Global Readiness Through Language and Culture
Project Director: Alec Cattell
Global health crises. Social injustice. Political polarization. Climate change. How can we rise to such overwhelming global challenges?
Let's face it: technical solutions alone are insufficient to address humanity's most pressing issues. We also need people who are equipped to address them. People with linguistic, analytical, and professional skills. People who can understand and communicate across diverse cultural contexts. People who can think critically and creatively to find solutions that are fair and sustainable.
We invite you to join the ranks of today's professionals who are addressing global challenges using skills developed through the study of languages and cultures. As an undergraduate student at Texas Tech, you can enroll in courses participating in the Global Readiness Through Language and Culture project and be well on your way to earning the Global Readiness undergraduate certificate. This certificate pairs well with your professional or technical degree to make you a highly competitive candidate on the job market and an effective intercultural communicator, both at home and abroad.
Housed in the Department of Classical & Modern Languages & Literatures and funded by the Center for Global Communication, the Global Readiness project promotes awareness of global challenges and careers, equips students with transferable skills, and showcases undergraduate student research.
Browse the list of participating courses on the certificate page and enroll today!
ARAB 1501: Beginning Course in Arabic I (Fall 2019). In this introductory course, students learn the basic building blocks of the Modern Standard Arabic language. Students will use Google Maps to develop their oral and written proficiency and develop competence in using technology to communicate about populations and cultures.
ARAB 2302: Second Course in Arabic II (Spring 2020) In this intermediate course, students continue to develop their listening, reading, speaking, and writing skills in Modern Standard Arabic. Students will use Google Maps to deepen their understanding of how technology can be used to generate new knowledge about global populations and cultures.
ARAB 3305: Introduction to Arab Muslim Civilization. Students who study abroad will also participate in a reflection on cultural aspects they discovered during study abroad and describe their experiences in Arabic. They will also reflect on their development of language skills during their stay and on the role of technologies such as Google Maps in facilitating language acquisition.
CMLL 2306: Introduction to World Cinema: Latin American Film (Fall 2020). In this large-enrollment introductory film course, students expand their cultural competence and critical analysis skills by engaging with contemporary films from Venezuela, Brazil, Peru, the Dominican Republic, Chile, Colombia, Guatemala, and Mexico. The films feature Black, indigenous, and LGBTQ voices, and address themes including economic inequality, racial discrimination, beauty standards, disability, loss and mourning, religion, exploitation, rural and urban spaces, memory, violence, migration, and community. The films intersect productively with global challenges related to population, resources, economics, conflict, and governance. In a final essay project, students will analyze a film in dialogue with media reporting on a current political or cultural issue.
CLAS 3340: Gender & Sexuality in the Classical World (Spring 2020). In this upper-level classics course, students read the works of women authors, who were a marginalized class in both Greece and Rome, and learn how ancient discourses on gender and sexuality inform present day issues. For their final project, students use close reading and research on an ancient woman-authored text to produce a piece of creative writing that addresses a modern concern in the style of that author. These pieces of creative writing will be published as poster projects and in a digital archive. By tackling modern issues from the perspective of a marginalized other from the ancient world, these final projects will demonstrate the continuity between cultural practices then and now. Each project will touch on one of the global challenge areas.
SPAN 3306: Cultures of the Spanish Speaking World: Animals (Fall 2020). This course examines animals in literature; art; social media; films; music; and other cultural artifacts from the Spanish-speaking world. Special focus will be on the intersections between culture and the appreciation of animal lives. Students will write three essays on different cultural artifacts and create a bilingual poster that studies the relationship between animal lives and global challenges, including issues related to human population, conservation, resources, technology, and conflict. Students will also create a final e-Portfolio.
SPAN 1310: Survival Spanish Language & Cultures (1 section Fall 2019 and 1 section Spring 2020). In this lower-level language course students study situation-based Spanish and the culture of the Hispanic world to prepare them to study abroad. As a final project students will work in groups to create a video in which they compare the way an event or tradition is celebrated in the United States' culture with the way the event or tradition is celebrated in a Spanish-speaking country's culture. The group will examine the underlying values that inform the event or tradition and its celebration in each culture, making connections to relevant global challenge themes.
GERM 1310: Survival German Language and Cultures (Spring 2021). This course challenges students to reflect broadly on the nature of culture to foster the development of an intercultural mindset. Course material, discussions, and assessments are focused around cultural differences such as approaches to time and planning, hospitality, direct and indirect approaches to communication, inclusion and privacy, individualism and group identity, and high-context vs. low-context cultures. Through basic language learning and comparisons with cultural values and practices in the German-speaking world, students gain a deeper understanding of their own cultural beliefs and are able to articulate how language and culture shape behavior across cultural contexts. To demonstrate their intercultural competence, students will produce either a written essay or a video essay for their Global Readiness ePortfolio.
CMLL 2305: Introduction to Language and Culture (Fall 2020). This course introduces students to basic concepts in the study of language and culture. Topics include how languages varieties are categorized, how languages are learned, benefits of language study, non-verbal communication, the connections between language, culture, and thought, and the importance of language for cultural identity and belonging. Through course readings, guest lectures, weekly discussions, and journal responses, students develop the capacity to reflect critically on the role of language and culture in shaping human experiences. In the final essay (written or video), students reflect on how the study of languages and cultures contributes to the survival, health, and prosperity of human communities. This artifact will be included in students' ePortfolios to demonstrate their skills in presentational communication.
GERM 2302: A Second Course in German II (Fall 2019 and Spring 2020). In these lower-level language courses conducted in German, students will create a narrated PowerPoint presentation in which they reflect on cultural differences they would experience while living in a German-speaking country. They will also complete a writing assignment in which they describe and interpret intercultural encounters and conflicts portrayed in a contemporary German film. Both assignments will address global challenge topics and will be added to the students' ePortfolios and the digital archive.
GERM 4309: Business German (Fall 2020). This course trains students in cultural and linguistic practices that shape business culture in German-speaking countries. Special attention is given to building the necessary vocabulary for conducting business in German and to mastering business-specific genres. Through a service-learning partnership, students have real-world opportunities to practice professionalism, apply skills trained in the course, and reflect on connections between personal development, professional life, civic awareness, and community wellbeing. By the end of this course, students will have created a substantial Global Readiness ePortfolio on Blackboard containing artifacts that showcase their skills in German language, intercultural competence, professional development, and several specific written and spoken genres.
RUSN 1501 & 1502: Beginning Russian I and II (240 students through Fall 2019-Spring 2021). Students will read articles in English about global challenge themes in Russian-speaking countries. Students will create a PowerPoint presentation on one of the global challenge themes, showing how the peoples of Russian-speaking countries contend with the challenge.
SLAV 2301: The Vampire in East European and Western Culture (Fall 2019-Spring 2021, 100 students per semester). This course fulfills the Language, Philosophy and Culture and the Multicultural requirement. Students will select a pre-approved non-US vampire film or literary work and develop a PowerPoint analyzing the work, focussing on the anxieties of that culture as portrayed through the vampire. Students will be asked to consider how literature and film can reflect and interrogate global challenges and how the issues that individual cultures face can be both culturally specific and global.
RUSN 2302: A Second Course in Russian II (two sections in Spring 2020). In these lower-level language courses conducted in Russian, students will identify, disseminate, and interpret areas of strength and concern regarding social issues in Russia through authentic materials, contemporary Russian films, and social media interaction with students who live and study in Russia. Students will complete a writing assignment based on their research to interpret the issue. They will create a narrated PowerPoint presentation in which they reflect on cultural differences they would experience while living in Russia or in a Russian-speaking community. Both assignments will be added to the students' ePortfolios and the digital archive.
FREN 4322: French civilization: the Gourmet culture of France (Spring 2020). This course presents a survey of French civilization from the Middle Ages to the present, dealing with literature, art, music, philosophy, science, and history. Students will learn the cultural significance of food in France and Francophone countries by examining regional specialties, etiquette, culinary techniques, and food in various contexts. Students will make a video in which they will describe the making of a recipe (of a French or Francophone dish). They will present their recipes in detail, using French measurements, explaining the regional and historical importance of the dish, and addressing larger global issues of resources and economics. Each video will contain a minimum of three stages. Finally, students will self-assess their own work and explain the difficulties they encountered if any before offering a final tasting (dégustation).
FREN 4305: Cultures of the Francophone World (Fall 2020). This course presents a survey of French-speaking cultures of the world, including history, arts, customs and daily life. This course looks at the cultures of Francophonie, the diverse French-speaking cultures located outside of France. In this course, students will complete a research project that compares and contrasts the cultures of each of the French-speaking regions and countries examined in the course with each other and with the cultures of France and their own countries. They will each create a PowerPoint presentation on an aspect of Francophone daily life, customs and tradition in a given place. The topics will include the global challenge issues of population, resources, technology, information, economics, conflict and governance.
SPAN 2390: Cultures of the Spanish-Speaking World: A Study of Culture Through the Lens of Social Justice. This course, taught in English with no prerequisite, is also an elective for the interdisciplinary Minor in the Literature of Social Justice and the Environment (LSJE). Designed as an introduction to Spanish speaking cultures (in Latin America, the U.S., Spain) through a lens of social justice, this course is intended to bring awareness to a wide range of themes that impact global and local communities. Topics include issues of human rights, power, access, stigmatization, border identities, migrations, ideologies, and protest. Students will complete a Story Map, in which they will discuss an aspect of a current issue as it relates to both global and local Spanish speaking communities and social justice. The digital nature of these projects allows students to find language resources and a platform with which to discuss socially and culturally relevant issues of personal, local, and international concern.
SPAN 4307: Writing Literacies in Context (Spring 2020). This
course entails the development of writing literacies in context, which offers students an opportunity to improve the writing, but more importantly the communicative skills they need in their future careers in the 21st
century. Students will use these communication skills to give voice to the use of the Spanish and English languages at the regional and global level. The linguistic and cultural project in this course aims at developing tools to enhance students' critical awareness toward the value of these languages and the communities that use them. Students will operationalize the concept of linguistic landscapes as a pedagogical tool for exploring the theme using story maps which then can be publicly presented.
SPAN 1607: Intensive Spanish, First Year and SPAN 2607: Intensive Spanish, Second
Year (Spring 2020). These two language courses that take place in the study abroad context
of Seville, Spain, allow for a deeper understanding of linguistic use and study abroad
experience by Incorporating a linguistic/cultural project (being able to compare many
aspects of the student's experience in
the study abroad and the at-home contexts). The linguistic/culture project (photographic investigations, interviews with the communities that inhabit Seville, and the students' critical analyses of their data and personal experience) allows for a linguistic project that illustrates the bilingual and translingual phenomena that is occurring in contexts where languages come into contact with each other (either sporadically and arbitrarily like the languages of tourism or permanently like that of immigrants or bilingual
societies). The results of this project are presented to the TTU student and faculty body in Seville in a formal presentation (mainly in a PowerPoint format).
CMLL 2305: Introduction to Languages and Cultures (Fall 2019 and Fall 2020, 70-105 students per semester). The course fulfills the language, philosophy, and culture core requirement. Students in this course will pursue research projects on the effects of globalization on indigenous language communities around the globe and in the US. Students will be asked to consider how these small populations deal with global challenge topics while attempting to maintain their minority language and culture. Students will workshop their projects during class time, but submit individual research projects in the form of essays or PowerPoint presentations.
GERM 2313: Northern Myths and Legends (Fall and Spring Semesters, 2019-2021, 60-105 students per semester). The course fulfills the language, philosophy, and culture core requirement. Students in this course will pursue research projects on the themes of conflict and colonization as depicted in these works of legend and history. Specifically, they will address the question of how these cultures depicted the issues of the global challenge areas in the past (especially population, resources, technology, conflict, and governance), and how the conceptual models from that time continue to influence our thinking today. Students will workshop their projects during class time, but submit individual research projects in the form of essays or PowerPoint presentations.
JAPN 2301 (Fall 2020) & JAPN 2302 (Spring 2021): A Second Course in Japanese I & II. This intermediate course is conducted in Japanese with about 20 students. Students will complete a final digital media project in the form of a YouTube video. Using digital media, they will collect information on topics related to Japanese pop culture (e.g., literature, online games, food, film, music, etc.) and present on how their selected topic connects to a global challenge such as information, technology, or populations. Furthermore, they will reflect on their motivations for studying Japanese. The cultural artifacts will be uploaded to students' e-Portfolios.
JAPN 4300: Individual Problems in Japanese (Fall 2020 and Spring 2021). This upper level course is conducted in Japanese with about 10 students. Students will create a narrated PowerPoint presentation or a poster presentation in which they reflect on cultural differences (gender, religion, hierarchy, business Japanese and etc.) or social problems such as hikikomori (acute social withdrawal), karoshi (overwork death), etc. In their final projects, students will make connections between the study of Japanese language and culture and global challenges such as information, technology, and populations. The presentations will be uploaded to students' e-Portfolios.
GERM 4303: German Classics (Fall 2019). This upper-level course familiarizes students with German-language texts that are part of the canon of German literature and thus still read in Germany today, and that are often adapted as films, theatre plays, graphic novels, musicals, children's books, etc. The course will also examine variations of these texts and discuss their transformation across time and space through adaptation theory. Students will identify one major German text as the basis of their project and then either create their own literary adaptation (reflecting on culture-specific and/or time-specific vs. universal ideas expressed in the original and the adaptation), or present an analysis of an adaptation from another time period in Germany, or from another culture. In both cases, students will address the relevance of national identity-forming texts in their original country and abroad, and analyze which ideas can be universally kept, which ideas need to be dropped, and which ideas have to be transformed in order to be applicable to a new context. This will help students develop important transcultural skills that can be applied to understanding the global challenge area of populations and conflicts on a deeper level.
SPAN 3306: Introduction to Hispanic Life and Culture: Cities in the Hispanic World (Spring 2020). Students will write a reflective but theoretically-informed essay on an experience that they have had speaking Spanish in Lubbock, Texas. These essays will be accompanied by at least one photograph and made into geolocalization points on a digital map of Lubbock and the surrounding area. Taken together this interactive map will create a collective cartography of local Spanish-speaking experience, addressing the global challenge theme of population.
SPAN 3390: Hispanic Culture and Civilization: Hispanic Cities (Fall 2020, 100 students). This course is conducted in English and satisfies the TTU Multicultural requirement. It draws students from many different majors all around campus. In this course, students will write a reflective but theoretically-informed essay comparing Latino Lubbock to the other Latino or Hispanic Cities studied during the first 12 weeks of the semester. They will include at least one photograph and be made into geolocalization points on a digital map of Lubbock and the surrounding area. Taken together this interactive map will create an opportunity to consider how Lubbock's urban experience is similar to and/or different from the urbanization processes of other parts of the Spanish-Speaking world, addressing the global challenge theme of population.
GERM 2302: A Second Course in German II (1 section in Fall 2019 and 2 sections in Spring 2020). In these lower-level language courses conducted in German, students will create a narrated PowerPoint presentation in which they reflect on cultural differences they would experience while living in a German-speaking country. They will also complete a writing assignment in which they describe and interpret intercultural encounters and conflicts portrayed in a contemporary German film. Both assignments will address global challenge topics and be added to the students' ePortfolios and the digital archive.
CMLL 2307: Developing Cultural Intelligence in a Global Society (Fall 2019). In this lower-level course, students will learn about and practice the skills of cultural intelligence by participating in cross-cultural conversation groups between U.S. American and international students. Students will complete biweekly written reflections on their experiences in the groups. Students will choose one reflection assignment for the ePortfolio and the digital archive that addresses a global challenge topic. At the end of the course, students will also create a narrated presentation in which they synthesize the course content with their first-hand experiences in the conversation groups. Both the personal reflection and presentation assignments will be added to the students' ePortfolios and the digital archive.
FREN 2302: A Second Course in French (taught every semester). The project in FREN 2302 will center around the focal themes of resources and information, through texts on the topic of climate change. Students will be guided in analysis of multimodal posters created by activists, then in the interpretation of newspaper articles about youth climate activists around the world, and of graphs related to climate change impacts. Students will dialogue about possible meanings in activist posters, about how and why certain posters work, about perspectives and ideologies in news articles, and about the impacts of climate change on populations in different parts of the Francophone world. Textual interpretation and dialogues will be supported through a tool called hypothes.is, which allows users to dialogue virtually while annotating web pages collaboratively. Finally, students will produce multimodal posters, either in the form of activist posters (about the dangers of climate change, about actions that individuals can take, or expressing a counter position to the act of protesting for this cause). They will also create a multimodal informational poster about how climate issues impact different populations within the Francophone world.
SPAN 2300: Social Change in the Hispanic World Through Cultural Expressions (Fall 2020, 90 students). This upper-level course is conducted in English and satisfies the TTU Multicultural requirement and the Language and Philosophy Core Requirements. The course will appeal to students across different majors and colleges. In this course, students will complete an analytical final paper, in which they examine an artistic work, a piece of literature, or a media product such as a film or telenovela. Students will discuss how cultural products in the Hispanic world use narrative and visual strategies to enter into debates about the global challenge areas dealing with modernization, militarization and revolution, imperialism, and/or gender relations.
SPAN 4309: Spanish Language Special Topics: Hispanic Media Studies (Spring 2020; Spring 2021). This upper-level course is conducted in Spanish and counts toward the Spanish major and minor. Due to the focus on media, students will complete a final digital media project in the form of a podcast, digital story, story map, or blog, in which they discuss a current issue in the field within Latin America. Possible topics include the global challenge areas of technology, information, conflict, and governance, and may address censorship and freedom of the press, investigative journalism, media formations and conglomerates, or popular culture via radio, television, or film. Students will place these final digital media projects in an online portfolio.
JAPN 1501: A Beginning Course in Japanese I (Fall 2020). This course is conducted in Japanese with abut 20 students. Students will complete a final digital media project in the form of a video. In a video, students will compare one cultural topic between Japan and the US. The cultural artifact will be uploaded to students' e-Portfolios.
Russian 3305: Topics in Advanced Russian (Fall 2019). In this course, the students will complete a reading assignment involving an authentic Russian text that deals with global challenge issues on such topics as conflict resolution, human rights, citizen diplomacy, and environmental conservation. The students will prepare written and oral presentations on their chosen topics. The presentations will be added to their digital portfolios.
SPAN 4318: Spanish in the United States (Fall 2020). This course provides students a sociolinguistic analysis of Spanish in the United States. The overarching goal is to provide students with metalinguistic terminology to objectively analyze the Spanish language as well as the social ideologies surrounding Spanish in the U.S. and its speakers; that is, the course strives to use linguistic facts to challenge misinformed assumptions about U.S. Spanish and its speakers. The course provides an overview of the historical context of Spanish in the U.S., the linguistic features (morphological, syntactic, phonetic, and lexical) present in U.S. Spanish with a focus on dialect and language contact, the political and educational policies regarding Spanish in the U.S., and finally the connection between language and identity in the U.S. context.
GERM 2301: A Second Course in German II (Spring and Fall 2020). Students will do research on the global challenge topics of resources and technology, addressing the topic of sustainability in German culture. The mode of presentation will be a poster with captions or other visual documentation (3D art, video) and the recording of their presentations. The presentations will be added to their digital portfolios.
SPAN 2301 & 2302: A Second Year Course in Spanish (1,100 students between Fall 2019-Spring 2020): In these lower-level Spanish classes, students will produce analytical and creative projects for inclusion in the ePortfolio and digital archive. The goal of these projects is for students to discuss and reflect on the Spanish language and the presence of Hispanics in the U.S. Students will address global challenge topics of population, economics and information, and they will work with a variety of sources (newspaper articles, videos, radio reports) to provide them information to reflect on and discuss as a group throughout the semester. Finally, students will either create a cultural artifact (e.g., a video, song, comic, play, interview, poem, etc.) or write an academic paper to explain and reflect on the Spanish language in the US from different perspectives.
FREN 2302: A Second Course in French II
FREN 2302 is a fourth semester course in French and Francophone studies that aims to improve students' language and literacy skills, with an emphasis on cultural literacy. For the project in FREN 2302, students will focus on urban culture through critical engagement with digitally accessible urban artifacts from the city of Lyon in southeastern France. Each student will select a city district to explore virtually throughout the semester using web resources and technologies. This will entail accessing and examining artifacts in situ such as historic sites and monuments, as well as extant artifacts in cultural institutions such as libraries and museums. Through a series of workshops, students will discuss different ways of interacting with urban artifacts, identify the cultural functions of these artifacts and the values that they reflect, and produce detailed evaluations of urban culture in Lyon, France. Students will create video recordings and digital posters to present their urban artifacts and assessments of urban culture, and to demonstrate readiness to navigate global challenges related to population and resources.
FREN 3304: Grammar: A Comprehensive Review
FREN 3304 provides a comprehensive overview of French grammar. This course aims to enhance students' grammatical knowledge and accuracy in French, and to lead students to think critically about language in cultural contexts. For the project in FREN 3304, students will focus on digital media culture through critical engagement with news stories from French media outlets. Each student will select a globally relevant news topic to follow throughout the semester and examine across multiple digital media formats and platforms. Through a series of workshops, students will discuss different ways of interpreting news stories, identify the ideas and values that they encounter, and evaluate strategies for positioning digital media consumers to accept those ideas and values. Students will produce reflective essays and digital posters to present their news topics and assessments of digital media sources and culture, and to demonstrate readiness to navigate global challenges related to information and technology.
CHIN 1501 & 1502: A Beginning Course in Chinese (fall semester) & 2 (spring semester).
CHIN 2301 & 2302: A Second Course in Chinese 1 (fall semester) & 2 (spring semester).
In these lower-level Chinese language courses, students will work as teams to conduct studies regarding global challenge issues in current Chinese society, such as population, information, economics, and governance. The topics will cover, but are not limited to, Chinese higher education, Chinese new policy "The Belt and The Road", Donald Trump and China, "Double Eleven" Chinese Black Friday, Relationship between China and US. Students will collect, integrate, and analyze data and articles, consider different points of view and work effectively with others to support a shared purpose, and develop their creative thinking skills and interpersonal communicative skills. Students will make an oral presentation of their research in the classroom in both Chinese and English (varying according to language proficiency) guided by detailed instructions, and a digital written version of their presentation will be added to their digital portfolios. Oral presentation will be followed by a group discussion and a peer-review.
CHIN 3305: Advanced Chinese - Cinema and Chinese Language (Spring, 2021). In this upper-level Chinese language course, students will interview Chinese native speakers to deeply discuss various topics regarding global challenge areas, such as the Chinese economy, family relationships, and Chinese foreign policy, etc. Students will watch movies to identify interview questions, collect and analyze data and read articles to deepen their understanding on the topics, and conduct the interview in both Chinese and English. The project will help students to distinguish the differences between China and US, to develop their oral communicative skills, and to enhance their ability to collect and synthesize different sources of information. Students will video-record their interview and then make an oral presentation in both Chinese and English in the classroom followed by a group discussion and a peer reviewing. Students' interview and oral presentation will be graded. The interview video will be added to the digital archive.
FREN 3303. French Conversation: Cultural Objects and French Society (Fall 2019). This conversation course aims to increase students' linguistic and cultural fluency in French by engaging them in active discussion and debate around a wide range of social, cultural, and political topics dealing with global challenge areas. Every student will participate in one of three formal debates on issues that respectively call into question French and American ideas about the nature of art, the ethics of advertising, and the politics of state bans on religious dress in public settings. Each debater will both deliver a prepared statement and respond impromptu to the arguments raised by the opposition. The debates will be filmed and added to the students' ePortfolios and to the digital archive.
FREN 4303. Dialogues in French Culture: Political Stages of French Theater (Fall 2020). This upper-level course, conducted in French and aimed at French majors and minors, asks students to consider the place of politics in the French dramatic tradition and the role of theater in political life, thus addressing the global challenge areas of information, conflict, and governance. Each student will complete a pastiche project based on one course text, consisting of a literary pastiche—a single scene written by the student for possible insertion into the chosen play, imitating the style and thematic or ideological content of the chosen work of political theater—and critical self-commentary explaining what aspects of the model text are imitated in the pastiche and how it displays the results of a thoughtful analysis of the original play's dramatic style and political concerns. These assignments will be added to the students' ePortfolios and to the digital archive.
SPAN 4308: Business Spanish (2 sections Fall 2019). Business Spanish is a task-based course which entails business document interpretation and translation from English to Spanish and from Spanish to English. It requires prompt and diligent preparation of documents and a moderate amount of reading and research primarily in Spanish. The course includes guest speakers, and participation in cultural activities involving visits to locations outside of the classroom and in some cases, off campus. Students will pursue individual and detailed research on business practices in a Spanish-speaking country and prepare a report on a specific business, comparing it to practices in the US. This project will address the global challenge areas of resources, technology, and economics.
SPAN 4309: Medical Spanish (Fall 2019). This course is designed to enhance oral and written competence of Spanish in the area of Healthcare. Course material includes vocabulary, terminology and phraseology related to the area of Healthcare, including, but not limited to the following: Basic Emergency situations; Anatomy and Physiology; Lab Procedures; Diseases; Administrative Healthcare situations. Students will pursue individual research on the healthcare treatment of Hispanic populations and prepare a report or PowerPoint presentation on the challenges of dealing with minority-language populations in a global context. This project will address the global challenge areas of population, technology, and information.
SPAN 4309: Translation and Interpretation (Spring 2020). Translation and Interpretation is a task-based course which entails a substantial amount of translation and interpretation of texts, audios and videos from English to Spanish and from Spanish to English. Source texts include authentic material from business, politics, law, medicine, literature and film. The course may include guest speakers, and participation in some cultural activities involving visits to locations outside of the classroom and in some cases, off campus. Students will choose a body of texts from a specific foreign source, and prepare an analysis of the linguistic, cultural, and transcultural knowledge necessary to translate the material appropriately for an American, English-speaking audience. This project will address the global challenge areas of technology, information, economics, and/or governance.
From May-August 2020 and May-August 2021, Mr. Lemon will create a digital archive of student work produced during each academic year on the website of the Department of Classical & Modern Languages & Literatures. The archive can also be linked to the website of the Center for Global Communication. Upon receiving students' digital submissions forms and project files (which will be compiled throughout the academic year by a graduate student), Mr. Lemon will use the summer months to create a webpage that lists student projects according to the global challenge themes they address (a total of 7 categories), with subsections organizing the projects by language and level. The list of projects will include links to PDF and image files as well as links to CMLL's YouTube channel, where student projects in video format will be uploaded. This approach to archiving will ensure that students' projects are digitally showcased in a timely manner and are easily accessible to a broad audience. A copy of all files will be stored on a local server for future curation.
Classical & Modern Languages & Literatures
AddressCMLL Building, 2906 18th St, Lubbock, TX 79409