Overview of Course This course will introduce students to the rich history and culture of Indonesia and locate it within its regional setting in Southeast Asia. We will examine particularly how its location at the center of one of the world’s most important trade routes has shaped its cultural development through sustained interactions with India, the Middle East, and China, as well as Europe. We will examine particularly Indonesia’s literary, cinematic, and musical past. Through the course, students will be introduced to major methods, theories, and concepts in the study of culture and society. We will focus particularly on learning how to read strategically, formulate arguments, and write efficiently.
Evaluation Method Essays
Class Materials (required) Imagined Communities: Reflections on the Origin and Spread of Nationalism, 978-1844670864. This Earth of Mankind, 9780140256352
ASIAN LC 200 Querying/Queering Taiwan: An Intro to Taiwanese Studies
Overview of class
Taiwan studies has gained prominence in North America in recent years, and this course aims to introduce this important field of scholarly inquiry to students interested in Sinographic cultures beyond mainland China. An island nation with a vibrant local culture, Taiwan boasts some of the most dynamic and diverse cultural expressions today. This interdisciplinary course explores Taiwanese culture from the colonial era to the twenty-first century through a range of disciplinary and methodological perspectives, including East Asian studies, film studies, literary criticism, gender and sexuality studies, queer theory, and Sinophone studies. The course covers a variety of literary genres—such as short stories, novels, poetry, and multimedia texts—as well as visual media, including films, television series, and visual arts. Together, these materials will help students develop a historical and cultural framework for understanding the contexts and value systems that have shaped the primary sources examined in the course. Topics include Taiwan’s premodern histories; its relationship with mainland China; the Japanese colonial period; the search for its nativist “roots:” Taiwan’s democratization; Indigenous writers and filmmakers; LGBTQ narratives; and Taiwanese authors’ engagement with feminism and the #MeToo movement. Previous knowledge of and exposure to Austronesian indigenous languages, Chinese, Hakka, Hokkien, East Asian history and culture, or gender and sexuality studies and queer theory, is helpful but not required.
Registration requirements No registration requirement; attendnace to first class, though preferred, is not mandatory
Learning Objectives Acquisition of knowledge about Taiwan studies as a field. This will mean exposure to primary sources (in English, and for those students able to, in the respective languages in which they were created) produced by Taiwan authors and artists, as well as to secondary sources related late to this field of intellectual engagement. -Acquisition of knowledge about Taiwan/ese culture from the colonial era to the twenty-first century through a range of disciplinary and methodological perspectives, including East Asian studies, film studies, literary criticism, gender and sexuality studies, queer theory, and Sinophone studies. -Development of methodological skills in studying, reading, and analyzing the primary and secondary sources related to the themes of the course. -Growth as independent researchers in the fields of Asian humanities, Sinophone studies, Taiwan and gender and sexuality studies. -Growth as independent academic thinkers and writers.
Teaching Method Teaching methods may include bit are not limited to lecture, discussion activities, class participation, readings, films / videos, group work, guest speakers, presentations, research project, writing assignments.
Evaluation Method Attendance; participation; short writing assignments (reading and screening responses); final research project
Class Materials (required) All course materials will be provided on Canvas.
ASIAN LC 200 Tender Monkeys: Animals in Chinese Culture Past and Present
Overview of class Nonhuman animals forage, colonize, and migrate across temporal and spatial dimensions that defy boundaries meaningful only to human societies. Nevertheless, they are often incorporated into the institutionalization and reinforcement of human-imposed boundaries that contour cultural, national, and ethnic identities, and are thus affected by the material and symbolic roles they play in the human world. The trajectories of nonhuman animals, therefore, both parallel and challenge the routes of human bodies, histories, and knowledge. Human contact with other animals helped shape Chinese culture from its beginnings. In many ways, it was the history of human immersion in the worlds of fellow animals that inspired the development of many elements that came to dominate Chinese culture in all its aspects, including art, food, literature, religion, and technologies, over the centuries. Engaging the animal turn in the humanities, this course explores the diachronic journeys of a variety of nonhuman creatures—from dragons to horses, from phoenixes and foxes to monkeys, from tigers to dogs—in order to uncover intertwined material and cultural histories of nonhuman animals; embodiment and engendering; animacy and reproduction; temporalities; and otherworldly imaginings. Tracing their trajectories through time and across multiple media, we will examine how Chinese people redefined animals and themselves through literary, cultural, and lived experiences with animals. This interdisciplinary course draws on methodological and theoretical approaches from Chinese literary and religious studies, gender and sexuality studies, animal studies, art history, and cultural studies.
Registration requirements
No registration requirement; attendance to first class, though preferred, is not mandatory
Learning Objectives -Acquisition of knowledge about animal studies as a field by engaging Chinese culture past and present. This will mean exposure to primary sources (in English, and for those students able to, in the respective languages in which they were created) produced by Chinese authors and artists, as well as to secondary sources related late to these fields of intellectual and disciplinary engagement. -Acquisition of knowledge about animal culture and zoopoetics in China from early history to the twenty-first century through a range of disciplinary and methodological perspectives, including Asian humanities, film studies, literary criticism, gender and sexuality studies, and material culture. -Development of methodological skills in studying, reading, and analyzing the primary and secondary sources related to the themes of the course. -Growth as independent researchers in the fields of Asian humanities,and gender and sexuality studies. -Growth as independent academic thinkers and writers.
Teaching Method Method Teaching methods may include but are not limited to lecture, discussion activities, class participation, readings, films / videos, group work, guest speakers, presentations, research project, writing assignments.
Evaluation Method Attendance; participation; short writing assignments (reading and screening responses); final research project
Class Materials (required) All course materials will be provided on Canvas.
Overview of Course Modern Chinese Popular Cultures is a two-quarter series on the popular cultures of Mainland China, Hong Kong, and Taiwan from the mid-nineteenth century through the present day. Part II, which takes the 1949 founding of the People’s Republic of China as its starting point, explores not only the cultural products that found favor with the public but also a selection of works that engage with the popular and its media broadly construed. Primary sources will range from propaganda posters to films, popular music, and literature. We will consider such works in light of a series of related questions: What is the relationship between pop and consumer cultures? Between high and low cultures? Between entertainment and ideology? What makes a work popular, particularly when cultural production, circulation, and consumption are tightly controlled by the state? Under what conditions and with what effects do cultural forms circulate among (and beyond) Sinophone populations? What role has popular culture played in the creation of a “Chinese” identity constituted across national borders? No previous knowledge of Chinese literature, culture, or history is expected or assumed and all readings will be in English translation.
Teaching Method Lecture and Discussion
Evaluation Method Participation and Preparation: 20% Response Posts: 10% Close Looking/Reading Exercise: 15% Film Scene Analysis and Close Reading: 15% Midterm Essay: 20% Final Exam: 20%
Overview of course This course offers a history of Japanese cinema from the beginning of the New Wave movements in the mid-1950s to the present moment. We will consider how cinema has reflected historical moments and shaped cultural discourses in this period. Focusing on films that raise disciplinary questions related to both the cinematic medium and Japan, we will examine, among other topics: the relationship between cinema and the era of high economic growth, the decline of the studio system, postmodernism, and cinematic responses to the post-bubble economic recession. We will also study the shifting position of directors within the broader economic and institutional contexts of Japanese cinema and its global circulation. Students will learn how to critically analyze various films from multiple theoretical perspectives while gaining an understanding of the major figures and trends in the history of postwar Japanese cinema. Syllabus subject to change.
Learning Objectives This course introduces students to humanistic approaches to analyzing cinema in postwar Japan. Students will learn: 1. methods for interpreting the significance of formal techniques used in cinema 2. how to connect particular films to their historical contexts 3. how to write clearly and incisively about cinema.
Teaching Method Lecture and Discussion
Evaluation Method Class Participation; Weekly Responses; Short Essays; Possible Short Presentations
Class Materials (required) *All readings are available on Canvas as individual files. *All films can be streamed through Canvas
ASIAN LC 240 The End of a World: South Korean Fictions, Films, and Webtoons of Disaster
Overview of class What does one talk about when one talks about disasters? Whose world ends in "end of the world" narratives? This course invites students to read and watch South Korean and diasporic narratives centered around disasters, both real and fictional, to engage questions of politics, representation, and inequalities that shape disaster narratives.
Ranging from disasters of the past to more contemporary ones such as pandemics and Sewol ferry, the disasters examined in this course have sparked complex conversations surrounding a more just society and the doomed end of the "normal." Engaging scholarship on disasters, speculative fictions, critical race theory, and gender studies, the course introduces students to the varied academic and cultural responses to disasters and the underlying stakes that drive these responses. Students will be assigned a variety of texts to analyze, such as film, paintings, novels, webtoons, and news, as well as choosing a disaster narrative of their own interest to examine. No prior knowledge of Korean culture or language are required to take this course. Students are expected to actively participate in class and work in groups on collaborative projects as well as producing three short papers.
Learning Objectives Develop the skills to build layered and well-reasoned arguments on Korean literature and culture. Practice expressing advanced, multi-stage arguments in both writing and verbal presentation. Provide analyses of adequate and well-chosen evidence. Identify the differences between literary and cultural representation, what is represented, and positionality. Adopt analytical approaches to scenes and texts paying attention to different elements of the material.
Teaching Method Discussion, Short Lecture
Evaluation Method Presentation, Short Papers, Final Project, Participation
Class materials (required) 1. The Disaster Tourist: A Novel by Yun Ko-eun. ISBN: 1640094164 2. City of Ash and Red: A Novel by Hye-young Pyun. ISBN: 1628727810 3. "My Daughter is a Zombie" - Lee Yun-chang. Naver Webtoon
Kings, Courtesans and Khan Artists: Picturizing Islam and Muslims in Bollywood. India is home to the second largest population of Muslims on earth (after Indonesia). It’s also host to the world’s largest film industry, best known as Bollywood, in which Muslim actors, writers, and producers have played a dominant role. Little wonder, then, that Bollywood films regularly feature Muslim characters, social spaces, and cultural references that are readily marked or coded as “Islamic.” But in spite of a large coterie of Muslims working within the industry – as actors, song writers, or producers – the representation of Muslims in Indian films has consistently raised complex issues around ideas of identity and belonging in a nation where they constitute a clear and conspicuous minority. We will read these films against the historical backdrop of the search for national identity in post-colonial India. Students will be given the opportunity not only to learn about Indian (particularly Bombay) cinema, but also to explore how cinematic representations intersect with issues of identity and belonging in the modern nation-state.
Learning Objectives - Develop a familiarity with cinema traditions in India - Nurture skills in critically analyzing texts - Examine the relationship between art, culture, and nationalism
Teaching Method Seminar
Evaluation Method in-class participation, short papers
ASIAN LC 290 Japanese Martial Arts, Culture and Spirituality
Overview of Course This interdisciplinary course explores the profound interconnections between martial practice, philosophical thought, and literary expression in Japanese culture from the medieval period to the present. Students will examine how samurai warrior traditions evolved into sophisticated philosophical systems and inspired diverse literary genres, while considering martial arts' transformation in modern Japan. The course begins with pre-modern foundations: bushido ideology, Zen Buddhist influences on swordsmanship, and classical war tales like The Tale of the Heike and Hagakure. We analyze how martial disciplines became vehicles for spiritual cultivation, examining texts by legendary figures like Miyamoto Musashi (The Book of Five Rings) and Takuan Soho, who articulated the philosophical depths of martial practice. Moving into the modern era, we investigate how martial arts adapted during Meiji modernization, the nationalistic militarism of the early twentieth century, and post-war reinvention. Students will explore how contemporary literature—from Mishima Yukio's novels to manga and film—represents martial traditions, negotiating tensions between violence and aesthetics, discipline and freedom, tradition and modernity.
Learning Objectives 1. Analyze the Integration of Martial Practice and Philosophical Thought 2. Trace Historical/Philosophical Transformations of Warrior Culture from Medieval to Modern Japan 4. Evaluate the Intersections of Aesthetics, Religion, Ethics, and Violence 5. Apply Interdisciplinary Methods to Cultural Analysis
Teaching Method Lecture and Discussion
Evaluation Method Participation Weekly Response papers /essays In-class presentation Term paper
Class Materials (required) Takuan Soho, The Unfettered Mind: Writings from a Zen Master to a Master Swordsman (trans. William Scott Wilson) ISBN 978-1590309865
Yagyu Munenori, The Life-Giving Sword: Secret Teachings from the House of the Shogun (trans. William Scott Wilson) ISBN 978-1590309902
Daidoji Yuzan, Budoshoshinshu: The Warrior's Primer (trans. William Scott Wilson) ISBN 978-1611805680
Overview of Course What is Tibet and what are the major features of Tibetan religions? What distinguishes the Tibetan cultural region from its neighbors? How have images of Tibet come to encompass everything from a peaceful Shangri-La on the roof of the world to a superstitious backwater in need of liberation? What does liberation mean in the case of Tibet—both as a religious and a political concept? What are the distinctive features of Buddhism as practiced in Tibet? What are the roots of the “Tibet question,” or the conflict over the political status of Tibet vis-à-vis China? Who is the Dalai Lama and how has he come to be regarded as a god-king for many Tibetans and a splittist aiming to divide the motherland according to the People’s Republic of China? This course will examine the religions of Tibet, primarily Buddhism, with a focus on their significance within Tibetan culture, society, and politics in Tibetan history from the time of Tibet’s Imperial Dynasty (7-9th centuries) to the present day. Topics the course will explore include Western imaginations of Tibet, Tibetan religious and political history, Sino-Tibetan conflicts, the Tibetan Diaspora, the post-Cultural Revolution cycle of the revival and restriction of religion in Tibet, and issues pertaining to development in Tibet. Course materials include English translations of major Tibetan historical and religious texts, secondary source analyses of these materials, and Tibet-related films, documentaries, and Websites.
Learning Objectives 1. Understand central features of the historical development and present status of Tibet as a geographic, cultural, religious, and political region 2. Gain familiarity with the key philosophical doctrines and ritual practices of Tibetan religions 3. Develop an informed understanding of the historical roots and current stakes of the Sino-Tibetan conflict from multiple perspectives 4. Analyze the life, religion, and politics of the key figures of Tibet 5. Cultivate analytical, critical, and interpretive skills vital to the pursuit of liberal arts studies and professional development
Teaching Method Lecture and discussion
Evaluation Method Mid-term paper Final paper Weekly responses Participation
Class Materials (required) 1. Matthew T. Kapstein, The Tibetans (Blackwell, 2006) ISBN: 0631225749 2. Tenzin Chögyel, The Life of the Buddha (Penguin Books, 2015) ISBN: 9780143107200
ASIAN LC 300 Slow Films in Sinophone Cinema: Attention, (In)Action
Overview of Course
This course explores how filmmakers from China, Taiwan, and the broader Sinophone world have used Buddhist contemplative traditions to reshape how films look, move, feel, and affect us, creating new cinematic temporalities and an aesthetic of societal withdrawal. How do we really sit with slow and silent films, and what do they do to our attention under conditions of acceleration? Through films by Hu Bo, Tsai Ming-liang, Bi Gan, Zhang Lu, Pema Tseden, and others, we examine how contemplative practice becomes cinematic method and how film becomes technology of mindfulness.
Registration Requirements No background in Sinophone cultures or Buddhism is required.
Learning Objectives
Compare how Sinophone filmmakers across regional, linguistic, and political contexts mobilize contemplative tradition
Acquire basic film terminology and analyze slow films using concepts such as duration, dead time, the long take, and stillness
Identify key Buddhist concepts relevant to film aesthetics and articulate the connections and tensions between spirituality, perception, and modern media
Practice close viewing as both an analytical method and a disciplined perceptual and mindful activity
Produce clear, rigorous written work grounded in formal analysis
Class Materials (required) All materials will be provided in English on Canvas.
Overview of Course This course will examine artists and art works across the Pacific that deal with topics of diaspora, displacement, excavation, and ceremony. We will examine contemporary art by islands-based artists and diasporic artists that spell out a uniquely transpacific world (this class will focus on Jeju and Okinawa). When does artwork become more than “art” for these artists and the audience? How do artworks celebrate, protest, and mourn for past tragedies and the remains, objects, sites, and places of ancestors?
This seminar will be discussion-centered with several writing assignments. Students will also have an opportunity to conduct research on a transpacific artist of their choosing. No prior knowledge of the areas or language skills is necessary but all are welcome to contribute their knowledge. The course engages closely with histories of violence, and participation is an essential component of this course.
Learning Objectives Develop the skills to build layered, advanced, and well-reasoned arguments on literature and culture. Practice expressing advanced, multi-stage arguments in both writing and verbal presentation. Provide analyses of adequate and well-chosen evidence. Interpret the ways culture, literature, and art explore the issues of colonialism, nation building, citizenship, gender, sexuality, disability, and militarism through representation.
Teaching Method Discussion, Short Lecture
Evaluation Method Research Presentation, Short Observation Papers, Final Research Paper, Participation
Overview of Course This course introduces students to a selection of Tibetan texts through close readings of excerpts and full-length works representing both Classical and Modern Tibetan literature. Designed for students with intermediate to advanced Tibetan language skills, the selected texts are the products of distinct periods in Tibetan literary history, spanning from the 15th to the 21st century. The readings highlight a diversity of socio-religious themes, historical contexts, and literary genres. Throughout the course, students will develop advanced proficiency in Classical and Modern Tibetan while gaining insight into various literary genres, specialized vocabularies and grammatical structures. They will also learn to perceptively interpret texts informed by religious, historical, cultural, and literary contextualization. Furthermore, the course brings fore the representations of women and their works in Tibetan literature by investigating the portrayal of female religious figures in classical texts and subjecting Tibetan women’s literature to close reading. By the end of the course, students will have built a strong foundation in Tibetan grammar, vocabulary, and critical literary analysis. They will also have gained a good understanding of Classical and Modern Tibetan literary genres as well as the stylistic and grammatical continuities and shifts that characterize the long and complex history of writing in Tibet.
Learning Objectives • Develop advanced proficiency in reading and analyzing a wide range of classical and modern Tibetan texts representing different genres and historical periods. • Gain critical insight into the literary representation and works by and of Tibetan women. • Improve the ability to translate and interpret complex Classical and Modern Tibetan texts with a nuanced appreciation of grammar, vocabulary, and stylistic differences. • Understand the cultural, religious and socio-historical significance of various classical and modern Tibetan literary genres. • Apply philological methods to the reading of Classical Tibetan literary texts and familiarise students with the identification and periodisation of these texts.
Teaching Method Seminar
Evaluation Mid-term and final exams Class participation
Course Material (required) All course materials will be provided in PDF format
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. https://www.actfl.org/uploads/files/general/Resources-Publications/ACTFL_Proficiency_Guidelines_2024.pdf
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. https://www.actfl.org/uploads/files/general/Resources-Publications/ACTFL_Proficiency_Guidelines_2024.pdf
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. https://www.actfl.org/uploads/files/general/Resources-Publications/ACTFL_Proficiency_Guidelines_2024.pdf
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)
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
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
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)
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)
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)
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.
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.
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
This is a year-long three-quarter course in advanced modern Chinese (Mandarin). Students will transition from basic, functional communicative skills to more in-depth academic exchanges with themes about the real Chinese world. Besides rigorous training in oral proficiency, it focuses on upgrading reading and writing skills. Topics include Chinese cultural concepts, social change, economic development, and human relationships. Students will discuss the above-mentioned 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
(1) Increase students’ awareness and knowledge of social issues in Modern China.
(2) Expand vocabulary, improve fluency, and enhance the accuracy in output.
(3) Students will learn to, in written and spoken Chinese, organize ideas better, produce coherent paragraph-level outputs, make solid arguments, and express themselves formally.
Teaching Method
We use Chinese to discuss our readings. Students are also expected to write short essays based on the topics discussed in class.
Evaluation Method
Attendance and Participation, essays, oral presentations, quizzes or exams
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
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.
CHINESE 315-3 Chinese IV - Accelerated: Media & Society
Overview of Class
Chinese 315 is a quarter-long series of advanced modern Chinese courses composed by the following independent courses: Chinese 315-1: Formal Writing and Public Speaking; Chinese 315-2: Advanced Reading and Writing, Chinese 315-3: Media and Society.
This advanced Chinese course focuses on academic writing and speaking skills by utilizing authentic materials, carefully selected from various sources and organized into diverse lesson contexts. Students will engage in diverse writing and public speaking forms, mastering grammar, vocabulary, and language conventions. By the end of the course, students will be able to craft persuasive Chinese texts and deliver engaging oral presentations.
Registration Requirements Chinese 215-3 with grade C- or above or by placement. Three courses of Chinese 311-1, 2, 3, 312-1, 312-2 with C- or above, or by placement test.
Learning Objectives
By the end of the course, students will be able to
Conduct research on primary sources
Understand the main messages and most supporting details on a wide variety of general topics
Maintain conversations and discussions on various cultural and social topics
Deliver detailed cohesive presentations and elaborate on various cultural and social topics using organized paragraphs
Teaching Method Discussions on preassigned readings. Students are required to complete the preparation before 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 proficiency 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, 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
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 Urdu (Nastaliq) script to their skill set. They continue developing speaking skills and listening comprehension, as well as expanding their grasp of 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
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
Hindi-Urdu through Media is a mid/high intermediate level class of 3rd year (200 level) Hindi-Urdu. Like many other languages, the Hindi-Urdu language spoken daily at home or in the street varies rather dramatically from its more formal version used by the media (print or RTV). In this course we will take a look at a range of topics in different kinds of media, and learn how to understand the longer sentences and the vocabulary that draws heavily either on the Sanskrit, or the Persian/Arabic roots. Although the students will be developing all 4 of their proficiencies, a lot of the focus in this course will be on strengthening students’ receptive - listening and reading – proficiencies. Cultural competency will also be expanded. Students are expected to progress towards advanced-low proficiency level after having taken 3 quarters of 200 level Hindi-Urdu classes.
Registration Requirements Prerequisites: Grade of at least C- in HIND_URD 121-3 or language placement or permission of the instructor. Devanagari script only.
Teaching Method Discussion
Evaluation Method The students are graded on the basis of home assignments, weekly vocabulary quizzes, attendance, class participation and a final project.
Class Materials (Required) All materials available online; handouts.
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, describe their familiar places, 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.
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, describe their familiar places, 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.
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
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.
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
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 have completed 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 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
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
Class Materials (Optional)
Kano et al (2015). [新版] Basic Kanji Book Vol. 2. Tokyo: Bonjinsha. ISBN: 978-4-89358-883-8
JAPANESE 211-1
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, Workbook (English Edition). Tokyo: The Japan Times. ISBN: 978-4789017466
JAPANESE 320-0 Food for Thought: Japanese Society, Culture, and Identities
Overview of class
This course explores contemporary Japanese society, culture, and identities through the lens of food culture, drawing on a variety of interdisciplinary perspectives. Students will investigate how food intersects with key societal themes, including environment, history, health, labor, education, gender, and cultural identity. Through these themes, students will gain a deeper understanding of how food functions not only as sustenance, but also as a powerful medium for expressing, negotiating, and shaping cultural identities in Japan. Students will engage with the target culture while reflecting on and rediscovering their own cultural identities. Designed to enhance critical thinking skills and overall Japanese language proficiency, it helps students develop a distinctive voice in Japanese through authentic, real-time reading and audiovisual materials.
Registration Requirements
Prerequisite: Two different-numbered JAPANESE 300-level courses or equivalent (placement test required)
Learning Objectives:
Upon successful completion of the course, students will be able to:
In Critical Thinking:
Observe and identify key elements of Japanese society, culture, and identity by exploring food
culture and recognize patterns and connections across various societal themes.
Analyze and evaluate the relationship between food culture and societal issues within cultural
contexts and assess the implications of various phenomena and practices.
Reflect on personal cultural perspectives and experiences in relation to Japanese food culture and
consider how these insights can enhance understanding of broader societal themes, while also
rediscovering and deepening awareness of own cultural identities.
Integrate knowledge of Japanese food culture with broader societal themes and synthesize
Information from multiple perspectives to develop a comprehensive understanding of the subject.
Express and articulate observations, critiques, and reflections through well-structured, persuasive
written reports and oral presentations, incorporating narratives, explanations, data, and arguments
supported by strong evidence. Demonstrate advanced language skills and engage in thoughtful
discourse, while developing a unique voice.
In Language Proficiency: To reach Advanced-Mid level per ACTFL proficiency guidelines:
Communicate effectively in various contexts with good control over major time frames.
Demonstrate general accuracy in language use.
Produce connected discourse in paragraph-length utterances and texts.
Understand and convey main ideas and supporting details in both spoken and written forms.
Exhibit fluency and navigate social situations and unexpected complications with ease
Display partial ability to carry out communication tasks that typify the next higher major level, the Superior Level.
Teaching Method
This course is student-centered, interactive, and engaging, offering opportunities for practical language use, discussion, and analytical activities. All course-related communication, both spoken and written, is conducted in Japanese.
Evaluation Method
Class participation and performance, reading/audiovisual material analysis and discussion facilitation, individual research project and oral presentation.
Class Materials (Required)
Prefume, Y. et al. (2023). Diving into Japanese Culture and Society through Food.cTokyo: Kurosio Publishers. ISBN: 978-4-87424-944-4 C0081.
Hatasa, K. et al. (2017). Meshiagare: A Culinary Journey through Advanced Japanese. Tokyo: Kurosio Publishers. ISBN: 978-4-87424-862-1 C2081.
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 basic 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 basic 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 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 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 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
