Fall 2019 Courses

Voices in Philosophy: German (PHIL 331T/ German 331)
Wednesdays 4:55-6:10

This discussion-based course will train students who have studied German to read and analyze core philosophical texts in German. Classes include close readings of original texts, discussions of interpretation and application in a variety of other forms (including film, documentary, multimedia) and real-life situations. Students will examine how language and culture impact our understanding of core philosophical texts through attention to issues such as translation, vernacular, and word choice. Tutorials meet weekly for 75 minutes. Recommended prerequisite: German 204 or equivalent. Instructor: Staff

*while you do not need to be enrolled in PHIL 331: KANT to sign up for this course, you may find it rewarding to do so!*

Voices in the ENVIRONMENT: Spanish (ENVR 269T-1/ SPAN 272T-1)
Tuesdays 4:40-5:55

Are the environmental challenges that communities face in Latin American and the Caribbean (LAC) countries comparable to other environmental problems across the globe?
 
How can ecotourism and biodiversity conservation improve the life of Galapagos Islands inhabitants? Can paramos enhance the water distribution system in Colombia while helping local community markets? Do local tribes in the Amazon Jungle contribute to the preservation of endemic species?
 
VOICES in the Environment explores how language and culture impact beliefs, behaviors, and interventions. Through practical and theoretical discussions around case studies, visual texts, and interviews, we examine environmental challenges in Latin American and the Caribbean. Guest speakers will help us explore the underlying reasons for different beliefs and behaviors, with the goal of creating culturally appropriate interventions. Prerequisite: 300-level of Spanish or equivalent.  Satisfactory/Unsatisfactory. Instructor: Edgar Virguez

Spring 2019 Courses

Voices in GLOBAL HEALTH (GLHLTH 270T): Explore how language and culture impact global health.

Through practical and theoretical discussions around case studies, visual texts, and interviews in the target language, we examine healthcare issues in both local and global communities. Guest speakers help us explore the underlying reasons for different beliefs and behaviors, with the goal of creating culturally appropriate interventions. Tutorials meet weekly for 75-minutes. Prerequisite: 4 semesters of language or equivalent - heritage and native speakers are welcome to enroll. Satisfactory/Unsatisfactory.

• Arabic (GLHLTH270T-1/ AMES 270T-1) Wed 4:55-6:10 (Maha Houssami)
• French (GLHLTH 270T-3/ FREN 270T) Wed 4:55-6:10 (Christelle Gonthier)
• Mandarin (GLHLTH 270T-5/ AMES 270T-5) Wed 4:55-6:10 (Yan Liu)

Voices in PUBLIC POLICY in Spanish (PUBPOL 273T/SPAN 273T)

¡Bienvenidos! Welcome to the study of Latin American Politics. This course will cover the main policy challenges in Latin America. The first part of the course will focus on understanding the challenges for the economic development of the region. It will address how and why Latin America is different by examining its economic outcomes, economic and social policies. We will also study various cases and examples of how institutions shape policy outcomes. The second part of the course will focus on how groups -- such as civil society or violent actors -- can shape policymaking and welfare in this region. Tutorials meet weekly for 75-minutes. Prerequisite: 4 semesters of Spanish or equivalent - heritage and native speakers are welcome to enroll. Satisfactory/Unsatisfactory.

Tues 4:40-5:55
Instructor: Ana Maria Montoya

Soccer Politics (ROMST 204D/ICS 204D/HISTORY 266D/ARTS&SCI 204D) https://stories.duke.edu/soccer-politics

How and why has soccer become the most popular sport on the planet? What explains the its powerful impact on culture, economics, and politics? In this course we’ll explore the global history of soccer, drawing on examples from the U.S., Europe, Africa, and Latin America. The major research project will focus on producing a guide to be published on the Soccer Politics Blog (sites.duke.edu/wcwp) on how to watch and understand the 2019 Women's World Cup. The class is taught in three languages: English, French and Spanish. All students must enroll in the group lecture on Tuesdays along with one of the Thursday discussion sections. Students enrolled in the French and Spanish sections will do much of their reading, as well as all their writing, research, and class discussion in the second language.

Tues-Thurs 10:05-11:20
Instructor: Professor Laurent Dubois

Fall 2018 Courses

Voices in PUBLIC POLICY in Spanish (PUBPOL 273T/SPAN 273T)

Learning Spanish? Interested in studying or working in Latin America? This course will help to prepare you for research and fieldwork abroad by exploring how language and culture impact policy issues and practice. Students will explore the intersections of language, public policy, and Latino American politics. Through authentic text, video, interviews, radio, and case studies in Spanish, we will examine how communities in North, Central and South America approach policy issues from immigration and voting rights to poverty and inequality.

1/2 credit. Pass/fail. Tutorials meet for 75 minutes/week. Taught in Spanish. Pre-requisite: 4 semesters or equivalent of Spanish.

Instructor: Ana María Montoya
Tuesdays: 4:40-5:55

Spring 2018 Courses

Voices in GLOBAL HEALTH (GLHLTH 270T): Explore how language and culture impact global health.

Through practical and theoretical discussions around case studies, visual texts, and interviews in the target language, we examine healthcare issues in both local and global communities. Guest speakers help us explore the underlying reasons for different beliefs and behaviors, with the goal of creating culturally appropriate interventions. Tutorials meet weekly for 75-minutes. Prerequisite: 4 semesters of language or equivalent. Satisfactory/Unsatisfactory.

• Arabic (GLHLTH270T-1/ AMES 270T-1) Tues 4:40-5:55 (Maha Houssami)
• French (GLHLTH 270T-3/ FREN 270T) Tues 4:55-6:10 (Christelle Gonthier)
• Mandarin (GLHLTH 270T-5/ AMES 270T-5) Wed 4:55-6:10 (Yan Liu)
• Spanish (GLHLTH 270T-6/ SPAN 270T) Wed 4:55-6:10 (Bethzaida Fernandez)

Voices in the ENVIRONMENT: Spanish (ENVR 269T-1/ SPAN 272T-1)

This course focuses on environmental challenges affecting communities in Latin America and the Caribbean.

Mon 4:55-6:10

Instructor: Edgar Virguez

Soccer Politics (ROMST 204D/ICS 204D/HISTORY 266D/ARTS&SCI 204D)

How and why has soccer become the most popular sport on the planet? What explains the its powerful impact on culture, economics, and politics? In this course we’ll explore the global history of soccer, drawing on examples from the U.S., Europe, Africa, and Latin America. The major research project will focus on producing a guide to be published on the Soccer Politics Blog (sites.duke.edu/wcwp) on how to watch and understand the 2018 World Cup in Russia. The class is taught in four languages: English, French, Italian and Spanish. All students must enroll in the group lecture on Tuesdays along with one of the Thursday discussion sections. Students enrolled in the French, Italian and Spanish sections will do much of their reading, as well as all their writing, research, and class discussion in the foreign language.

Tues-Thurs 10:05-11:20.

Instructor: Professor Laurent Dubois

Fall 2017 Courses

Voices in Public Policy: Spanish: Language, Policy, and the Law in the US and abroad (PUBPOL 271T/SPAN 273T)

Students will explore how language, culture, and legal systems impact public policy and practice. Students will examine the intersections of public policy, language, and the law with regards to immigrants to and from the US. Through authentic text, video, and case studies in Spanish, students will analyze legal and political issues in Latino sending and receiving communities to develop their understanding of core issues in the field.

Instructor: Rebecca Ewing
Tuesdays 4:40-5:55

Spring 2017 Courses

Voices in Global Health: ARABIC (GLHLTH 270T-2/AMES 270T)

Learning Arabic? Explore how language and culture impact health beliefs, behaviors, and interventions. Through practical and theoretical discussions around case studies, visual texts, and interviews in Arabic, students will examine issues including gender, the environment and social norms. Guest speakers will help us explore the underlying reasons for different beliefs and behaviors, with the goal of creating culturally appropriate interventions.

Prerequisite: 3rd-semester or equivalent of Arabic. Half course. Sat/Unsat. Professor Azeddine Chergui and Maha Houssami. Wednesdays 4:55-6:10.

Voices in Global Health: FRENCH (GLHLTH 270T-3/FREN 270T)

Want to combine your knowledge of French with studies in Global Health? Through critical analyses of case studies, film, and interviews, we will explore how language and culture impact our understanding of beliefs, health care, and education. Our focus this semester will be on creating culturally appropriate interventions in local Francophone communities.

Prerequisite: 300-level or equivalent of French. Half course. Sat/Unsat. Professor Deborah Reisinger. Wednesdays 11:45-1. NB: This course has a service learning designation. Student in this course will be paired with community partners from Central Africa.

NEW! Voices in Global Health: Swahili (GLHLTH 270T-6) 

Interested in studying or working in East Africa? This course will introduce you to Kiswahili through community-based exchanges with partners from Central Africa. We will examine how language and culture impact shape beliefs and behaviors, and how together, these impact global health interventions. No prior knowledge of Swahili is required! Half course. Sat/Unsat. Wednesdays 4:40-5:55.

NB: This course has a service learning designation.

Voices in Global Health: MANDARIN CHINESE (GLHLTH 270T-5/AMES 270T)

Want to practice your Mandarin? Explore how language and culture impact health beliefs, behaviors, and interventions. Through practical and theoretical discussions around case studies, visual texts, and interviews in Chinese, students will examine issues from disease prevention to health care systems. Guest speakers will help us explore the underlying reasons for different beliefs and behaviors, with the goal of creating culturally appropriate interventions.

Prerequisite: 300-level or equivalent of Chinese. Half course. Sat/Unsat. Professor Yan Liu. Wednesdays 4:55-6:10.

Voices in the Environment: SPANISH (ENVR 269T/SPAN 272T)

Interested in combining your knowledge of Spanish and Environmental Studies? This course will help prepare you for research and fieldwork abroad by exploring how language and culture impact environmental policy and practice. Through interviews, case studies, and authentic documents in Spanish, we will explore how communities in North, Central and South America approach issues from energy and biodiversity to conservation and sustainability.

Prerequisite: 300-level or equivalent of Spanish. Half course. Sat/Unsat. Mondays 4:55-6:10.

Fall 2016 Courses

Voices in PUBLIC POLICY in Spanish (PUBPOL 273T/SPAN 273T )

In this course, students will explore how language and culture impact public policy and practice. Through authentic text, video, and case studies in Spanish, students will analyze policy issues in Latino communities to develop their understanding of core issues in the field. 1/2 credit. Pass/fail. Tutorials meet for 75 minutes/week. Taught in Spanish. Pre-requisite: 4 semesters or equivalent of Spanish.

Spring 2016 Courses

Voices in Global Health: ARABIC (GLHLTH 270T-2/AMES 270T)

Learning Arabic? Explore how language and culture impact health beliefs, behaviors, and interventions. Through practical and theoretical discussions around case studies, visual texts, and interviews in Arabic, students will examine issues including gender, the environment and social norms. Guest speakers will help us explore the underlying reasons for different beliefs and behaviors, with the goal of creating culturally appropriate interventions. Prerequisite: 3rd-semester or equivalent of Arabic. Half course. Sat/Unsat. Professor Azeddine Chergui. Wednesdays 6:15-7:30.

Voices in Global Health: FRENCH (GLHLTH 270T-3/FREN 270T)

Want to combine your knowledge of French with studies in Global Health? Through critical analyses of case studies, film, and interviews, we will explore how language and culture impact our understanding of beliefs, health care, and education. Our focus this semester will be on creating culturally appropriate interventions in local Francophone communities. Prerequisite: 300-level or equivalent of French. Half course. Sat/Unsat. Professor Deborah Reisinger. Wednesdays 11:45-1.

NEW! Voices in Global Health: INDIA (GLHLTH 270T-4/AMES 270T)

Interested in India? Want to learn more about Global Health Issues? Explore how language and culture impact health beliefs, behaviors, and interventions. Through practical and theoretical discussions around testimony, case studies, and interviews, we will explore the underlying reasons for different beliefs and behaviors, with the goal of creating culturally appropriate interventions. No language prerequisite! Half course. Sat/Unsat. Instructor: Divya Rajan. Wednesdays 4:40-5:55.

Voices in Global Health: MANDARIN CHINESE (GLHLTH 270T-5/AMES 270T)

Want to practice your Mandarin? Explore how language and culture impact health beliefs, behaviors, and interventions. Through practical and theoretical discussions around case studies, visual texts, and interviews in Chinese, students will examine issues from disease prevention to health care systems. Guest speakers will help us explore the underlying reasons for different beliefs and behaviors, with the goal of creating culturally appropriate interventions. Prerequisite: 300-level or equivalent of Chinese. Half course. Sat/Unsat. Professor Tianshu He. Wednesdays 3:05-4:20.

NEW! Voices in the Environment: SPANISH (ENVR 269T/SPAN 272T)

Interested in combining your knowledge of Spanish and Environmental Studies? This course will help prepare you for research and fieldwork abroad by exploring how language and culture impact environmental policy and practice. Through interviews, case studies, and authentic documents in Spanish, we will explore how communities in North, Central and South America approach issues from energy and biodiversity to conservation and sustainability. Prerequisite: 300-level or equivalent of Spanish. Half course. Sat/Unsat. Instructor: Mariano González Roglich. Wednesdays 4:55-6:10.

Soccer Politics (ROMST 204/ICS 204) (Discussion sections in French, German, Spanish, and Portuguese)

This course explores the history of soccer and of its premier competition, the World Cup, in order to understand how and why it has become the most popular sport in the world. We will examine the development and spread of the game, the institutions that have grown up around it (such as F.I.F.A.), and the economics of the sport. We will also study the biographies of legendary players and the return to legendary World Cup games stretching from the 1930s to 2006. Throughout the course, we will focus particularly on the way in which soccer condenses, channels, and at times transforms politics. Our examples will be drawn from Europe, Africa, Latin America and the Middle East. We will read works of history, anthropology, literature, journalism, as well as memoirs and biographies, and watch several documentary and feature films as well as clips of classic games.

Students will be able to participate in smaller discussion sections, either in English or in one of several foreign languages – French, German, Spanish, or Portuguese. In the foreign language sections, students will work with instructors to gather journalist and literary materials in the language and prepare portions of the Soccer Politics website in that language with the goal of dialoguing with fans and constituencies in the relevant countries. Tuesdays and Thursdays, 10:05-11:20. Professor Laurent Dubois.

Fall 2015 Courses

Voices in GLOBAL HEALTH in Hindi (GLHLTH 270T-4/AMES 270T/HINDI 270T)

Interested in India? Want to learn more about Global Health Issues? Explore how language and culture impact health beliefs, behaviors, and interventions. Through practical and theoretical discussions around case studies, visual texts, and interviews, we will explore the underlying reasons for different beliefs and behaviors, with the goal of creating culturally appropriate interventions. Tutorials meet weekly for 75-minutes. No prerequisite! Half course. Pass/fail. Wednesdays 4:40-5:55.

Voices in PUBLIC POLICY in Spanish (PUBPOL 273T/SPAN 273T )

In this course, students will explore how language and culture impact public policy and practice. Through authentic text, video, and case studies in Spanish, students will analyze policy issues in Latino communities to develop their understanding of core issues in the field. 1/2 credit. Pass/fail. Tutorials meet for 75 minutes/week. Taught in Spanish. Pre-requisite: 4 semesters or equivalent of Spanish.

Spring 2015 Courses

Voices in Global Health: Chinese (GLHLTH 270T/AMES 270T) 

Want to practice your Mandarin? Explore how language and culture impact health beliefs, behaviors, and interventions. Through practical and theoretical discussions around case studies, visual texts, and interviews in Chinese, students will examine issues from disease prevention to healthcare systems. Guest speakers will help us explore the underlying reasons for different beliefs and behaviors, with the goal of creating culturally appropriate interventions. Tutorials meet weekly for 75-minutes. Prerequisite: 300-level or equivalent of Chinese. Half course. Pass/fail. Professor Tianshu He. Wednesdays 4:40-5:55.

Voices in Global Health: Arabic (GLHLTH 270T/AMES 270T) 

Learning Arabic? Explore how the language and culture impact health beliefs, behaviors, and interventions. Through practical and theoretical discussions around case studies, visual texts, and interviews in Arabic, students will examine issues including gender, the environment and social norms. Guest speakers will help us explore the underlying reasons for different beliefs and behaviors, with the goal of creating culturally appropriate interventions. Tutorials meet weekly for 75-minutes. Prerequisite: 4th-semester or equivalent of Arabic. Half course. Pass/fail. Professor Maha Houssami. Wednesdays 6:15-7:30.

Soccer Politics (ROMST 204/ICS 204)

This course explores the history of soccer and of its premier competition, the World Cup, in order to understand how and why it has become the most popular sport in the world. We will examine the development and spread of the game, the institutions that have grown up around it (such as F.I.F.A.), and the economics of the sport. We will also study the biographies of legendary players and the return to legendary World Cup games stretching from the 1930s to 2006. Throughout the course, we will focus particularly on the way in which soccer condenses, channels, and at times transforms politics. Our examples will be drawn from Europe, Africa, Latin America and the Middle East. We will read works of history, anthropology, literature, journalism, as well as memoirs and biographies, and watch several documentary and feature films as well as clips of classic games.

The writing for the class will focus on producing material for the Soccer Politics Blog (sites.duke.edu/wcwp), which already includes many materials and is widely read as well as cited by media outlets. In anticipation of the 2015 Women’s World Cup, we will focus particular attention on the history of women’s football, and students will work collectively to create a set of online resources aimed at increasing the visibility and attention paid to the competition and to players from throughout the world. The course will include class visits and culminate in a symposium on the 2015 Women’s World Cup.

Students will be able to participate in smaller discussion sections, either in English or in one of several foreign languages – French, German, Spanish, or Italian. In the foreign language sections, students will work with instructors to gather journalist and literary materials in the language and prepare portions of the Soccer Politics website in that language with the goal of dialoguing with fans and constituencies in the relevant countries. 

Frequently Asked Questions

Most Duke students graduate with proficiency in a second language, but they are not always sure how to apply this knowledge to their major or field of study. The Cultures and Languages Across the Curriculum initiative at Duke is built upon a simple, primary concept: students should have multiple opportunities to apply their knowledge of languages in a variety of curricular contexts, not just within the traditional language classroom.

CLAC builds upon the premise that knowledge exists within and is shaped by culture. Just as materials in many languages can and should be incorporated into all parts of the curriculum, intercultural perspectives can and should inform the teaching of academic content in many curricular contexts. CLAC puts translingual and transcultural competence within reach of all students, not simply for those who major in a foreign language or participate in immersive study abroad programs.

What is CLAC?

CLAC courses are small tutorials tailored to the needs of a specific group of students. Taught in the target language, they use authentic materials produced by other cultures to foster an intercultural approach to learning that enriches critical thinking in a variety of disciplines. CLAC is a four-year initiative supported by Dean Laurie Patton’s office.

How did CLAC start?

CLAC is founded on the principle that students should have multiple opportunities to apply their knowledge of languages to a variety of curricular contexts, including traditional language classroom. The initiative responds to efforts to internationalize the university, as well as to explorations of different approaches to language instruction. The CLAC approach helps students advance beyond a basic level of fluency.

How is CLAC different from a typical language class?

Duke’s language departments offer a wide array of courses that span the arts, humanities, and the professions, from literature, film, politics, intellectual history, visual culture, and linguistics to language for special purposes such as business and medicine. CLAC courses expand upon these offerings by giving students a skillset tailored to a specific area of study. Courses are developed in tandem with faculty from multiple departments, and students learn both language and disciplinary skill from experts in those areas, helping them to bridge the gap between theory and practice.

What kinds of CLAC courses are offered at Duke?

CLAC courses at Duke come in a couple different forms. One model is the ½ credit tutorial taught once a week in the target language. Another model is the discussion section, in which the large lecture is in English, and discussion sections take place in a number of languages.

What kinds of students take CLAC courses? Who are they geared to?

For students who have finished their language requirement and want to extend their fluency, these courses help maintain and build language skills while adding depth to their field of study. For those preparing for or even returning from a service or service-learning experience, CLAC courses offer a unique environment to contextualize and personalize their learning experience.

Because CLAC emphasizes vertical integration, language learners have the opportunity to work with heritage speakers, and undergraduates with graduate students.

How are decisions made about which languages will be offered?

CLAC aims to be needs-driven, and so our first efforts have been to survey students to identify which languages they speak, where they are already working internationally, and where they intend to conduct research, complete service, or work abroad.

Contact

For more information about the Cultures & Languages Across the Curriculum program, current classes or future courses, please contact:

Deb S. Reisinger
Associate Professor of the Practice
(919) 660-2420
debsreis@duke.edu

The Department of Romance Studies is pleased to announce the expansion of the Cultures & Languages Across the Curriculum (CLAC) Program.  With additional support from the Center for Latin and Caribbean Studies and the Duke Middle Eastern Studies Center, CLAC adds optional 1/2-credit-hour world language sections to appropriate courses offered across the university, in all schools and institutes. The objective of CLAC is increase the opportunities available to our students for integrating language study into their curricula.

CLAC sections provide a guided, academic setting in which students with intermediate or advanced language skills read and discuss topics from the main course in the designated language. CLAC sections are optional sections attached to non-language courses. For example, a Public Policy course might offer a CLAC section in Mandarin, or an Art History course would propose one in Japanese. Credit for CLAC participation — typically satisfactory/unsatisfactory — can be awarded independent of the main course.

The CLAC director assists in identifying and supervising suitable instructors who are responsible for administering and conducting the CLAC sections. A CLAC section therefore adds no additional burden, apart from a brief initial consultation, to the load of the professor of the main course. Instructors of CLAC sections will be paid a stipend by the CLAC Program.

CLAC sections link content knowledge with language acquisition. They offer insights into world cultures and area studies, provide experience analyzing texts in their original language, connect students to local and global communities, and help deepen knowledge of specialized vocabulary. CLAC sections thus offer unique enrichment opportunities for students with the requisite language competence and can be a valuable supplement to regular curricular offerings in virtually any department or field. They are particularly valuable in supporting study away and other meaningful international experiences.

CLAC is soliciting faculty who may be interested in having a CLAC section attached to their course for Fall 2019 or Spring 2020. Interested faculty, or anyone with questions about the CLAC Program, are asked to contact the CLAC Director, Deb Reisinger, at debsreis@duke.edu.