This course is an introduction to academic writing in the humanities. More than technical skills and stylistic norms, we will focus on understanding how academic writing at the university level differs from that taught in high school. Students will be taught to approach academic writing as a practice of knowledge production aimed at communicating original ideas to an informed audience. We will develop these skills through an introduction to game studies--the academic study of video games--and the genre of the Japanese role-playing game (JRPG).
Learning Objectives As a First Year Writing Seminar, this course focuses on developing skills of academic writing. By the end of the course, students are expected to be able to do the following: • Effectively summarize and explain scholarly debates in a given discipline (game studies) • Describe cultural texts (games) from given disciplinary perspectives • Analyze cultural texts (games) in terms of given disciplinary concepts • Form original arguments in the context of disciplinary debates and support them through the analysis of specific materials. • Correctly identify different types of secondary sources, effectively deploy them in service of an original argument, and properly cite them to indicate their role in the argument.
In addition to writing skills, this course also offers an introduction to game studies and to the genre of the JRPG. By the end of the course, students are expected to be able to do the following: • Summarize and discuss major theoretical questions and scholarly debates surrounding video games and the methods for studying them • Describe formal qualities of interactive narrative as manifest in the JRPG and in individual games • Situate digital games (or tropes, techniques, genres, and styles of the same) in relation to relevant social, cultural, and historical contexts • Understand scholarly writing on relevant topics and apply it to deepen understanding of games
Teaching Method Lecture, Discussion, Workshop
Evaluation Method Attendance and participation, informal weekly journal, formal writing assignments, final paper
Class Materials (required) All class materials will be provided digitally in PDF format.
Overview of class 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 a 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 historical background together with biographical and/or content outlines.
Learning Objectives a) Gain exposure to a set of influential literary texts that combine the realms of religion and philosophy. b) Reflect upon a diversity of cultural worldviews represented in the texts. c) Critically analyze different literary genres, including doctrine, philosophy, ethics, and biography. d) Cultivate a deeper understanding of Buddhism, Daoism, and Confucianism e) Engage in consistent and cumulative writing practice in response to complex and challenging works.
Teaching Method Lecture and discussion
Evaluation Method Participation In-class presentations Weekly response papers Term paper
Class Materials (required) - Confucius / Annping Chin (transl). The Analects. Penguin Classics (2014) - ISBN 978-0143106852 - Lao Tzu / D.C. Lau (transl). Tao Te Ching. Penguin Classics; Reprint edition (1964) - ISBN 978-0140441314 - Tsangnyon Heruka / A. Quintman (transl). The Life of Milarepa. Penguin Classics; 1 edition (2010) - ISBN 978-0143106227 - Red Pine. The Platform Sutra: The Zen Teaching of Hui-neng (Paperback – November 28, 2008). Counterpoint, 2008. ISBN 978-1593761776
ASIAN LC 240 In a Divided Country: Literature and the Arts in Cold War Korea and Beyond
Overview of class This course examines how the Cold War division of the Korean Peninsula has shaped art, cultural representations, and cultural politics from 1945 to the present. Through the analysis of literature, film, visual art, and popular media, we explore how artists, writers, and ordinary people in both South and North Korea have navigated ideological boundaries, trauma, and national identity under the constraints of state censorship, Cold War-era politics, and global superpower influence. Focusing on themes of division, collective memory, and reunification, the course investigates how creative works not only engage with historical and contemporary realities but also use imagination to reflect on the past, present, and future of both the nation and the world. While providing a broad overview of Korean arts since the division, the course also examines contemporary works—including popular K-dramas—that reimagine separation and reunification in new and thought-provoking ways.
Teaching Method Interactive discussions supplemented by targeted lectures
Evaluation Method 1. Regular Attendance, Weekly Reading Responses, and Active Class Participation: 35% 2. Midterm Essay: 15% 3. Individual Discussion Leading: 20% 4. Final Essay: 30%
Class materials (required) All academic readings will be accessible on Canvas. Please purchase the following two novels: The Guest by Hwang Sok-yong (ISBN: 9781583227510) Your Republic Is Calling You by Kim Young-ha (ISBN: 978-0151015450) Additionally, we will be watching two TV shows on Netflix.
ASIAN LC 260 Midnight's Children: South Asian Literature and Culture after 1947
Overview of Course In August 1947, colonial India was divided into the newly independent nations of India and Pakistan. At the same moment as former colonial subjects celebrated their liberation, millions of people experienced, and perpetrated, violence and terror on a cataclysmic scale. As the strife of Partition continued to reverberate, the following years saw extremes of idealism, cynicism, invention, and ambition. In this course, we will examine the literature and culture of the decades after 1947, as the namesake children of Salman Rushdie’s famous novel grew up in their new postcolonial nations.
In addition to reading Rushdie’s Midnight’s Children, we will spend time with a variety of literary and artistic works, including fiction, poetry, films, plays, and paintings. Secondary works by scholars in a variety of fields will help us get below the surface and to consider a variety of ways to think about themes including democracy, conflict, gender, literary and artistic modernism, and the postcolonial condition.
Overview of class What kind of stories do video games tell, and what do these stories tell us about the cultures that produced them? How does the uniquely interactive nature of games give shape to the stories that they tell and the meanings that they convey? Where does the experience of play fit into the stories through which a culture produces meaning? This course explores these questions in the context of Japanese cultural history from the 1990s to the present.
Learning Objectives • Situate digital games (or tropes, techniques, genres, and styles of the same) in the historical and cultural contexts in which they were produced and/or consumed. • Describe individual games from the perspective of given theoretical concepts and historical contexts, and use such descriptions as a basis from which to analyze their formal structures. • Interpret digital games and game genres in terms of major narrative tropes and paradigms of Japanese popular culture between the 1980s and the present day. • Identify deeper social, cultural, or ideological meaning or value in individual games, even when such meanings are not immediately apparent or clearly intended. • Evaluate digital games on multiple, distinct, possibly conflicting measures of value; discuss and critique measures of value. • Use writing (formal and informal) and discussion to enrich their own experience of digital games.
Teaching Method Lecture and discussion
Evaluation Method Attendance and participation, online forum, weekly group presentations, final group project, final individual project
Class materials (required) All materials will be provided digitally in PDF format. Games will be available in the Media and Design Studio in Kresge Hall.
ASIAN LC 340* Transforming Seoul: From Imperial Periphery to Global Smart City
Overview of class Since the late 19th century, Seoul has undergone a profound transformation, connecting its historical past to the forces of global urbanization. This course examines the city's modern and contemporary development through the lens of Marxist urban theory, analyzing how Seoul continuously produces new spaces to sustain global capitalist accumulation. A key focus of the course is the relationship between urbanization and cultural representation, drawing on Fredric Jameson’s concept of “geopolitical aesthetics” to explore how literature, film, and media register the evolving social and economic landscape. By tracing the circulation of commodities, labor, and capital, we will consider how Seoul’s history reflects broader global processes, including colonialism, Cold War nation-state formation, and post-Fordist globalization. Through interdisciplinary readings in urban studies, critical media studies, literary and film analysis, and cultural theory, students will gain a deeper understanding of Seoul’s urban transformation and its significance within the wider context of planetary urbanization.
Teaching Method This course will be taught as a discussion-based seminar. Lectures will serve as supplementary material, and assume prior familiarity with the readings.
Evaluation Method 1. Regular Attendance, Preparation of Readings, and Active participation: 35% 2. Midterm Essay: 15% 3. Individual Discussion Leading: 20% 4. Final Essay: 30%
Class Materials (required) All readings will be available on Canvas. Most of the films required for the course will be accessible through either Canvas or the official channel of the Korean Federation Film Archive on YouTube. The exception is Master (2016) and 1987: When the Day Comes (2017), both of which are available for $3.99 on both YouTube and Amazon Prime, and one episode of Itaewon Class (2020), accessible on Netflix.
Overview of Course Over the last decade, posters announcing “Refugees Welcome Here” have appeared across the American landscape. The post-9/11 era has seen the displacement of 38 million people over the Middle East and North Africa due to the ever-escalating effects of US militarism, not to mention the thousands of civilians who have died in Afghanistan, Iraq, Syria, Yemen, Palestine, and surrounding regions. Against the backdrop of what Afghan anthropologist Anila Daulatzai calls “serial war,” what does the figure of the refugee tell us about the status of human rights in the twentieth and twenty-first centuries? In other words, what are human rights and why do we care about them? Who gets to be a human and who doesn’t? Beginning with fiction from the mid-to-late twentieth century, this course examines the dialectical logic of dispensation and denial of human rights through literary texts across nations and genres. We will employ the lens of political theory around race, citizenship, territory, and the category of the human across global sites like Kashmir, Afghanistan, Sri Lanka, Palestine, Mexico as well as detention sites like Guantánamo, and Manus Island. The course problematizes an investment in the rhetoric sympathy and sentiment to unlearn what Didder Fassin calls “humanitarian imperialism,” instead asking what it means for human rights subjects to make demands, rather than petitions, for protection from torture, genocide, and extralegal violence. We will read fictional as well as nonfictional accounts by global authors to consider key figures such as the refugee, the undocumented migrant, the detainee, and the animal as instantiations of what Giorgio Agamben calls “homo sacer,” i.e. the human who remains outside of a polity as a sacrificial surrogate against the safe haven of the settler/citizen within. Students will be introduced to scholars working in the intersections of political theory, human rights, and literary studies such as Judith Butler, Joseph Slaughter, Achille Mbembe, Sonali Thakkar, and others.
Class Materials (required) Bessie Head, MaruISBN-13 : 978-1478607618
Michael Ondaatje, Anil’s GhostISBN-13 : 978-0375724374
Mirza Waheed, The Collaborator ISBN-13 : 978-0141048581
Valeria Luiselli, Tell Me How It Ends ISBN-13 : 978-1566894951
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.
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: $64.99 (textbook) $ 34.99(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: $64.99 (textbook) $ 34.99(workbook)
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.
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: $64.99 (textbook) $ 34.99(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: $64.99 (textbook) $ 34.99(workbook)
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.
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: $64.99 (textbook) $ 34.99(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: $64.99 (textbook) $ 34.99(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, Winter quarter & Spring quarter:
传承中文 Modern Chinese for Heritage Beginners: Stories about Us Publisher: Routledge ISBN: 9781032399775 Price: $42.95
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, Winter quarter & Spring quarter:
传承中文 Modern Chinese for Heritage Beginners: Stories about Us Publisher: Routledge ISBN: 9781032399775 Price: $42.95
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 Method Class attendance and participation, assignments, quizzes, oral tests, presentations, midterm and final exam.
Class Materials (Required) Fall quarter 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: Price: $64.99 (textbook) $ 34.99(workbook)
Winter and Spring quarters 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 Method Class attendance and participation, assignments, quizzes, oral tests, presentations, midterm and final exam.
Class Materials (Required) Fall quarter 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: Price: $64.99 (textbook) $ 34.99(workbook)
Winter and Spring quarters 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 Method Class attendance and participation, assignments, quizzes, oral tests, presentations, midterm and final exam.
Class Materials (Required) Fall quarter 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: Price: $64.99 (textbook) $ 34.99(workbook)
Winter and Spring quarters 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)
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)
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 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 This is a year-long three-quarter course in advanced modern Mandarin Chinese. Students will transition from basic, functional communicative skills to more in-depth academic exchanges with themes about the real Chinese world. Besides rigorous practice with oral skills, it focuses on improving reading, writing, and academic language. Topics include Chinese cultural concepts, social change, economic development, and human relationships. Students will read texts, watch videos, and discuss the above topics from a cross-cultural perspective. Proficiency goals (per ACTFL guidelines): Advanced-Low in oral skills and Intermediate-High to Advanced-Low in literacy skills
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
Increase students’ awareness and knowledge of social issues in contemporary China.
Expand vocabulary, improve fluency, and enhance the accuracy in output.
Students will learn to, in written and spoken Chinese, organize ideas to produce coherent paragraph-level outputs, make arguments, and express themselves formally.
Teaching Method Discussions in Chinese on readings and video clips.
Evaluation Method Attendance and participation, assignments, quizzes, exams, and projects
Class Materials (Required) Textbook “Reading Into a New China” by Duanduan Li & Irene Liu, Publisher: Cheng & Tsui Company, Inc. ISBN: 978-0-88727-627-9 Price: $49.99
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.
Overview of class This course is a year-long, three-quarter sequence, and is meant for students with no background in Hindi-Urdu (also called Hindi and Urdu). At the beginning of the three-quarter sequence, 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 will 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), students continue to learn new grammatical constructions, and by the end of the quarter they 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. 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 vocabulary quizzes, biweekly grammar quizzes, attendance, classroom participation and presentations, home assignments, mid-term, final and an oral interviews.
Class Materials (Required) Richard Delacy and Sudha Joshi Elementary HindiISBN-13: 978-0804845038 Richard Delacy and Sudha Joshi Elementary Hindi WorkbookISBN: 978-080484503897
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 short stories, poems, and articles, watching and discussing movie clips, short films and videos, and making in-class presentations. During the year we touch on a variety of themes involving South Asian culture and society, travel, literary traditions, the natural world, 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
Overview of class The accelerated Hindi-Urdu 125-2 course has been designed for students with existing proficiencies in speaking and listening skills in Hindi-Urdu (intermediate-low/mid), and more limited reading and writing abilities in the Hindi (Devanagari) script (novice-high/intermediate-low). This course condenses the three-quarter intermediate Hindi-Urdu 121 course into a single quarter, and focuses on the further development of students’ reading and writing skills in Hindi-Urdu, while enhancing their range of vocabulary from intermediate-low to intermediate-mid. We do so by exploring South Asian culture and doing task-based projects.
Registration Requirements Prerequisite: HIND_URD 125-1 OR determined by proficiency test/permission of the instructor
Teaching Method Texts, movie clips, blogs, songs, stories, grammar practice, etc.
Evaluation Method Students will be given weekly vocabulary quizzes (to be completed via Quizlet), biweekly grammar quizzes, weekly Padlet writing assignments, daily home assignments, in-class presentations as well as a Final at the end of the quarter. They will also be assessed for attendance and class participation.
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 for Japanese language learning 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 and written assignments. Careful and thorough review and preparation for each class session are 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 year-end 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 completing the course, students can greet, introduce themselves, describe their families and friends, and discuss their daily routines, experiences, and opinions.
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.
Oka, M. et al. (2022). TOBIRA 1: Beginning Japanese Workbook 1 – Hiragana/Katakana, Kanji, Reading, Writing. Tokyo: Kuroshio Publishers. ISBN: 978-4-87424-910-9.
Oka, M. et al. (2023). TOBIRA 1: Beginning Japanese Workbook 2 – Vocabulary, Grammar, Listening. Tokyo: Kuroshio Publishers. ISBN: 978-4-87424-950-5
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 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 for Japanese language learning 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 and written assignments. Careful and thorough review and preparation for each class session are 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 year-end 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 completing the course, students can greet, introduce themselves, describe their families and friends, and discuss their daily routines, experiences, and opinions.
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.
Oka, M. et al. (2022). TOBIRA 1: Beginning Japanese Workbook 1 – Hiragana/Katakana, Kanji, Reading, Writing. Tokyo: Kuroshio Publishers. ISBN: 978-4-87424-910-9.
Oka, M. et al. (2023). TOBIRA 1: Beginning Japanese Workbook 2 – Vocabulary, Grammar, Listening. Tokyo: Kuroshio Publishers. ISBN: 978-4-87424-950-5
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, videos, written assignments, and in-class activities.
The emphasis will be on developing the skills necessary to describe not only their own experiences and daily lives, but also their community, general trend, and what is happening in society, while increasing vocabulary and sentence structures that they can use more precisely. Students will also practice summarizing a story that they heard, read, or watched. Careful and thorough review and preparation for each class session are expected. 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 - B1.1 defined in the Common European Framework of Reference for Language (CEFR), as closely as possible. Upon the satisfactory completion of the course, students will be able to handle various types of more complex daily conversational situations and passages with some fluency.
Teaching Method This course is conducted mostly in Japanese. Class hours are spent mainly on development of oral interpersonal communication skills, and written assignments are given for reading, listening, 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.
Oka, M. et al. (2023). TOBIRA II: Beginning Japanese Workbook 1: Kanji | Reading | Writing. Tokyo: Kuroshio Publishers. ISBN 978-4-87424-960-4
If released in time:
Oka, M. et al. (expected in 2024). TOBIRA II: Beginning Japanese Workbook 2 -Vocabulary, Grammar, Listening. Tokyo: Kuroshio Publishers.
Class Materials (Suggested) 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 college-level intermediate course, the sequel to Japanese II (JAPANESE 121-1, 2, 3). In Japanese III, students will continue developing the four skills of speaking, listening, reading, writing, and learning various aspects of Japanese culture and society through reading materials, TV dramas, class discussions and interview projects (211-2, 3). The formal writing styles are introduced, and students will learn to distinguish formal/casual speech and writing styles. The yearend proficiency goal of 211 is Intermediate-High, defined by the American Council on Teaching of Foreign Languages (ACTFL) proficiency guidelines.
Registration Requirements Students must pass the preceding course with C- or above or 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 a short presentation or a story, 4) use casual/formal speech and written styles, 5) attain a working knowledge of 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 strategies to become autonomous learners.
Teaching Method Discussion. This course is conducted in Japanese.
Evaluation Method Class participation and performance, assignments, quizzes, oral and written examinations, 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 and 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 ayear-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 throughout the course.
Registration Requirements 111-1: None 111-2: Completion of 111-1 with C- or above or the departmental placement test 111-3: Completion of 111-2 with C- or above or the departmental placement test
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. It aims 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 (3rd edition): Beginning 1 & 2 (University of Hawaii Press) 978-0-8248-7619-7 & 978-0-8248-8331-7
Workbook (3rd edition): Beginning 1 & 2 (University of Hawaii Press) 978-0-8248-7650-0 & 978-0-8248-8336-2
Overview of class This is ayear-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 throughout the course.
Registration Requirements 111-1: None 111-2: Completion of 111-1 with C- or above or the departmental placement test 111-3: Completion of 111-2 with C- or above or the departmental placement test
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. It aims 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 (3rd edition): Beginning 1 & 2 (University of Hawaii Press) 978-0-8248-7619-7 & 978-0-8248-8331-7
Workbook (3rd edition): Beginning 1 & 2 (University of Hawaii Press) 978-0-8248-7650-0 & 978-0-8248-8336-2
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 next level and also to bring up the competency of Communication and Cultural understanding.
Registration Requirements 121-1: Completion of 111-3 with C- or above, or the departmental placement test 121-2: Completion of 121-1 with C- or above, or the departmental placement test 121-3: Completion of 121-2 with C- or above, or the departmental placement test
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. It aims to achieve interpersonal, presentational, and interpretive communication as well as cultures 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 cultural topics 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 (3rd edition): Intermediate 1 & 2 (University of Hawaii Press) 978-0-8248-8677-6 & 978-0-8248-8682-0
Workbook (3rd edition) : Intermediate 1 & 2 (University of Hawaii Press) 978-0-8248-8676-9 & 978-0-8248-8683-7
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 next level and also to bring up the competency of Communication and Cultural understanding.
Registration Requirements 121-1: Completion of 111-3 with C- or above, or the departmental placement test 121-2: Completion of 121-1 with C- or above, or the departmental placement test 121-3: Completion of 121-2 with C- or above, or the departmental placement test
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. It aims to achieve interpersonal, presentational, and interpretive communication as well as cultures 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 cultural topics 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 (3rd edition): Intermediate 1 & 2 (University of Hawaii Press) 978-0-8248-8677-6 & 978-0-8248-8682-0
Workbook (3rd edition) : Intermediate 1 & 2 (University of Hawaii Press) 978-0-8248-8676-9 & 978-0-8248-8683-7
Overview of class This is a year-long second-year Accelerated Korean course for students with existing proficiencies in speaking/ listening skills and more limited reading /writing skills in Korean. It focuses more on developing students’ literacy skills to balance with their oral skills. Students will engage in various literacy activities with a textbook and authentic materials with community-based cultural activities.
Registration Requirements 125-1: The departmental placement test 125-2: Completion of 125-1 with C- or above, or the departmental placement test 125-3: Completion of 125-2 with C- or above, or the departmental placement test
Learning Objectives This course is designed to have students reach their proficiency at the Intermediate High level of the ACTFL guideline. By the end of year, it aims to achieve interpersonal, presentational, and interpretive communication along with comparisons and cultures of the National Standards.
Teaching Method This class is conducted exclusively in Korean with minimal grammar instruction. Students will be doing extensive writing practice, reading authentic materials, class discussions, and learning various community-related and cultural aspects of Korea.
Evaluation Method Grades will be given based on attendance and performance, vocabulary quizzes and lesson tests, assignments, written assignments, oral performance, and final examination.
Class Materials (Required) Integrated Korean: Accelerated 1 & 2 (University of Hawaii Press, 2020) 978-0-8248-8277-8 & 978-0-8248-8278-5
Integrated Korean Workbook: Accelerated 1 & 2 (University of Hawaii Press, 2020) 978-0-8248-8629-5 & 978-0-8248-8630-1
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 toward Advanced level. The vocabulary, contents, tasks, and topics covered in class are to address a wide spectrum of linguistic, discourse and socio-cultural aspects. Students will gain in-depth knowledge in academic discourse skills and understanding of Korean language, culture, and society.
Registration Requirements 211-1: Completion of 121-3 or 125-3 with C- or above, or the departmental placement test 211-2: Completion of 211-1 with C- or above, or the departmental placement test 211-3: Completion of 211-2 with C- or above, or the departmental placement test
Learning Objectives This course is designed to have students reach their proficiency at the Intermediate High level of the ACTFL guideline by the end of year in interpersonal, presentational, and interpretive communication along with comparisons and cultures.
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 intercultural competence.
Evaluation Method Grades will be given based on attendance and class participation, vocabulary quizzes, lesson tests, assignments, essays, oral performance, 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
