The word “Spanish” is a term that is understood to include a long tradition of intersecting and interlocking intellectual endeavors. In the first place, it means the study of the Spanish language, which includes the historical development of that language out of the Vulgar Latin brought to the Iberian Peninsula by the invading Romans. In its history, Spanish has been enriched by the substratum of the indigenous languages of the Peninsula and by the superstratum of other invading cultures, such as the Goths (whose language was related to early German) and the Moors (whose major language was Arabic), as well as the influence of Greek, Renaissance Latin, and other Romance languages. In turn, each one of the modern-day forms of Spanish outside the Iberian Peninsula, including the many varieties of Spanish in the United States, has its own history of development on the basis of unique social, historical, and cultural factors.
When we talk about a Spanish major, we also talk about the scientific study of the language through the disciplines of Spanish linguistics. Such study not only is concerned with the particular structural aspects of Spanish in its myriad national dialects and other forms, but also how the Spanish language interacts with general linguistic principles of all languages as a universal human phenomenon. Furthermore, the language in use is of central importance today, from analysis of conversation and discourse, to the analysis of language variation, intercultural and cross-cultural communication, as well as the application of linguistic knowledge to the teaching and learning of languages.
Historically the most unique manifestation of the Spanish language again in its multiple forms -has generally been considered literature, in its many genres, aesthetic movements, and socio-historical and political dimensions. The term “literature” moves being considered the most distinguished aesthetic manifestation of the language a manifestation often viewed as encapsulating the essence of the identity of a people or society--and viewed as any artistically motivated use of the language. In both cases, there is often an intense debate as to what should be considered the literary canon and, indeed, whether there should be any canon at all. There are rich an often contentious debates of such issues, and the stakes are meaningful in terms both of the cultural politics of individual Spanish-speaking nations and the ideological presuppositions of those who teach and conduct research on literature in the Spanish language.
Finally, the word “Spanish” is also used with reference to the study of the entire cultural production associated with Spanish-speaking societies, both everyday culture and formal cultural practices, such as theater, film, photography, and the like, which aspire to be on a par with literature as part of the purview of Spanish as an academic discipline. To the extent that such manifestations are rarely taught elsewhere in the university (that is, Spanish-language film may barely be present in a Film Studies Program), many view it as imperative that they be taught as part of the umbrella designation of Language and Literature.
All of the preceding understandings of the term Spanish involve as much the study of actual texts as they do the study of interpretive practices and linguistic, literary and cultural theorizing about such study.
Another note: Although historically Spanish studies and Portuguese studies have been categorically separate fields, in an increasing globalized world it has become advantageous for students, teachers, and researchers to understand the importance of the continuities within the Iberian Peninsula and Latin America between the two languages and their traditions.
Spanish majors, in addition to honing their language skills through a carefully structured set of language courses, may select either a track in literatures and culture or a track in linguistics. Those who select the former engage in a comprehensive survey of the most important literature written in Spanish, and examine one significant segment (Spain, Latin America, U.S. Southwest) of the overall cultural production. Along the way, they may take courses in linguistics and they may supplement the survey courses with more advanced monographic courses on specific topics in Spanish-language literature and nonliterary cultural genres. Those who select the linguistics track, in addition to developing their language skills and surveying the areas of literature and culture, will study the core concepts of the nature of human language, including for example structure (syntax), sounds (phonetics/phonology), variation (dialectology, sociolinguistics) and language in use (pragmatics), and apply these concepts to the study of the Spanish-speaking world. Spanish majors are particularly encouraged to take the intensive language sequence in Portuguese, after which they may find time to pursue more advanced coursework in that language. It is also appropriate for students to engage in coursework in other departments that relate to Spain and Latin America in order to acquire parallel knowledge bases.
ASU’s Spanish (and, complementarily, its Portuguese) program counts on an array of knowledgeable and respected teachers and scholars in the field, and it is fast becoming one of the highest ranked programs in the country. Unquestionably, it is one of the top programs in the Southwest. Courses and formal assignments are always conducted in the language, there are ample study-abroad opportunities, and in the case of select faculty members, there is the opportunity for supervised and collaborate independent inquiry beyond the conventional classroom. Although much of the Honors work in Spanish involves participating in regularly scheduled classes, there is the requirement that each course taken for Honors credit involve a significant research experience developed in collaboration with the supervising faculty member.
Each student selects a program of study that mixes core requirements and electives, and the program of study involves a capstone senior course and an Honors thesis, which is supervised by three faculty members; one of these members may be drawn from outside Arizona State, and the final thesis defense may include an accompanying colloquium featuring the outside scholar.
In addition to Honors funding available to all students enrolled in Barrett College, students in Spanish will be guided in terms of additional funding opportunities on campus and elsewhere. One particularly important source of local funding for undergraduate students are the programs administered by the Jewish Studies Program, which have a specially designated interest in Latin American Jewry.
Honors students are also encouraged to consider the opportunity for pursuing an internship under faculty supervision. This internship may be directly related to the development of the Honors thesis.
For further information about the Honors study of Spanish, please see one of the specifically identified professional advisors for Spanish or the Honors advisor (Professor David William Foster, Languages and Literatures 422c; david.foster@asu.edu).
Please refer to the following documents that specify policies of the Barrett Honors College:
• Honors Advising Timeline
• Honors Thesis/Creative Key Points
• Footnote 18 Courses: Policies and Procedures
FACULTY MEMBERS IN THE SPANISH AND PORTUGUESE SECTION WHO HAVE EXPRESSED INTEREST IN WORKING WITH HONORS STUDENTS INCLUDE: (Effective August 15, 2007)
Alberto Acereda, Professor (Ph.D., University of Georgia): Latin American and Spanish Transatlantic literature, with emphasis on Modern and Contemporary poetry.
Holly Cashman, Assistant Professor (Ph.D., University of Michigan, Ann Arbor): Spanish Linguistics, with emphasis on the diverse language practices of bilingual Latinas/Latinos in Phoenix, Arizona, including code-switching, relational work (linguistic politeness and impoliteness), and the construction and negotiation of social and interactional identities in conversation.
David William Foster, Regent’s Professor (Ph.D., University of Washington): Latin American (including Brazilian) urban culture, with an emphasis on narrative, film, photography, and intellectual essays and special emphasis on women’s history, alternative sexualities, and Jewish culture as represented in narrative, film, and theater.
Carlos Javier Garcia-Fernandez, Professor (Ph.D University of California at Davis): 19th and 20th-century Spanish Narrative, Spanish Film Studies.
Carmen García, (Ph.D., University of Georgetown): Spanish Linguistics, with emphasis on Spanish Pragmatics, including linguistic (im)politeness, small talk, gender and Spanish discourse, cross-cultural communication.
Manuel de Jesús Hernández-G., Associate Professor (Ph.D., Stanford University): Chicano/a Literature, U.S. Latino Literature, Mexican North Border Literature, Spanish-American Narrative, and Spanish-American Poetry.
Isis Costa McElroy, Assistant Professor (Ph.D New York University): Interdisciplinary approaches to Brazilian literature and culture (North America & Hispanic/ Anglophone Caribbean); Afro-Brazilian literature & orature; Afro-Diasporic sacred and secular manifestations in its various expressions (religious, philosophical, political, performative and artistic); politics of identity, gender and race in Afro-Diasporic literatures.
Angel Sánchez, (Ph.D., University of Minnesota): Spanish Golden Age literature, with emphasis on the theater and the picaresque.
Cynthia Tompkins, Associate Professor (Ph.D. The Pennsylvania State University): Latin American narrative, film, and cultural production; Latin American women writers; Feminist theory, Postmodernism, Latin Americanism, Subalternity, Deconstruction, and Comparative Literature.
Carmen de Urioste, Associate Professor (Ph.D.Arizona State University): contemporary Post-Franco culture (1975-today) in Spain, including arts and social movements. Her main focus is on young novelists (the so-called Generation X) and women writers (narrators, poets, and playwrights).
Emil Volek, Professor (Ph.D.Charles University, Prague): 20th Century Latin American Narrative, theater and poetry, Caribbean, Central American, and Mexican literature, literary theory and cultural studies, avant-garde and postmodern literature and culture, magic realism, Latin Americanism and other macondismos.