The focus of this course will be on systematic grammar, essential vocabulary, and conversations. The goal is to achieve basic reading, writing, and conversational competence as well as exposure to Telugu culture and traditions through language learning. Students will be able to read short stories by the end of this course with some facility.

The focus of this course will be on systematic grammar, essential vocabulary, and conversations. The goal is to achieve basic reading, writing, and conversational competence as well as exposure to Telugu culture and traditions through language learning. Students will be able to read short stories by the end of this course with some facility.

This course is devoted to a study of selected literary texts set in various regions of Southeast Asia. The readings will include works by foreign authors who lived and traveled in Southeast Asia and translations of works by Southeast Asian writers. These texts will be used to make comparisons and observations with which to characterize coloniality, nationalism, and postcoloniality. This course satisfies the first half of the Reading and Composition requirement.

In this course, the student will read selections from the large body of scholarly texts that have been written about Southeast Asia. Expository and argumentative essays by premier scholars such as Sir Thomas Stamford Raffles, Margaret Mead, Clifford Geertz, and Benedict Anderson will be examined. Discussions will cover a broad range of theoretical issues including power, gender, and space. This course satisfies the second half of the Reading and Composition requirement.

The Freshman Seminar Program has been designed to provide new students with the opportunity to explore an intellectual topic with a faculty member in a small seminar setting. Freshman seminars are offered in all campus departments and topics vary from department to department and semester to semester. Enrollment limited to 15 freshmen.

Freshman and sophomore seminars offer lower division students the opportunity to explore an intellectual topic with a faculty member and a group of peers in a small-seminar setting. These seminars are offered in all campus departments; topics vary from department to department and from semester to semester. Enrollment limits are set by the faculty, but the suggested limit is 25.

Freshman and sophomore seminars offer lower division students the opportunity to explore an intellectual topic with a faculty member and a group of peers in a small-seminar setting. These seminars are offered in all campus departments; topics vary from department to department and from semester to semester. Enrollment limits are set by the faculty, but the suggested limit is 25.

Freshman and sophomore seminars offer lower division students the opportunity to explore an intellectual topic with a faculty member and a group of peers in a small-seminar setting. These seminars are offered in all campus departments; topics vary from department to department and from semester to semester. Enrollment limits are set by the faculty, but the suggested limit is 25.

Freshman and sophomore seminars offer lower division students the opportunity to explore an intellectual topic with a faculty member and a group of peers in a small-seminar setting. These seminars are offered in all campus departments; topics vary from department to department and from semester to semester. Enrollment limits are set by the faculty, but the suggested limit is 25.

Freshman and sophomore seminars offer lower division students the opportunity to explore an intellectual topic with a faculty member and a group of peers in a small-seminar setting. These seminars are offered in all campus departments; topics vary from department to department and from semester to semester. Enrollment limits are set by the faculty, but the suggested limit is 25.

Selected introductory topics in the study of religion.

Selected introductory topics in the study of religion.

This introduction to the study of Buddhism will consider materials drawn from various Buddhist traditions of Asia, from ancient times down to the present day. However, the course is not intended to be a comprehensive or systematic survey; rather than aiming at breadth, the course is designed around key themes such as ritual, image veneration, mysticism, meditation, and death. The overarching emphasis throughout the course will be on the hermeneutic difficulties attendant upon the study of religion in general, and Buddhism in particular.

Sophomore seminars are small interactive courses offered by faculty members in departments all across the campus. Sophomore seminars offer opportunity for close, regular intellectual contact between faculty members and students in the crucial second year. The topics vary from department to department and semester to semester. Enrollment limited to 15 sophomores.

Four-unit limit per term.

Four-unit limit per term.

The course aims to give a comprehensive picture of many important areas of the Indian musical heritage, including a detailed exploration of the classical traditions of both North and South India (Hindustani and Carnatic musics).

Designed to permit regular faculty and visitors to explore special topics not normally covered in the curriculum. Focus and readings will change in response to current research interests of instructors and teaching needs of the department.

This course is designed to provide a chronological and thematic approach to the study of religion in medieval India. It will cover the period from 600 to 1600 A.D.--a time of significant developments in both Hinduism and Islam on the subcontinent. Besides witnessing tremendous religious ferment in the South and the emergence of popular devotional movements within Hinduism in the North, the period also observed new mystical and regional articulations of Islam.

The emergence of the tantras in seventh and eighth-century India marked a watershed for religious practice throughout Asia. These esoteric scriptures introduced complex new ritual technologies that transformed the religious traditions of India, from Brahmanism to Jainism and Buddhism, as well as those of Southeast Asia, Tibet, Mongolia, China, Korea, and Japan. This course provides an overview of tantric religion across these regions.

A study of the Buddhist tradition as it is found today in Asia. The course will focus on specific living traditions of East, South, and/or Southeast Asia. Themes to be addressed may include contemporary Buddhist ritual practices; funerary and mortuary customs; the relationship between Buddhism and other local religious traditions; the relationship between Buddhist institutions and the state; Buddhist monasticism and its relationship to the laity; Buddhist ethics; Buddhist "modernism," and so on.

The course focuses on Philippine history through literature and performance. Among the texts to be discussed are: traditional forms (rituals, poetry, songs, dances) that give insights to belief systems and economic, political, and social life during the indigenous or precolonial period; performance and literary forms that were instruments both of colonial conquest and anti-colonial movements; and theater and literature that participated in discourse on agrarian issues, labor, martial law and militarism, gender rights, academic freedom, and human rights.

Directed study of South and Southeast Asian Languages. This course will provide intensive language training in languages not regularly taught by the Department. Language may vary each semester based on instructor availability. Intermediate language ability required.

An introduction to the mythologies of Southeast Asia, providing a comparative overview of key myths. We will focus on indigenous narrative traditions encompassing myths of creation and origin, agricultural and maritime myths and practices, the founding of kingdoms, and indigenous geographies. We will further explore the role of myth in the contemporary world.

Can a song inspire a revolution? The course focuses on literary, visual, and performance texts that participated in political discourses in the Philippines. What strategies did the writers and artists employ? How did writers and artists face issues of censorship and persecution? How did social movements influence these texts, and in turn, how did these texts contribute to these social movements?

Designed primarily to give majors sustained and intensive training in reading, writing, and analysis in the discipline. Independent research and a substantial essay required. Topics will vary in accord with faculty and student interests.

To be eligible for admission for the honors program, students must have and maintain a minimum GPA 3.5 in all courses completed for the major. In addition, the student must enroll in the final semester of the senior year in H195, a course of supervised research to be guided by an instructor chosen in consultation with the major adviser. On the basis of this research the student will prepare and submit an honors thesis for evaluation.

To be eligible for admission for the honors program, students must have and maintain a minimum GPA 3.5 in all courses completed for the major. In addition, the student must enroll in the final semester of the senior year in H195, a course of supervised research to be guided by an instructor chosen in consultation with the major adviser. On the basis of this research the student will prepare and submit an honors thesis for evaluation.

To be eligible for admission for the honors program, students must have and maintain a minimum GPA 3.5 in all courses completed for the major. In addition, the student must enroll in the final semester of the senior year in H195, a course of supervised research to be guided by an instructor chosen in consultation with the major adviser. On the basis of this research the student will prepare and submit an honors thesis for evaluation.

To be eligible for admission for the honors program, students must have and maintain a minimum GPA 3.5 in all courses completed for the major. In addition, the student must enroll in the final semester of the senior year in H195, a course of supervised research to be guided by an instructor chosen in consultation with the major adviser. On the basis of this research the student will prepare and submit an honors thesis for evaluation.

To be eligible for admission for the honors program, students must have and maintain a minimum GPA 3.5 in all courses completed for the major. In addition, the student must enroll in the final semester of the senior year in H195, a course of supervised research to be guided by an instructor chosen in consultation with the major adviser. On the basis of this research the student will prepare and submit an honors thesis for evaluation.

To be eligible for admission for the honors program, students must have and maintain a minimum GPA 3.5 in all courses completed for the major. In addition, the student must enroll in the final semester of the senior year in H195, a course of supervised research to be guided by an instructor chosen in consultation with the major adviser. On the basis of this research the student will prepare and submit an honors thesis for evaluation.

Tutorial instruction in areas not covered by regularly scheduled courses. Four-unit limit per term.

Tutorial instruction in areas not covered by regularly scheduled courses. Four-unit limit per term.

Tutorial instruction in areas not covered by regularly scheduled courses. Four-unit limit per term.

Tutorial instruction in areas not covered by regularly scheduled courses. Four-unit limit per term.

Tutorial instruction in areas not covered by regularly scheduled courses. Four-unit limit per term.

Tutorial instruction in areas not covered by regularly scheduled courses. Four-unit limit per term.

Four-unit limit per term.

Four-unit limit per term.

Four-unit limit per term.

Four-unit limit per term.

Four-unit limit per term.

Four-unit limit per term.

Readings, lectures, and discussion of the culture and civilization of Southeast Asia. Mainland Southeast Asia: Covers the modern-day nations of Burma, Cambodia, Thailand, etc., with special emphasis on the impact of Hinduism and Buddhism. (F,SP) Staff

Readings, lectures, and discussion of the culture and civilization of Southeast Asia. Insular Southeast Asia: Covers the modern-day nations of Indonesia, Malaysia, and the Philippines. Special emphasis on the arts and their social and political context, with discussions on the impact of the colonial experience and the question of modernization vs. tradition.

This course will examine the role of contemporary literature in Indonesian/Malaysian society. Emphasis on the socio-political aspects of this literature in historical context. Genres discussed will include poetry, the novel, the short story, and drama.

Readings and lectures focus on Thailand, Vietnam and Burma; Cambodian and Laotian materials as available. After brief attention to the influence of oral tradition, classical poetry, and dance drama, emphasis will be on modern novels, short stories, film, and television in their cultural/historical context.

This course examines the impact of the history of literacy and literature upon the ways in which perceptions and roles of women are constructed and reinforced in a developing non-Western society. Course material includes literature, oral and manuscript narratives, ritual performance.

This undergraduate seminar will be an investigation into key discourses on Islam in Southeast Asia, focusing on history, literature, and culture. We will trace the processes through which Islam entered the Malay world in the 13th century, and explore the European colonial encounters with Islam in Southeast Asia and the ways that Islam interacted with and resisted colonialism. We will discuss the role of mysticism and of reformists and will also explore the struggles of Islam as a minority religion in the Philippines and Thailand. Readings will include primary sources in translation, literary texts, ethnographic works, and writings by colonial and local scholars.

This seminar will focus on the late colonial and national periods in Southeast Asia. Through literary and political texts as well as classical anthropological sources, we will explore different approaches to reading and analyzing Southeast Asian source material. There will be extensive readings of works of fiction and primary source material in translation, as well as occasional screenings of films. We will tackle broader themes and theoretical approaches to Southeast Asian sources and literatures and will discuss different approaches to reading modern Southeast Asian texts. The course is open to advanced undergraduates and graduate students.

Major themes in modern Southeast Asian history with an emphasis on cross-country comparisons involving the region's largest and most populous countries: Thailand, Burma, Vietnam, Indonesia, and the Philippines.

In postcolonial thought on European claims to cultural supremacy, the case of the "Dutch East-Indies" (the future Indonesia) still arouses questions like: What made the Dutch colonial policy different from that of other European powers? What were the main characteristics of the "Dutch East-Indies"? How did a small country like the Netherlands manage to rule a territory that was fifty-two times its own in scale? And how can we explain that 350 years of Dutch domination left so few traces in contemporary Indonesia?

This course offers a broad historical and cultural survey of the civilizations of the Indian subcontinent from the earliest period known to archaeology to the advent of Islam as a major cultural and political force around the 13th century CE. Attention will be paid to the geography and ethnography of the region, its political history, and to the religious, philosophical, literary, scientific, and artistic movements that have shaped it and contributed to its development as a unique, diverse, and fascinating world civilization. Lectures, readings, and class discussions will center on salient texts, broadly defined, that have characterized major cultural, religious, and political formations from the earliest antiquity to the late medieval period. This course is open to all interested students and is required for those majoring or minoring in South Asian Studies.

This course offers a broad historical and cultural survey of the civilizations of the Indian subcontinent from the 12th century to partition of India in 1947. Attention will be paid to the geography and ethnography of the region, its political history, and the religious, philosophical, literary, and artistic movements that have shaped it and contributed to its development as a unique, diverse, and fascinating world civilization. Lectures, readings, and class discussions will center on salient texts, broadly defined, that have characterized major cultural, religious, and political formations from the medieval period to the 20th century. This course is open to all interested students and is required for those majoring or minoring in South Asian Studies.

Reading and composition based on 10 classic works of Indian literature ranging from the ancient Sanskrit epics to modern novels by Indian and western authors. Weekly composition on texts and topics read and discussed in class. Satisfies the first half of the Reading and Composition requirement.

Reading and composition in connection with eastern and western representations of India, and other Asian cultures, in great works of modern literature. Satisfies the second half of the reading and composition requirement.

This course is a broad introduction to the history, doctrine, and culture of the Buddhism of Tibet. We will begin with the introduction of Buddhism to Tibet in the eighth century and move on to the evolution of the major schools of Tibetan Buddhism, Tibetan Buddhist literature, ritual and monastic practice, the place of Buddhism in Tibetan political history, and the contemporary situation of Tibetan Buddhism both inside and outside of Tibet.

Literary works of ancient India are read in English translation and studied critically. The course aims at giving a comprehensive picture of many important areas of the Indian literary heritage.

Lecture and discussion on the novel as it arose on the Indian subcontinent during the 19th and 20th centuries, using English translations and original works in English. Critical discussion of the novel as a modern genre adapted to local conditions and coexisting with older traditions of writing. Examines the novel as a window on Indian modernities. Interpretation of Indian society, culture, and history through literature.

Lectures and discussion of 19th and 20th century Indian literature through English translations and original works in English. Interpretation of Indian society and culture through literature.

This course is an introduction to the religions that have their origin on the India subcontinent--Hinduism, Buddhism, Jainism, Sikhism, and tribal religions--as well as those that originated in other regions such as Islam, Christianity, Judaism, and Zoroastrianism. Organizing this material chronologically rather than teaching it by separate religious traditions facilitates comparisons and promotes an understanding not only of the differences among these religions but also some of their commonalities in philosophy, theology, and praxis.

Designed as a two-semester sequence, these courses are an introduction to the religions that have their origin on the Indian subcontinent--Hinduism, Buddhism, Jainism, Sikhism, and tribal religions--as well as those that originated in other regions such as Islam, Christianity, Judaism, and Zoroastrianism. Organizing this material chronologically rather than teaching it by separate religious traditions facilitates comparisons and promotes an understanding not only of the differences among these religions but also some of their commonalities in philosophy, theology, and praxis.

Introduces the history of religious movements in modern India. Examines the dissemination and reinterpretation of sacred texts and religious practices. Includes a reading of spiritual experience and religious authority at mid-century in an influential modern novel. Examines religious conversions, transformations of women's roles, and how the concept of a secular state in post-Independence India shapes religious policy and practice.

Literary and religious aspects of Hindu myths. Reading of selected mythological texts in translation.

The development and practice of religion in South India. Emphasis will be on sources translated directly from Indian languages. Subjects covered include: the indigenous religion, the effect of Brahmanical religion, movements, and the practice of Hinduism in modern South India.

The course entails substantial selected readings from the great Sanskirt epic poems--the Mahabharata and the Ramayana in translation, selected readings from the corpus of secondary literature on Indian epic studies as well as lectures on salient issues in both. Discussion will focus on a variety of historical and theoretical approaches to the study of the poems and their extraordinary influence on Indian culture. Readings will be supplemented with selected showings of popular cinematic and television versions of the epics.

The aim of this course on the culture and history of Muslim communities and institutions in South Asia is to introduce students to the broad historical currents of the expansion of Islam in the Indian subcontinent, the nature of Muslim political authority, the interaction between religious communities, Islamic aesthetics and contributions to material culture, the varied engagements and reactions of Muslims to colonial rule, and the contemporary concerns of South Asia's Muslims. While this is a lecture course, ample time will be set aside for discussion and the active engagement of participants will be expected. Lectures will be supplemented with visual material, music, and movies where possible.

This course is designed to provide a dual chronological and thematic approach to the study of one of the greatest empires in human civilization: the Mughal Empire. Although the bulk of this course will focus on the Mughal Empire during its heyday between the 1550s and the early 1700s, careful attention will be paid to the larger historical and geographical contexts that both enabled the emergence and, ultimately, decentralization of Mughal power. In so doing, this course will not only study South Asia's complex history on its own terms but also examine the intricate web of political, economic, and social links that connected South Asia to the rest of the world. Simultaneously, this course will also pay particular attention to a series of common misconceptions that dog the study of pre-modern Islamic polities. Among them, the supposedly lesser role played by women in politics; the dogmatic and central role of Islam in "Muslim" states; and the economic and political superiority of Western Europe. Crucial to these questions also is an examination of the historiography and historiographical traditions that have come to define contemporary understanding of the Mughal Empire.

Whenever Pakistan comes up as a subject of sustained conversation in the US it usually is for all the wrong reasons: the worst nuclear proliferator in recent history, the refuge of Osama bin Laden, a major source of regional instability in South and Central Asia. Although Pakistan may be viewed with deep mistrust by US policy planners and the American public alike, this course seeks to remind us that it is also a country of great political, economic, religious, and social complexity. This course will situate Pakistan in its historical, political, literary, religious, economic and social contexts with the hope that students will develop nuanced and deeply grounded perspectives on a country that in fact defies easy stereotypes.

This course seeks to interrogate the highly contentious and controversial issue of Hindu and Muslim religious nationalism (otherwise known as "communalism") in South Asia. In so doing, we will interrogate the historical trajectory and development of religious nationalism from the colonial period through to the present. We will examine issues relating to the rise of (non-religious) nationalism outside of South Asia; Hindu and Muslim relations in the pre-colonial period; colonial attempts to construct South Asia's past along religious lines; the dialectical interplay of early Hindu and Muslim religious nationalism; the interplay between secular and religious nationalism; different intellectual attempts to articulate notions of bounded religious communities; the success of religious nationalism in contemporary South Asia; and the implications of religious nationalism for the future of South Asia.

This course explores the history of yoga from the late Vedic period to its most recent formulation in American popular and consumer culture. It seeks to make students conversant in the key texts and philosophical innovations of yoga across time. But to better convey the complex nuances of yoga's historical development it approaches the subject in three parts: it explores theories of origin leading up to the formation of yoga as a classical philosophical school; it focuses on specialists and medieval innovators as it examines sects, sadhus, and aberrant modes of practice; it explores the contemporary context as it investigates modern yoga's place in both popular imagination and the marketplace.

Tibetan Buddhists view the moment of death as a rare opportunity for transformation. This course examines how Tibetans have used death and dying in the path to enlightenment. Readings will address how Tibetan funerary rituals work to assist the dying toward this end, and how Buddhist practitioners prepare for this crucial moment through tantric meditation, imaginative rehearsals, and explorations of the dream state.

Unique among the heterodox religious traditions that were prominent on the Indian subcontinent prior to the common era, Jainism has maintained an unbroken presence of lay and mendicant communities for more than 2,500 years. Throughout this time nonviolence has remained the guiding principle of Jain ethics and practices. This course will examine the teachings and practices of Jainism through selected readings from the Jain scriptures and commentaries (in translation) as well as secondary sources. The rise of later heterodoxies, particularly the Virasaivas in the South and the Nathas and Siddhas in the North, will also be discussed.

Students will be expected to acquire knowledge of the basic grammar of Bengali, such that they learn to read simple graded texts and to speak at the "low intermediate" level by the end of the year.

Students will be expected to acquire knowledge of the basic grammar of Bengali, such that they learn to read simple graded texts and to speak at the "low intermediate" level by the end of the year.

Students are expected to be able to read, with the aid of a dictionary, modern Bengali literature, and speak at a "high-intermediate" level by the end of the year. There will be viewing of Bengali videos at a mutually agreed upon time and in class from time to time.

Students are expected to be able to read, with the aid of a dictionary, modern Bengali literature, and speak at a "high-intermediate" level by the end of the year. There will be viewing of Bengali videos at a mutually agreed upon time and in class from time to time.

A systematic introduction to the grammar, sentence patterns, and essential vocabulary of modern standard Filipino. Emphasis is placed on extensive practice in idiomatic Filipino conversation, with additional practice in reading and writing Filipino.

A systematic introduction to the grammar, sentence patterns, and essential vocabulary of modern standard Filipino. Emphasis is placed on extensive practice in idiomatic Filipino conversation, with additional practice in reading and writing Filipino.

This course is an elementary Filipino class designed for heritage learners, and the first course in a sequence (Filipino W1X and W1Y). Using the functional-situational approach, the course builds on students’ passive vocabulary to harness four skills: listening, speaking, reading, and writing. Students develop skills enabling them to: talk/write about the self, family, and community; talk/write about activities and interactions such as going to the doctor or shopping; read simple texts; and write short paragraphs. Combines real-time meetings using Adobe Connect and online learning.

This course is an elementary Filipino class designed for heritage learners, and the second course in a sequence (Filipino W1X and W1Y). Using the functional-situational approach, the course builds on students’ passive vocabulary to harness four skills: listening, speaking, reading, and writing. Students develop skills enabling them to: talk/write about the self, family, and community; talk/write about activities and interactions such as going to the doctor or shopping; read simple texts; and write short paragraphs. Combines real-time meetings using Adobe Connect and online learning.

Provides the learner with essential vocabulary and study of sentence structures and grammar. Topics include: everyday life, the use of language in negotiations in the community, language and culture; and the history of Tagalog/Pilipino/Filipino. Students read simple texts and write short essays/creative pieces.

This course is an intensive elementary class designed for heritage learners. Using the functional-situational approach, the course builds on students’ passive vocabulary to harness four skills: listening, speaking, reading, and writing. Students develop skills enabling them to: talk/write about the self, family, and community; talk/write about activities and interactions such as going to the doctor or shopping; read simple texts; and write short paragraphs. Combines real-time meetings using Adobe Connect and online learning.

The goal of this course is to enable students to increase their proficiency in Filipino to at least the intermediate-high level of the national ACTFL Proficiency Guidelines. While speaking and listening comprehension will be stressed, training in reading and writing Filipino will be an integral part of instruction. Films and video/audio materials will supplement written texts.

The goal of this course is to enable students to increase their proficiency in Filipino to at least the intermediate-high level of the national ACTFL Proficiency Guidelines. While speaking and listening comprehension will be stressed, training in reading and writing Filipino will be an integral part of instruction. Films and video/audio materials will supplement written texts.

First half of the intermediate class series with emphasis on four skills in the effective use of Filipino: describing people, places, and feelings; narrating a story or incident; defining and explaining; and reasoning. Vocabulary is expanded through dialogues and authentic texts. At the end of the class, students should have a firm grasp of grammatical structures, write short texts, and converse with fluency. Combines real-time meetings using Adobe Connect and online learning.

Second half of the intermediate class series with emphasis on four skills in the effective use of Filipino: describing people, places, and feelings; narrating a story or incident; defining and explaining; and reasoning. Vocabulary is expanded through dialogues and authentic texts. At the end of the class, students should have a firm grasp of grammatical structures, write short texts, and converse with fluency. Combines real-time meetings using Adobe Connect and online learning.

Students read and discuss essays on language, literature, and Phillippine society, and literary texts. Topics include language and the nation; poetry and discourse; language and ideology; and "pananalinghaga" (tropes/metaphors) in understanding society. The students choose whether they would like to go on a creative (poetry, fiction) or a research track (essay).

Students read and discuss essays on language, literature, and Phillippine society, and literary texts. Topics include language and the nation; poetry and discourse; language and ideology; and "pananalinghaga" (tropes/metaphors) in understanding society. The students choose whether they would like to go on a creative (poetry, fiction) or a research track (essay).

First half of the advanced class series. This online class focuses on: reading skills for texts (articles, opinion columns, literary texts, and academic essays) with abstract vocabulary, idiomatic expressions, and complex sentences; listening skills for authentic texts; and writing skills in exposition and argumentation. We will work with examples of the Filipino language through texts written in 19th-century Tagalog, Commonwealth-era Pilipino, and contemporary Filipino.

Second half of the advanced class series. The class focuses on: reading skills for texts (articles, opinion columns, literary texts, and academic essays) with abstract vocabulary, idiomatic expressions, and complex sentences; listening skills for authentic texts; and writing skills in exposition and argumentation. We will work with examples of the Filipino language through texts written in 19th-century Tagalog, Commonwealth-era Pilipino, and contemporary Filipino.

Hindi writing systems. Survey of grammar. Graded exercises and readings drawn from Hindi literature, leading to mastery of grammatical structures and essential vocabulary and achievement of basic reading and writing competence.

Hindi writing systems. Survey of grammar. Graded exercises and readings drawn from Hindi literature, leading to mastery of grammatical structures and essential vocabulary and achievement of basic reading and writing competence.

The course concentrates on developing skills in reading, writing, speaking, and aural comprehension. Evaluation is based on attendance, written homework assignments, quizzes, dictations, and examinations. Conventional teaching materials may be supplemented by popular songs and clips from contemporary Indian cinema.

The course concentrates on developing skills in reading, writing, speaking, and aural comprehension. Evaluation is based on attendance, written homework assignments, quizzes, dictations, and examinations. Conventional teaching materials may be supplemented by popular songs and clips from contemporary Indian cinema.

A comprehensive introduction to modern standard Hindi. The Hindi (Devanagari) writing system; pronunciation; acquisition of grammar and basic vocabulary through graded exercises and readings; special emphasis on the ability to speak and understand Hindi (and spoken Urdu).

This course acquaints students with representative readings from Hindi texts on pivotal cultural issues from a wide variety of sources, to enable them to acquire cultural competence in the language. Systematic training in advanced grammar and syntax, reinforced by exercises in composition, both oral and written. Special attention to developing communication skills.

This course acquaints students with representative readings from Hindi texts on pivotal cultural issues from a wide variety of sources, to enable them to acquire cultural competence in the language. Systematic training in advanced grammar and syntax, reinforced by exercises in composition, both oral and written. Special attention to developing communication skills.

This course is designed for students who have already achieved an intermediate level of proficiency in speaking, reading, and writing Hindi. Its objective is to move students toward a greater level of fluency in each of these key areas. Students will be introduced to a variety of contemporary literary genres. Weekly readings and discussions will be on short stories, poems, and dramatic sketches from representative authors. These readings focus on various social, cultural, political, and historical aspects of Indian society. Students are encouraged to explore these issues in their written assignments as well as in their class discussions. Written assignments on themes suggested by the reading will be required. We will also work on advanced grammar and special attention will be given to matters of style and idiom. The class will be conducted entirely in Hindi and students will acquire language skills sufficient to approach literary texts on their own.

This course is designed for students who have already achieved an intermediate level of proficiency in speaking, reading, and writing Hindi. Its objective is to move students toward a greater level of fluency in each of these key areas. Students will be introduced to a variety of contemporary literary genres. Weekly readings and discussions will be on short stories, poems, and dramatic sketches from representative authors. These readings focus on various social, cultural, political, and historical aspects of Indian society. Students are encouraged to explore these issues in their written assignments as well as in their class discussions. Written assignments on themes suggested by the reading will be required. We will also work on advanced grammar and special attention will be given to matters of style and idiom. The class will be conducted entirely in Hindi and students will acquire language skills sufficient to approach literary texts on their own.

Introduces various types of written and spoken Urdu; vocabulary building, idioms, and problems of syntax; and conversation. Reading of selected fiction and nonfiction in modern Urdu, including fables, short stories, and poetry. Exercises in grammar, conversation, and composition.

Introduces various types of written and spoken Urdu; vocabulary building, idioms, and problems of syntax; and conversation. Reading of selected fiction and nonfiction in modern Urdu, including fables, short stories, and poetry. Exercises in grammar, conversation, and composition.

Reading of Urdu prose and poetry in a variety of literary and scholarly styles; composition. Topics in advanced grammar; designed to improve proficiency in speaking, listening, reading, and writing. Students will be expected to converse in a clearly participatory fashion, initiate, sustain, and bring to closure a wide variety of communicative tasks using diverse language strategies.

Reading of Urdu prose and poetry in a variety of literary and scholarly styles; composition. Topics in advanced grammar; designed to improve proficiency in speaking, listening, reading, and writing. Students will be expected to converse in a clearly participatory fashion, initiate, sustain, and bring to closure a wide variety of communicative tasks using diverse language strategies.

The course will focus on readings in modern Hindi fiction, drama and critical essays, occasionally also on the medieval devotional literature in Hindi. Topics will vary from year to year. Students will be expected to write a 20-25 page research paper.

Provides a command of the basic structures of standard spoken Cambodian and tools for reading and writing elementary texts. Through use of computer-based materials, a textbook, and communicative practice, students gain a foundation in "survival" spoken Khmer. This involves memorization of question and answer exchanges in Khmer which students are likely to encounter in modern Cambodia. Topics include greetings, speaking to teachers and elders and discussing language learning, talking about family and personal history, and food. Students learn the Khmer alphabet and important sight-words and to read and write simple sentences on everyday topics. Intended for non-native speakers of Khmer with no oral or aural comprehension in the language. Students will also learn important basic behaviors and courtesies necessary for smooth interaction in Khmer society and culture.

Students complete their study of everyday standard Khmer to a "survival" level. While the memorization of vocabulary and common personal exchanges practiced in 1A will make up the majority of material studied, students will have some opportunity to learn to improvise and talk about personal work and research interests in Khmer. Topics include transportation and directions, the world of work, religion, health, and conducting daily life in Cambodia. Students learn to read simple authentic texts such as folk tales, personal letters, forms, and roadside signs. Students continue their study of culturally appropriate behavior in the context of Khmer culture, including notions of "saving face" and maintaining social harmony, and how these are expressed in both spoken language and in one's actions.

Non-native speakers who have completed Beginning Khmer will build spoken proficiency with emphasis on everyday "storytelling" and the expression of emotions, feelings, and opinions. Students will gain experience reading progressively difficult authentic Khmer texts, including folk tales and newspaper articles. Native speakers with family exposure to Khmer will be introduced to the writing system. They will quickly "catch up" with non-native classmates who have studied the writing system before. All students will study important patterns and structures in Khmer grammar and morphology, and gain a foundation in formal spoken Khmer, express opinions and positions, form arguments, and learn to discuss a variety of topics with educated Khmer speakers. These include Khmer religion, village culture, news, and advertising.

Students learn to read roadside signs, scholarly articles, and an entire Khmer novel. Topics include current events in Cambodia, Cambodian history and politics, and a basic overview of traditional Khmer literature. Much of this study will be accomplished by working on projects in groups with other students. One such project will involve the preparation and performance of a play based on sections of the modern Khmer novel students read in this course. All students will design and carry out an independent research project on the topic of their choice (which will account for 30% of the final grade), and present their research at the end of the second semester to an audience of their peers, entirely in Khmer.

This course continues the themes and goals of 100B. Students will focus on the same broad topics covered in Intermediate Khmer--religion, traditional culture, and the language of public information (news and advertising)--but they will learn more advanced vocabulary and grammatical structures necessary for the discussion of these topics with educated native speakers, and read more advanced texts dealing with these topics than the Intermediate students. Additional material beyond the Intermediate curriculum includes reading and analyzing historical folk tales, learning to discuss the rice-farming cycle, and acquiring the tools to discuss research and "development" work in Cambodia at a sophisticated level.

Students will read advanced texts dealing with the topics of politics and history. They will also gain exposure to traditional verse texts, and read, discuss, and undertake group projects based on a variety of modern Khmer short stories. As in the case with Intermediate Khmer, students will also undertake substantial independent study, culminating in a final oral presentation. However, the standard by which both written and oral material will be judged will be much higher for Advanced students. Special attention will be paid to formal speaking style and advanced grammatical structures in Khmer for all students, and colloquial spoken expression for non-native speakers.

Survey of grammar, graded exercises, and readings drawn from Indonesian texts, leading to a mastery of basic language patterns, essential vocabulary, and to achievement of basic reading, writing, and conversational competence. Emphasis on developing communicative skills.

Survey of grammar, graded exercises, and readings drawn from Indonesian texts, leading to a mastery of basic language patterns, essential vocabulary, and to achievement of basic reading, writing, and conversational competence. Emphasis on developing communicative skills.

Readings in Indonesian texts, including newspapers, journals, and literature exploring a variety of styles. Systematic study of grammatical and lexical problems arising from these readings. Advanced exercises in composition, oral and written communicative skills, and cultural competence.

Readings in Indonesian texts, including newspapers, journals, and literature exploring a variety of styles. Systematic study of grammatical and lexical problems arising from these readings. Advanced exercises in composition, oral and written communicative skills, and cultural competence.

Various aspects of Malay language and literature, history and development of the language, classical literature, drama, oral literature, modern literature of Indonesia and Malaysia, and dialect studies. Applies various theoretical approaches to the study of the language and literature.

Various aspects of Malay language and literature, history and development of the language, classical literature, drama, oral literature, modern literature of Indonesia and Malaysia, and dialect studies. Applies various theoretical approaches to the study of the language and literature.

This course will focus on the 20th century literatures of Indonesia and Malaysia. Emphasis will be on the socio-cultural matrix of such modern genres as the novel, the short story, and poetry. Lectures and most course work in Indonesian.

Gurmukhi script. Survey of grammar. Graded exercises, leading to a mastery of basic language patterns, essential vocabulary, and achievement of basic reading and writing skills.

Gurmukhi script. Survey of grammar. Graded exercises, leading to a mastery of basic language patterns, essential vocabulary, and achievement of basic reading and writing skills.

A comprehensive introduction to modern standard Punjabi as spoken in India and Pakistan. The Gurmukhi writing system; pronunciation; asquisition of grammar and basic vocabulary through graded exercises and readings; special emphasis on the ability to speak and understand Punjabi.

Focus on reading, writing and speaking Punjabi more fluently in formal and informal contexts. Selected readings vary every semester. These form the starting point to stimulate students' own writings which include a long interview with a Punjabi elder from the wider community. These may be recorded in the students' own voices and form a contribution to the ongoing "Punjabi Voices" project. Review of grammar provided as needed in addition to the introduction of more complex grammatical structures. Grading based on performance in class and final presentation, weekly quizzes, two midterms, and a final.

Focus on reading, writing and speaking Punjabi more fluently in formal and informal contexts. Selected readings vary every semester. These form the starting point to stimulate students' own writings which include a long interview with a Punjabi elder from the wider community. These may be recorded in the students' own voices and form a contribution to the ongoing "Punjabi Voices" project. Review of grammar provided as needed in addition to the introduction of more complex grammatical structures. Grading based on performance in class and final presentation, weekly quizzes, two midterms, and a final.

Elements of Sanskrit grammar and practice in reading Sanskrit texts.

Elements of Sanskrit grammar and practice in reading Sanskrit texts.

Introduces students to the itihasa/puraic traditions and related commentarial style of Sanskrit. An extended passage from Valmiki's Ramayaada, Vyasa's Mahabharata, or one of the Mahapuradas is normally read with commentary, if available. The development of strong reading skills is the focus of the class. Additionally, students are introduced to the use of hard copy and web-based resources. Grammar is reviewed and explained as needed. Students are also introduced to the current scholarship on epic literature. Students are expected to memorize at least one verse per class for recitation. Emphasis is placed on correct prosody and pronunciation. Submission of an annotated translation project, assigned in class, is required.

Introduces students to Sanskrit sastra and related commentary. Reading selections are generally taken from either the grammatical (vyakaraada), literary critical )alakarasatra) or the philosophical (darsana) tradition, including such works as Mahabhaya, Tarkasagraha, Kavyadarsa, etc. Reading skills and familiarity with resources - hard copy and web-based - as well as current trends and scholarship in the relevant areas are emphasized. Grammar is reviewed and explained as needed. Students are expected to memorize at least one verse per class. Emphasis is placed on correct prosody and pronunciation. Submission of an annotated translation or similar project, assigned in class, is required.

Introduces students to classical literary Sanskrit (sahitya) and commentary, where available. An extended passage of a kavya and/or an entire plat (naaka) is read, Works of Kalidasa, Bhasa, and the like are normally read. Developing strong reading skills is the focus of the class. Students develop skills to use hard copy and web-based resources. Grammar is reviewed and explained as needed. Students are also introduced to current scholarship and trends in literary analysis. Students are expected to memorize at least one verse per class. Emphasis is placed on correct prosody and pronunciation. Submission of an annotated translation project, assigned in class, is required. Course content changes every semester and may be repeated for credit.

Advanced readings in Sanskrit literature, including Sanskrit ornate poetry with emphasis on the canons of poetic analysis of the Indian aesthetic tradition.

Advanced readings in Sanskrit literature, including Sanskrit ornate poetry with emphasis on the canons of poetic analysis of the Indian aesthetic tradition.

Readings from the and other Vedic texts, including and . Knowledge of German and/or French is recommended.

Introduction to Middle Indic. An intensive study of texts in one or more of the Prakrit dialects, Pali, or Apabhramsa.

Reading of a Sanskrit philosophical, logical, or grammatical text, with attention to philosophical, logical, or grammatical features. Text to be chosen in consultation with students.

The grammar of modern Tamil will be covered followed by readings in simple texts. Practice will also be given in spoken Tamil.

The grammar of modern Tamil will be covered followed by readings in simple texts. Practice will also be given in spoken Tamil.

These courses introduce students to a variety of literary styles. 101A will consist of weekly readings and discussions of short stories, poems, and dramatic sketches from representative authors. Short written assignments on themes suggested by the readings are required. Special attention is paid to matters of style and idiom. 101B is devoted to viewing films based on a variety of themes (social, village, mythological, classical Tamil) and to reading scripts and oral written exercises. Students will acquire language skills sufficient to approach literary texts on their own.

These courses introduce students to a variety of literary styles. 101A will consist of weekly readings and discussions of short stories, poems, and dramatic sketches from representative authors. Short written assignments on themes suggested by the readings are required. Special attention is paid to matters of style and idiom. 101B is devoted to viewing films based on a variety of themes (social, village, mythological, classical Tamil) and to reading scripts and oral written exercises. Students will acquire language skills sufficient to approach literary texts on their own.

Readings in advanced Tamil. Texts to be determined by the needs of the student.

Readings in advanced Tamil. Texts to be determined by the needs of the student.

The focus of this course will be on systematic grammar, essential vocabulary, and conversations. The goal is to achieve basic reading, writing, and conversational competence as well as exposure to Telugu culture and traditions through language learning. Students will be able to read short stories by the end of this course with some facility.

The focus of this course will be on systematic grammar, essential vocabulary, and conversations. The goal is to achieve basic reading, writing, and conversational competence as well as exposure to Telugu culture and traditions through language learning. Students will be able to read short stories by the end of this course with some facility.

This course is designed for students who have little or no knowledge of the Thai language. The focus of Thai 1A is to build vocabulary and develop the ability to speak with correct pronunciation through basic conversation in day-to-day settings. Students will be introduced to the Thai alphabets and syllable construction rules. To prepare students for intensive literacy acquisition in the spring semester, students are expected to read and write simple words and short sentences by the end of the semester. The class will study common facts about Thailand, etiquette, customs, and values in contemporary Thai culture, through discussion, proverbs, and participation in cultural activities.

Continuing on from the fundamental knowledge of syllable construction learned in Thai 1A, this course is designed to rapidly elevate student's literacy, with the goal of completely abandoning transcription by mid-semester. By the end of the course, students should be reading and writing short descriptive and creative essays, equivalent to 2nd grade students in Thai school. Students continue to learn new vocabulary, grammar and practical thematic conversation with the opportunity to practice with native speakers. Students will also be introduced to Thai customs, culture and value, through a variety of media and cultural activities. Thai is used as the language of instruction up to 20% of the time.

This course continues to integrate cultural awareness into language education. The emphasis shifts from the concrete to the abstract. Students will begin to read and write compound sentences, formal essays, and letters. Students will have the opportunity to practice conversation with native speakers. Students will also watch Thai films throughout the semester. Thai as the language of instruction will gradually increase from 20% up to 50%. By the end of the semester, students should have acquired a level of literacy equivalent to 4th grade in Thai schools.

A continuation of Intermediate THAI 100A. Students will learn to read longer and more abstract writing, advertisements from newspapers, and articles from magazines and webpage. The class will cover expressions, figures of speech, higher level grammar, and hierarchical pronouns. Writing will move from descriptive to expository. To increase verbal skills and cultural education, students will watch karaoke, TV advertisements, and films. Students will also have regular intensive conversation practice and in-class presentation. The language of instruction will be in Thai approximately 50% to 70% of the time. By the end of the semester, the average student should have acquired a level of literacy equivalent to 5th to 6th grade in Thai schools.

In this third-year course, students further improve active literacy by reading and listening to authentic materials from a variety of contemporary sources including print, web, and broadcast media, and short stories. The class will learn the history of Thailand in the Ayuddhaya period and explore the Thai cultural psyche in order to gain a deeper understanding of cultural values and constructs, their historical development, and the dialectical forces of the old and the new. Students will be required to employ the language in critical analysis and debate in both writing and speech.

This course is designed to enhance students’ competence in reading and writing Thai. Students will be reading texts from "The Thai Cultural Reader," newspapers, news from the internet, and selected short stories. The students will improve their listening skills and will discuss selected topics both orally and in writing. The language of instruction is Thai.

An introduction to modern spoken and written Vietnamese, including intensive drill on basic phonology and grammar. By the end of the second semester the student should be able to function successfully in ordinary Vietnamese conversation and read simple texts of moderate difficulty.

An introduction to modern spoken and written Vietnamese, including intensive drill on basic phonology and grammar. By the end of the second semester the student should be able to function successfully in ordinary Vietnamese conversation and read simple texts of moderate difficulty.

Provides the learner with essential vocabulary, grammar, and literacy through intensive drills and written and oral exercises. By the end of the course, students should be able to function successfully in everyday Vietnamese conversation and read simple texts of moderate difficulty.

A second-year course in Vietnamese vocabulary and syntax with intensive drills on short colloquial expressions and auditory recognition of speech patterns. First semester course stresses phraseology, sentence building, rules of composition and development of students' communicative skills. By the end of the second semester students will learn to speak and write simple compositions and will have a cursory introduction to Vietnamese literature and sample readings from contemporary Vietnamese writers.

A second-year course in Vietnamese vocabulary and syntax with intensive drills on short colloquial expressions and auditory recognition of speech patterns. First semester course stresses phraseology, sentence building, rules of composition and development of students' communicative skills. By the end of the second semester students will learn to speak and write simple compositions and will have a cursory introduction to Vietnamese literature and sample readings from contemporary Vietnamese writers.

This course is designed for students who have already achieved an intermediate degree of proficiency in speaking, reading, and writing modern Vietnamese. Objective: to move students toward a greater level of fluency in each of these key areas and provide an introduction to the literature and culture of Vietnam by reading Vietnamese language texts. Readings will vary from semester to semester and will include novels, short stories, poetry, and essays from the classical, colonial, post-colonial, and contemporary periods. Topics to be addressed in class are the nature of the Sino-Vietnamese classical tradition; cultural legacies of French colonialism; the regional character of literary and cultural production; the emergence of a distinctive Vietnamese modernity, and the history of Vietnamese gender norms and relations. Regular attendance and participation in classroom activities is mandatory and no English will be spoken in class.

A continuation of 101A, with the goal of conversational fluency, advanced reading competence, and facility in writing. This course also provides an introduction to the literature and culture of Vietnam through a close reading of Vietnamese language texts. Readings will vary from semester to semester and will include novels, short stories, poetry, and essays from the classical, colonial, and contemporary periods. Among the topics to be addressed in class are the nature of the Sino-Vietnamese classical tradition, the cultural legacies of French colonialism, the regional character of literary and cultural production, the emergence of a distinctive Vietnamese modernity, and the history of Vietnamese gender norms and relations. Regular attendance and participation in classroom activities is mandatory and no English will be spoken in class.