I am trying to get native speakers who are not majors out of the introduction to literature and into the modern Latin American survey. Here is part of the advising bulletin:
Students who speak Spanish and who are considering a Spanish course to fulfill the university requirement in literature are invited to enroll this spring in Survey of Latin American Literature II. This introduction to modern Latin American literature considers questions such as nations, nationalism, and the formation of cultural identities in the wake of Independence from Spain (1810-1898); modernisms and modernities; literary modernism in “peripheral” nations; and contemporary literary expression(s) in the context of “globalized” culture and markets.
Our main textbook is Garganigo et al., Huellas de las literaturas hispanoamericanas (Prentice Hall, either edition). We will also read contemporary Mexican writer (born 1970) Yuri Herrera’s 2011 novel Señales que precederán el fin del mundo. Herrera, a Mellon fellow at Tulane this year, will visit our class.
Workload: reading journal, brief oral presentation on a historical event, two brief oral presentations on on texts we read together, three quizzes (identification and short answer), final exam (essay format, to be taken at the regularly scheduled time).
Next spring, I will have the Peninsular survey, which is problematic for a number of reasons. I am thinking of giving it in English and cross listing it with English, while students taking it for Spanish credit read and write, and also caucus in Spanish.
I am thinking of teaching exactly three authors: Galdós, Lorca, and Pedrero. I am thinking of making the connection to the English department through Mayhew’s work on Lorca. I could order a manual or some such thing to ensure students have a work of reference to look at and to make a gesture toward “coverage.”