322 Humanities Hall; (949) 824-6901
Alejandro Morales, Department Chair
Faculty
Luis F. Avilés, Ph.D. Brown University, Assistant Professor of Spanish (Golden Age literature and literary theory)
Richard Barrutia, Ph.D. University of Texas, Professor Emeritus of Spanish (applied linguistics, bilingualism and English as a second language)
Juan Bruce-Novoa, Ph.D. University of Colorado, Professor of Spanish (Latin American and Chicano literatures)
Anne J. Cruz, Ph.D. Stanford University, Professor Emerita of Spanish (Golden Age Spanish and comparative literature)
Ana Paula Ferreira, Ph.D. New York University, Associate Professor of Portuguese (Portuguese, Brazilian, and Lusophone African literatures)
Lucía Guerra-Cunningham, Ph.D. University of Kansas, Professor of Spanish (Latin American literature, literary theory, and women's studies)
Juergen Kempff, Ph.D. University of California, Santa Barbara, Lecturer and Language Curriculum Director (theoretical and applied linguistics, Spanish as a foreign language, technology and instruction)
Seymour Menton, Ph.D. New York University, Research Professor of Spanish and Portuguese (Latin American novel and short story)
Alejandro Morales, Ph.D. Rutgers University, Chair of the Department and Professor of Spanish (Latin American and Chicano literature, film studies, creative writing)
Gonzalo Navajas, Ph.D. University of California, Los Angeles, Professor of Spanish (eighteenth- through twentieth-century Spanish literature; film and critical theory)
Héctor Orjuela, Ph.D. University of Kansas, Professor Emeritus of Spanish (Latin American literature, poetry and essay)
Julian Palley, Ph.D. University of New Mexico, Professor Emeritus of Spanish (modern Spanish literature)
Jill Robbins, Ph.D. University of Kansas, Assistant Professor of Spanish (contemporary Spanish literature)
Armin Schwegler, Ph.D. University of California, Berkeley, Professor of Spanish (history of Spanish, dialectology, historical linguistics, typology, Creoles)
Jacobo Sefamí, Ph.D. University of Texas at Austin, Director of Latin American Studies and Associate Professor of Spanish (Latin American literature, contemporary poetry)
Dayle Seidenspinner-Núñez, Ph.D. Stanford University, Professor of Spanish (medieval Spanish and comparative literature)
Juan Villegas, Ph.D. Universidad de Chile, Research Professor of Spanish (literary theory, modern Spanish literature, Latin American theatre and poetry)
Zidia Webb, M.A. Michigan State University, Lecturer Emerita in Spanish and Portuguese
The main objectives of the program in Spanish and Portuguese are to develop competence in the ability to understand, speak, read, and write Spanish and Portuguese, and to provide through the knowledge of these two languages an understanding and appreciation of their literature and culture.
Students are placed in Spanish courses according to their years of previous study. In general, one year of high school Spanish is equated with one quarter of UCI work. Thus, students with one, two, three, and four years of high school Spanish will enroll in Spanish 1B, 1C, 2A, and 2B, respectively. Exceptions to this placement formula must be approved by the Spanish Curriculum Director. Students with transfer credit for college-level Spanish may not repeat those courses for credit.
All courses in Spanish and Portuguese, unless specifically stated, are taught in the foreign language. By the end of the first year, students attain mastery of the basic structure of the language and ability to converse on everyday topics as well as to read and write on an elementary level.
In the second year, emphasis is put on gradually raising the level of the student's ability to read and write. A third-year two-quarter sequential course stresses composition and introduces literary analysis. Further, a course in phonetics aims to perfect pronunciation and presents historical and dialect variants of Spanish. The introductory courses in literature, also to be taken in the third year, emphasize the analysis and appreciation of complete literary works rather than the study of many short selections of innumerable authors in an anthology. The courses in Hispanic civilization combine a panoramic overview with a close look at a specific country or topic.
Although a major in Portuguese is not offered, advanced literature courses are available. In addition, an undergraduate minor is offered.
The faculty encourages Spanish majors or minors who are serious about improving their Spanish language ability in reading, writing, and speaking to take advantage of opportunities to immerse themselves in the Spanish language by studying in Chile, Costa Rica, Mexico, Spain, or other Spanish-speaking countries through the Education Abroad Program (EAP) or through the International Opportunities Program (IOP). Programs are available for the summer, one quarter, one semester, or one year. While studying abroad through EAP, students can continue to make progress toward their UCI degree. See the Center for International Education section of the Catalogue or an academic counselor for additional information.
University Requirements: See pages 54-58.
School Requirements: See page 190.
Departmental Requirements for the Major
Spanish 2C (or Spanish 5, for native speakers) or the equivalent is a prerequisite to Spanish 10A. Spanish 10A is a prerequisite to Spanish 10B and to major requirements. Spanish 10B may be taken concurrently with upper-division Spanish courses.
Students must choose one or more of the following emphases:
Literature and Culture: Spanish 10A-B; 100A, 100B, 100C, 100D, 100E; 110A, 110B, or 110C; 113A; and six upper-division courses in literature, two of which may be in culture, film, and/or creative writing. NOTE: Two courses in the Spanish 100A-E series must be completed before enrolling in upper-division literature courses numbered above 100. Students may not enroll in more than two of the 100 series courses per quarter.
Linguistics: Spanish 15*; 100A or 100B; 100C or 100D; 100E; 107; 110A, 110B, or 110C; 113B; 187; 201, 202, or 205 (consent of instructor required for these graduate courses); Linguistics 3, 10, 20, 100; and either Spanish 199 or Linguistics 154, 164A, or 168A. NOTE: Students may double major in Spanish and Linguistics but may not apply more than two courses toward both majors.
Teaching Language and Culture: Spanish 10A-B; 15*; 100A or 100B; 100C or 100D; 100E; 105; 106A or 106B; 107; 110C;
113A; 113B; 142; one additional upper-division Spanish course; and Linguistics 3.
* For non-native speakers only; semi-native and native speakers must substitute another upper-division course in either literature, culture, or linguistics for Spanish 15.
Residence Requirement for the Major: At least five upper-division courses required for the major must be completed successfully at UCI.
Departmental Requirements for the Spanish Minor
Spanish 2C or 5 (or equivalent) is a prerequisite to minor requirements.
Seven courses in Spanish, including Spanish 10A and 10B and at least four upper-division courses.
Residence Requirement for the Minor: At least four upper-division courses required for the minor must be completed successfully at UCI.
Departmental Requirements for the Portuguese Minor
Prerequisite: Portuguese 1C or the equivalent. Requirements: Seven upper-division courses: Portuguese 140A-B, 141, 142, 143, 144, 145. (These are offered on a two-year cycle.)
Residence Requirement for the Minor: At least four upper-division courses required for the minor must be completed successfully at UCI.
Spanish is particularly useful in international business or trade, community or social service, and in foreign service. Spanish majors interested in writing may look to publishing, writing, or editing positions.
Majoring in Spanish is excellent preparation for graduate and professional study in law, medicine, social welfare, library science, business or public administration, education, international relations, journalism, or advanced study in Spanish. An option available to Spanish majors is UCI's 3-2 Program offered by the Graduate School of Management, in which students may earn a Bachelor's degree in Spanish and a Master's degree in Management in five years rather than the usual six.
The UCI Career Center provides services to students and alumni including career counseling, information about job opportunities, a career library, and workshops on resume preparation, job search, and interview techniques. See the Career Center section for additional information.
The Department's Distinguished Visiting Professors program brings students in direct contact with some of the outstanding intellectuals in the field of Spanish, Latin American, and Chicano/United States Latino literatures and cultures. Distinguished visiting professors teach both graduate and undergraduate courses during two quarters and produce a publication for the Hispanic Studies Series published by Juan De La Cuesta. Past program participants have included: Professor Elias J. Rivers (1990-91), State University of New York at Stonybrook, Spanish Golden Age literature; Alfonso Sastre (1991-92), Spanish playwright and intellectual; Professor Hernán Vidal (1992-93), University of Minnesota, theorist and scholar in Latin American literature and culture; Professor John Kronik (1993-94), Cornell University, modern Spanish literature; Professor José Agustín (1994-96), leading Mexican novelist and cultural critic; and Professor Alan D. Deyermond (1997-98), Queen Mary and Westfield College, London, internationally known medievalist.
All graduate courses in the Department of Spanish and Portuguese are taught in Spanish, unless otherwise indicated in the course description.
The Master of Arts degree in Spanish is a two-year program of study designed to expose the beginning graduate student to all periods of peninsular, Latin American, and Chicano/Latino literature and culture. The degree is awarded upon the successful completion of course work and written and oral comprehensive examinations. A minimum of 11 courses must be completed with a letter grade; at least eight of these must be graduate seminars or proseminars. Required course work includes Spanish 239A, and two courses in linguistics (Spanish 201 and 204 are recommended). To help students prepare for their master's examination, the Department offers a sequence of proseminars on peninsular literature (Spanish 210, 214, 225) and on Latin American literature (Spanish 238A, B, C) during alternate years. Proficiency (defined as the equivalent of completing 2C) in a foreign language other than Spanish is required; it is recommended that master's students take Portuguese as their foreign language, although other languages are accepted. Students may choose a focus in literature, linguistics, or creative writing. Master's candidates must complete a minimum of three quarters of course work in the Department; the maximum time to complete the master's program is three years. Normally only students who are studying for the Ph.D. are admitted to the graduate program.
This program is specifically designed to meet the needs of working credentialed teachers, although others may apply. It seeks to provide a group of modern, relevant courses that will enable teachers to keep abreast of recent developments in their field. Applicants should have a B.A. in Spanish and should acquire proficiency in a foreign language other than Spanish. The program consists of 10 courses (eight of which must be at the graduate level) as follows: three courses in Hispanic literature; three courses in Hispanic civilization; three courses in Hispanic linguistics; and one course in Recent Trends in Foreign Language Teaching, to be combined with a curricular research project or a thesis.
The Department of Spanish and Portuguese offers a Ph.D. degree in Spanish with a specialization in Spanish, Spanish-American, or Chicano/Latino literature and culture. The program integrates period and genre studies with work in literary theory, linguistics, sociohistorical studies, and cultural studies. The Department seeks to professionalize its Ph.D. candidates not as narrow specialists but rather as scholars and critics acquainted with a range of fields that relate to and enhance their discipline. Graduate emphases in Critical Theory and in Feminist Studies are available; other areas of study (for example, film, comparative, literature, history) may be designed with approval from the student's Ph.D. guidance committee. The Department has been traditionally committed to excellence in teaching, both in its own practice and in the formation of its graduates.
Language Requirements
In addition to Spanish and English, all doctoral candidates should have the necessary command of Portuguese to take Portuguese 243. An additional foreign language (with proficiency equivalent to the 2C level) is also required; this requirement may be satisfied by examination or course work. The selection of a second foreign language must be approved by the student's guidance committee and is based on the specific research interests and field of study of the candidate.
Course Requirements
A minimum of 24 courses beyond the B.A. or 13 beyond the M.A. are required: two courses in literary theory (including Spanish 239A) two courses in linguistics (one diachronic and one synchronic), one graduate course in Luso-Brazilian literature, and Spanish 292. Note that these requirements may include course work completed in the master's program; the remaining elective courses are selected with the approval of the student's guidance committee to prepare for the doctoral examination and the dissertation. Students are encouraged to take more than the minimum number of required courses.
A student who transfers into the doctoral program from elsewhere must take a minimum of 13 graduate courses at UCI, of which nine must be in the Department of Spanish and Portuguese (of these, six must be regularly scheduled graduate seminars or proseminars). With regard to students who enter the Ph.D. program with their master's degree from another institution, the Ph.D. guidance committee will determine the number of courses that will be accepted.
Teaching
The Department recognizes its responsibility to train all Ph.D. candidates as teachers and requires that all doctoral students with no prior teaching experience complete a minimum of three quarters of language teaching (Spanish 399). Moreover, all doctoral students are required to complete a teaching practicum by co-teaching an upper-division course with a professor and enrolling in Spanish 292 for a letter grade.
Comprehensive Examination
The Ph.D. student advances to candidacy by passing by majority vote the qualifying examination. The qualifying examination consists of:
1. An essay of 25-30 pages written on a topic related to the student's primary field of study. The essay should be presented as a publishable article for a professional journal with an original scholarly, critical, or theoretical component as well as a critical evaluation of relevant bibliography, and will be discussed during the oral examination. It will be circulated to the full committee two months prior to the date of the written examination.
2. A four-hour written examination on the student's major field of study that requires a cultural perspective of the total literary production of a given period with emphasis on one genre, topic, or problem. The definition of the major field of study is approved by the Ph.D. examination committee and the graduate director.
3. A three-hour written examination in the minor field.
4. A two-hour oral examination that includes discussion of the written examinations and the essay.
Dissertation
A dissertation topic is chosen by the candidate in consultation with the dissertation director and committee and normally falls within the major field covered by the qualifying examinations. The candidate presents a plan for the work to the dissertation committee which approves the proposal and a preliminary research outline. The student submits drafts of chapters to the dissertation director who corrects and approves the drafts and circulates them to other committee members for commentary. The defense of the dissertation occurs at an appropriate point of its development, certainly before its completion and during residency of the candidate, so that faculty input is maximized. The doctoral committee certifies the acceptance of a completed final dissertation with the signatures of individual members on the title page.
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