Spanish CBL Courses

"The Spanish and service combination has been responsible for so much of my personal growth and many of my fondest memories during college."  

~ Elizabeth Hillman, recipient of the 2016 Mara Fox Award

Spanish Community-Based Learning Courses

20810: Immigration and the Construction of Memory
Usual rotation: spring semesters
Prerequisite: ROSP 20202

Through literature, film, current events, and guest speakers, students develop knowledge about migration issues, family immigration histories, and problems facing Latino communities in general and particularly in South Bend.  Students through ethical engagements will work on a collaborative creation and preservation of memory (memory of experiences that shape everyday life and the future). Together students engage with Latino families in weekly meeting off campus. With their assigned families they will document the powerful narratives that not only shape memory but signal possibilities of what is to come. Using storytelling techniques, students will work with their families to create and record the family histories using a variety of methods that will result in a couple of different pieces of work such as, recorded audio interviews and a collaborative book detailing their life and path that has lead them to our community. This course will help create spaces of solidarity and communication as legitimate points of departure for the politics of the future for both students and the community. Students work with families from El Campito.

20810: Community Based Spanish – Language, Culture, and Community
Usual rotation: fall semesters
Prerequisite: ROSP 20202

Through literature, film, and readings, students develop knowledge about challenges the local Hispanic community faces, including language barriers, financial constraints, and lack of mentors in post-secondary education who can serve as role models to a younger generation. Notre Dame students work as tutors and mentors with Hispanic youth at La Casa de Amistad, allowing them to become aware of the challenges facing the Hispanic community around them while encouraging Hispanic high school students to consider a future that might include an undergraduate education. This course is suitable for students who want to participate in civic engagement in the community in order to help foster a culture and of education and accomplishment. Students log their observations and experiences which will culminate in a final paper or poster presentation. They should expect to practice their Spanish-speaking skills extensively both in and out of the classroom.

20810: Bridging the Gap: Multiple Literacies and Connecting Society, Community, and Self
Usual rotation: spring semesters
Prerequisite: ROSP 20202

Criteria for kindergarten-readiness are increasingly rigorous, and preschool programs are challenged to provide the attention and time required to meet them; children from low-income, Spanish-speaking communities often fall through the cracks.  In order to be prepared to learn to read, pre-k children need language engagement and exchange. In this course, each Notre Dame student will be paired with a child from El Campito to read stories one-on-one in both English and Spanish. Through reflective assignments, Notre Dame students will describe their growing awareness of the connections between self, community, and society, especially in regard to the challenges face by Spanish-speaking families. ND students will be prompted to communicate a budding vision for their future contributions  to their world on both micro and macro levels, and will advance their own literacy development in Spanish as they facilitate a child-partner’s progress towards kindergarten-readiness. The children will lay the groundwork for becoming lifelong readers, and more importantly, experience the joy of imaginative exploration, which is every child’s human right.

30015: Once Upon a Time – Children’s Literature and Community Connections
Usual rotation: fall semesters
Prerequisite: ROSP 20202 or above or placement by exam; can count as an advanced elective toward the major.

Students will be introduced to Literatura Infantil y Juvenil (LIJ) in the Spanish-speaking world through a combination of considerable reading of LIJ across genres and levels and a critical perspective of LIJ via academic text and articles. Authors will include prolific writers of LIJ like Alma Flor Ada, as well as widely known writers like Cortázar, Paz, Pérez Revérte, Poniatowska, and Vargas LLosa who have also begun writing children’s books. Among genres read will be folklore, narrative, fiction (contemporary, realistic, historical, multicultural, fantasy, short story), poetry, and non-fiction. Students will also learn about various LIJ book awards and their evolution over time. In addition, students will develop criteria for evaluating quality LIJ. Through the Community-Based Learning (CBL) component, students will share LIJ with young Spanish speakers through a reading program at Holy Cross School once a week throughout the semester.  

30017: Introduction to Translation and Interpreting, Theory and Practice
Usual rotation: spring semesters
Prerequisite: ROSP 20202 or above or placement by exam; can count as an advanced elective toward the major.
Elena Mangione-Lora
Students explore translation theory, ethics, preparations, procedures and techniques. Together with an advanced language text to improve language skills, and selected readings to provide a strong preparation for meaningful interaction with their community partners, the course provides real-world opportunities for application and feedback for the skills the students develop.  Students will work with the community partner for 10-12 hours per semester, which typically entails a visit once per week to the partner site, Holy Cross School.

The following classes are taught by Prof. Marisel Moreno and include a CBL component working with La Casa de Amistad’s Adelante America and Crece Conmigo. Check Class Search in Inside ND for semesters offered.

40875: Migrant Voices

Migrant Voices is a course designed to bridge together the study of U.S. Latino/a literature and the pedagogy of community-based learning or community-based learning. Our primary focus this semester will be an exploration of the intersection and roles that memory, history, and art, play in the emergence of cultural identities in the US. Students will read foundational and contemporary works by U.S. Latinos/a authors from various backgrounds and nationalities (Mexican/Chicano, Salvadoran, Dominican, Colombian, Peruvian) that are representative of the local Michiana U.S. Latino population. Issues of memory, history, race, ethnicity, gender, class, and transnationalism will be central to our discussions and will be examined through both a literary lens and an experiential perspective. This course includes tutoring at La Casa de Amistad that allows students to deepen their ties to Latino South Bend.

40876: Race and Ethnicity in U.S.

In this course, students will examine the key issues of race and ethnicity in U.S. Latina/o literary production, particularly in the works of Afro-Latina/o, Andean-Latina/o (and other Latinos of indigenous descent), and Asian-Latina/o authors. The range of races, ethnicities, and nationalities of the established and emerging authors studied in the course will enhance the students' understanding of the complexity and heterogeneity of that group that we call "Latinos." The course will be divided into three major units: Caribbean, Central American, and South American Latinos. Students will read works by migrants from a range of countries, including Puerto Rico, Cuba, Dominican Republic, Guatemala, El Salvador, Costa Rica, Panamá, Perú, Ecuador, Uruguay and Colombia. This course has a service-learning component. Students will be required to spend two hours per week volunteering at the local Hispanic community center La Casa de Amistad. The course will be conducted in Spanish.

40892: Borders, Borderlands, Bridges: U.S. Latino/a Literary and Cultural Production

What is a border? Who inhabits the borderlands? What function does the border play in the construction of a national or cultural identity? How do we bridge communities? How are borders represented, established, and challenged in the works of U.S. Latino/a writers? These are some of the questions that this course will address within the context of U.S. Latino/a literature and culture. Most of the course will focus on two geographical areas that we tend to associate with these concepts: the traditional US-Mexico border and the lesser studied Caribbean. Students will watch films and read literary works by Mexican-American, Puerto Rican, Dominican-American and Cuban-American authors in order to gain a deeper understanding of how the border and the borderlands inform contemporary discourse and culture. Students are expected to sign up for tutoring at La Casa de Amistad once a week for two hours, with either of two programs: Crece Conmigo or Adelante America. This course is designed for Spanish majors who have taken other advanced literature courses. The course will be taught in Spanish and is open to advanced non-majors who are very fluent in the language.