunction with the National Standards. 

Teaching Method
Various communicative activities will be employed to develop the interpersonal, interpretive, and presentational skills. Also, authentic reading, writing, and visual materials that cover a wide spectrum of socio-cultural and academic themes will be provided to enhance student’s overall competency and cultural understanding.

Evaluation Method
Grades will be given based on attendance and class participation, vocabulary quizzes, lesson tests, assignments, oral test and performance, and final examination.

Class Materials (Required)
Integrated Korean (3^rd  edition):  Intermediate 1 & 2 (University of Hawaii Press)
978-0-8248-8677-6  & 978-0-8248-8682-0
 
Workbook (3^rd edition)  : Intermediate 1 & (University of Hawaii Press)
978-0-8248-8676-9 & 978-0-8248-8683-7

Overview of class
This is a year-long third-year course designed to further develop students’ linguistic and cultural ability, particularly to enhance the overall communicative skills in speaking, listening, reading and writing to the Intermediate-Advanced level.  The vocabulary, contents, tasks, and topics covered in class are to address a wide spectrum of linguistic and socio-cultural aspects and students will gain in-depth knowledge and understanding of Korean culture and society.

Registration Requirements
Completion of 121-3, 125-2 or the departmental placement test for Fall Quarter; Completion of 211-1 or a departmental placement test for Winter Quarter; Completion of 211-2 or a departmental placement test for Spring Quarter

Learning Objectives
This course is designed to have students reach their oral proficiency at the Advanced Low level of the ACTFL guideline by the end of year as well as to develop the competency in interpersonal, presentational and interpretive communication and culture in conjunction with the National Standards. 

Teaching Method
Various communicative activities will be employed with the emphasis on developing three modes of communication in advanced proficiency: Interpersonal, interpretive, and presentational communication.  Related authentic and cultural materials will be incorporated to enhance comparison and intercultural competence.

Evaluation Method
Grades will be given based on attendance and class participation, vocabulary quizzes, lesson tests, assignments, essays, oral presentations, and final project.

Class Materials (Required)
Sogang Korean 4A & 4B Students’ Book (2015) Sogang University
978-89-92491-84-6 18710 and 978-89-92491-88-4 18710

Sogang Korean 4A & 4B Workbook  (2015) Sogang University
978-89-92491-92-1 13710 and 978-89-92491-91-4 13710