East Asian Languages and Cultures

Readings in translation and discussion of texts of Middle Eastern and Indian origin. Readings may include the Quran, Islamic philosophy, Sufi poetry, the Upanishads, Buddhist sutras, the Bhagavad Gita, Indian epics and drama, and Gandhis Autobiography.

Readings in translation and discussion of texts of Middle Eastern and Indian origin. Readings may include the Quran, Islamic philosophy, Sufi poetry, the Upanishads, Buddhist sutras, the Bhagavad Gita, Indian epics and drama, and Gandhis Autobiography.

This course explores the core classical literature in Chinese, Japanese and Korean Humanities. The main objective of the course is to discover the meanings that these literature offer, not just for the original audience or for the respective cultures, but for us. As such, it is not a survey or a lecture-based course. Rather than being taught what meanings are to be derived from the texts, we explore meanings together, informed by in-depth reading and thorough ongoing discussion.

This course explores the core classical literature in Chinese, Japanese and Korean Humanities. The main objective of the course is to discover the meanings that these literature offer, not just for the original audience or for the respective cultures, but for us. As such, it is not a survey or a lecture-based course. Rather than being taught what meanings are to be derived from the texts, we explore meanings together, informed by in-depth reading and thorough ongoing discussion.

This course explores the core classical literature in Chinese, Japanese and Korean Humanities. The main objective of the course is to discover the meanings that these literature offer, not just for the original audience or for the respective cultures, but for us. As such, it is not a survey or a lecture-based course. Rather than being taught what meanings are to be derived from the texts, we explore meanings together, informed by in-depth reading and thorough ongoing discussion.

Introduces distinctive aesthetic traditions of China, Japan, and Korea--their similarities and differences--through an examination of the visual significance of selected works of painting, sculpture, architecture, and other arts in relation to the history, culture, and religions of East Asia.

Introduces distinctive aesthetic traditions of China, Japan, and Korea--their similarities and differences--through an examination of the visual significance of selected works of painting, sculpture, architecture, and other arts in relation to the history, culture, and religions of East Asia.

Prerequisites: NOTE: Students must register for a discussion section ASCE UN1371 A survey of important events and individuals, prominent literary and artistic works, and recurring themes in the history of Japan, from prehistory to the 20th century.

This is an introductory course to the Chinese language for absolute beginners. Students will develop basic skills in listening and speaking Chinese, while familiarizing themselves with its writing system. This course is divided into two parts: Introductory Chinese A and Introductory Chinese B. The two parts together cover the same materials as CHNS UN1101 FIRST YEAR CHINESE I.

This is an introductory course to the Chinese language for absolute beginners. Students will develop basic skills in listening and speaking Chinese, while familiarizing themselves with its writing system. This course is divided into two parts: Introductory Chinese A and Introductory Chinese B. The two parts together cover the same materials as CHNS UN1101 FIRST YEAR CHINESE I.

This course offers an immersive look into contemporary China, combining both dialogues and narratives. Through meticulously designed texts and exercises, it highlights key Chinese linguistic structures and functions, provides cultural insights, and draws students into China’s continually evolving landscape. By the end of the full course (two semesters), students are expected to have the following proficiencies: Listening: Grasp conversations, narratives, and informational content matched to their proficiency level. Speaking: Handle everyday situations and participate in discussions on daily events, careers, society, and culture. Reading: Delve into expository and narrative writings, ensuring accurate vocabulary usage, and discern the primary theme of passages. Writing: Construct essays spanning from personal accounts to analytical discussions, utilizing appropriate vocabulary. Culture: Understand and adhere to fundamental Chinese social conventions, employing the language in harmony with these guidelines.

This course offers an immersive look into contemporary China, combining both dialogues and narratives. Through meticulously designed texts and exercises, it highlights key Chinese linguistic structures and functions, provides cultural insights, and draws students into China’s continually evolving landscape. By the end of the full course (two semesters), students are expected to have the following proficiencies: Listening: Grasp conversations, narratives, and informational content matched to their proficiency level. Speaking: Handle everyday situations and participate in discussions on daily events, careers, society, and culture. Reading: Delve into expository and narrative writings, ensuring accurate vocabulary usage, and discern the primary theme of passages. Writing: Construct essays spanning from personal accounts to analytical discussions, utilizing appropriate vocabulary. Culture: Understand and adhere to fundamental Chinese social conventions, employing the language in harmony with these guidelines.

This course offers an immersive look into contemporary China, combining both dialogues and narratives. Through meticulously designed texts and exercises, it highlights key Chinese linguistic structures and functions, provides cultural insights, and draws students into China’s continually evolving landscape. By the end of the full course (two semesters), students are expected to have the following proficiencies: Listening: Grasp conversations, narratives, and informational content matched to their proficiency level. Speaking: Handle everyday situations and participate in discussions on daily events, careers, society, and culture. Reading: Delve into expository and narrative writings, ensuring accurate vocabulary usage, and discern the primary theme of passages. Writing: Construct essays spanning from personal accounts to analytical discussions, utilizing appropriate vocabulary. Culture: Understand and adhere to fundamental Chinese social conventions, employing the language in harmony with these guidelines.

This course offers an immersive look into contemporary China, combining both dialogues and narratives. Through meticulously designed texts and exercises, it highlights key Chinese linguistic structures and functions, provides cultural insights, and draws students into China’s continually evolving landscape. By the end of the full course (two semesters), students are expected to have the following proficiencies: Listening: Grasp conversations, narratives, and informational content matched to their proficiency level. Speaking: Handle everyday situations and participate in discussions on daily events, careers, society, and culture. Reading: Delve into expository and narrative writings, ensuring accurate vocabulary usage, and discern the primary theme of passages. Writing: Construct essays spanning from personal accounts to analytical discussions, utilizing appropriate vocabulary. Culture: Understand and adhere to fundamental Chinese social conventions, employing the language in harmony with these guidelines.

This course offers an immersive look into contemporary China, combining both dialogues and narratives. Through meticulously designed texts and exercises, it highlights key Chinese linguistic structures and functions, provides cultural insights, and draws students into China’s continually evolving landscape. By the end of the full course (two semesters), students are expected to have the following proficiencies: Listening: Grasp conversations, narratives, and informational content matched to their proficiency level. Speaking: Handle everyday situations and participate in discussions on daily events, careers, society, and culture. Reading: Delve into expository and narrative writings, ensuring accurate vocabulary usage, and discern the primary theme of passages. Writing: Construct essays spanning from personal accounts to analytical discussions, utilizing appropriate vocabulary. Culture: Understand and adhere to fundamental Chinese social conventions, employing the language in harmony with these guidelines.

This course offers an immersive look into contemporary China, combining both dialogues and narratives. Through meticulously designed texts and exercises, it highlights key Chinese linguistic structures and functions, provides cultural insights, and draws students into China’s continually evolving landscape. By the end of the full course (two semesters), students are expected to have the following proficiencies: Listening: Grasp conversations, narratives, and informational content matched to their proficiency level. Speaking: Handle everyday situations and participate in discussions on daily events, careers, society, and culture. Reading: Delve into expository and narrative writings, ensuring accurate vocabulary usage, and discern the primary theme of passages. Writing: Construct essays spanning from personal accounts to analytical discussions, utilizing appropriate vocabulary. Culture: Understand and adhere to fundamental Chinese social conventions, employing the language in harmony with these guidelines.

As the second half of a one-year program for intermediate Chinese learners, this course helps students consolidate and develop everyday communicative skills in Chinese, as well as
introducing aspects of Chinese culture such as the social norms of politeness and gift-giving. Semi-formal and literary styles will also be introduced as students transition to more advanced
levels of Chinese language study. While providing training for everyday communication skills, Second Year Chinese aims to improve the student's linguistic competence in preparation for
advanced studies in Mandarin.

As the second half of a one-year program for intermediate Chinese learners, this course helps students consolidate and develop everyday communicative skills in Chinese, as well as
introducing aspects of Chinese culture such as the social norms of politeness and gift-giving. Semi-formal and literary styles will also be introduced as students transition to more advanced
levels of Chinese language study. While providing training for everyday communication skills, Second Year Chinese aims to improve the student's linguistic competence in preparation for
advanced studies in Mandarin.

As the second half of a one-year program for intermediate Chinese learners, this course helps students consolidate and develop everyday communicative skills in Chinese, as well as
introducing aspects of Chinese culture such as the social norms of politeness and gift-giving. Semi-formal and literary styles will also be introduced as students transition to more advanced
levels of Chinese language study. While providing training for everyday communication skills, Second Year Chinese aims to improve the student's linguistic competence in preparation for
advanced studies in Mandarin.

As the second half of a one-year program for intermediate Chinese learners, this course helps students consolidate and develop everyday communicative skills in Chinese, as well as
introducing aspects of Chinese culture such as the social norms of politeness and gift-giving. Semi-formal and literary styles will also be introduced as students transition to more advanced
levels of Chinese language study. While providing training for everyday communication skills, Second Year Chinese aims to improve the student's linguistic competence in preparation for
advanced studies in Mandarin.

As the second half of a one-year program for intermediate Chinese learners, this course helps students consolidate and develop everyday communicative skills in Chinese, as well as
introducing aspects of Chinese culture such as the social norms of politeness and gift-giving. Semi-formal and literary styles will also be introduced as students transition to more advanced
levels of Chinese language study. While providing training for everyday communication skills, Second Year Chinese aims to improve the student's linguistic competence in preparation for
advanced studies in Mandarin.

Second-Year Chinese W (I & II) : This course is designed for heritage learners with conversational abilities and foundational literacy skills in Mandarin Chinese. Through a combination of interactive lessons, focused linguistic exercises, cultural exploration, and real-world applications, students will deepen their understanding of their cultural heritage while expanding their vocabulary and enhancing their language skills. By the end of the course, students will be better equipped to engage confidently with family members and other Chinese-speaking communities.

Third Year Chinese II, CHNS3004UN, 5 points. You are required to take Third Year Chinese I, CHNS3003UN, 5 points with this course.

Instructor: Zhirong Wang

Prerequisites: Two (2) years of college-level Chinese or the equivalent

Texts: Jingua Chinese (Columbia University staff, published by Peking University Press; simplified characters)

Introduces Chinese social values and attitudes, focusing on the rapid changes now taking place in China. Uses materials from Chinese newspapers and modern short stories to teach essential elements of semi-formal and formal writing. Reading and writing are routine tasks, and oral discussion and debate are important components of the class, allowing students to integrate and improve their communication skills in Chinese.

To enroll in this course, you must apply to the Virtual Columbia Summer Chinese Language program through the Center for Undergraduate Global Engagement (UGE). Global Learning Scholarships available. Tuition charges apply.

Please note the program dates are different from the Summer Term A & B dates. 

Third Year Chinese II, CHNS3004UN, 5 points. You are required to take Third Year Chinese I, CHNS3003UN, 5 points with this course.

Instructor: Zhirong Wang

Prerequisites: Two (2) years of college-level Chinese or the equivalent

Texts: Jingua Chinese (Columbia University staff, published by Peking University Press; simplified characters)

Introduces Chinese social values and attitudes, focusing on the rapid changes now taking place in China. Uses materials from Chinese newspapers and modern short stories to teach essential elements of semi-formal and formal writing. Reading and writing are routine tasks, and oral discussion and debate are important components of the class, allowing students to integrate and improve their communication skills in Chinese.

To enroll in this course, you must apply to the Virtual Columbia Summer Chinese Language program through the Center for Undergraduate Global Engagement (UGE). Global Learning Scholarships available. Tuition charges apply.

Please note the program dates are different from the Summer Term A & B dates. 

Third Year Chinese II, CHNS3004UN, 5 points. You are required to take Third Year Chinese I, CHNS3003UN, 5 points with this course.

Instructor: Zhirong Wang

Prerequisites: Two (2) years of college-level Chinese or the equivalent

Texts: Jingua Chinese (Columbia University staff, published by Peking University Press; simplified characters)

Introduces Chinese social values and attitudes, focusing on the rapid changes now taking place in China. Uses materials from Chinese newspapers and modern short stories to teach essential elements of semi-formal and formal writing. Reading and writing are routine tasks, and oral discussion and debate are important components of the class, allowing students to integrate and improve their communication skills in Chinese.

To enroll in this course, you must apply to the Virtual Columbia Summer Chinese Language program through the Center for Undergraduate Global Engagement (UGE). Global Learning Scholarships available. Tuition charges apply.

Please note the program dates are different from the Summer Term A & B dates. 

Third Year Chinese II, CHNS3004UN, 5 points. You are required to take Third Year Chinese I, CHNS3003UN, 5 points with this course.

Instructor: Zhirong Wang

Prerequisites: Two (2) years of college-level Chinese or the equivalent

Texts: Jingua Chinese (Columbia University staff, published by Peking University Press; simplified characters)

Introduces Chinese social values and attitudes, focusing on the rapid changes now taking place in China. Uses materials from Chinese newspapers and modern short stories to teach essential elements of semi-formal and formal writing. Reading and writing are routine tasks, and oral discussion and debate are important components of the class, allowing students to integrate and improve their communication skills in Chinese.

To enroll in this course, you must apply to the Virtual Columbia Summer Chinese Language program through the Center for Undergraduate Global Engagement (UGE). Global Learning Scholarships available. Tuition charges apply.

Please note the program dates are different from the Summer Term A & B dates. 

Media Chinese (I & II) : This level-4 course enhances students’ proficiency in reading and discussing current events in Chinese. It features close reading and critical discussions on topics such as politics, economics, culture, and social issues. Through careful analysis of authentic media materials, students will further develop their language skills and deepen their understanding of contemporary China. By the end of the course, students will be able to navigate Chinese media sources confidently and engage meaningfully in conversations about both global and Chinese current events. 

This course is designed to help students master formal Chinese for professional or academic purposes. It includes reading materials and discussions on selections from Chinese media covering contemporary topics, Chinese literature, and modern Chinese intellectual history. The course aims to enhance students' strategies for comprehension, as well as their written and oral communication skills in formal modern Chinese.

This course, taught in English, offers an in-depth exploration of the Chinese language and its historical development. Key topics include historical phonology and syntax, the Chinese script, and the classification and linguistic features of major dialects. The course also explores the emergence of modern standard Chinese and early poetic traditions. The primary goal is to deepen students’ understanding of the language’s evolution while strengthening their critical thinking skills.

Legal Chinese is designed for students who have studied at least three years of Chinese (or the equivalent) and are interested in legal studies concerning China. This course offers systematic descriptions of Chinese language used in legal discourse, its vocabulary, syntactic structures and pragmatic functions.

Advanced Business Chinese II is the continuation of Advanced Business Chinese I, both of which are designed to help Columbia students who have achieved the advanced level of proficiency in Chinese use the language to communicate effectively in professional contexts. Topics to be discussed include, but are not limited to, the concept of Face, Guanxi/Interpersonal obligations, Chinese modesty and humility, and Chinese style of negotiation and decision making.

The Fifth Year Chinese course is designed for advanced learners who have a proficient command of the Chinese language in all four aspects: listening, speaking, reading, and writing, regardless of whether they have Chinese heritage. The course provides a wide variety of literary genres, ranging from short stories to aesthetic essays to academic articles, to enhance students' mastery of formal written Chinese. While the primary objectives of this course lie in reading, students also have opportunities to develop their speaking competence through a variety of in-class discussions, debates, and presentations.

The Fifth Year Chinese course is designed for advanced learners who have a proficient command of the Chinese language in all four aspects: listening, speaking, reading, and writing, regardless of whether they have Chinese heritage. The course provides a wide variety of literary genres, ranging from short stories to aesthetic essays to academic articles, to enhance students' mastery of formal written Chinese. While the primary objectives of this course lie in reading, students also have opportunities to develop their speaking competence through a variety of in-class discussions, debates, and presentations.

This course describes the morphological, syntactic and phonological structures of Chinese language within the framework of the functional grammar. The focus is placed on the “mapping” of linguistic forms and their semantic and pragmatic functions. Pedagogical suggestions on how to teach these structures are also provided. 

Prerequisites: CHNS G5000x. This course is designed for graduate students who have successfully passed Course I (G5000) and who are permitted by the Department to take this course, which entails working as a teaching assistant in the Chinese language program. In addition to coordinating closely with his or her mentors and the course coordinator, the student TA has to design and teach first year drill sessions, team-teach with his or her mentors, and do other teaching-related assignments.

Why do certain mental illnesses only appear in specific regions of the world? What processes of translation, adaption, and “indigenization” take place when psychiatric diagnostic categories, pharmaceutical regimens, and psychodynamic treatments developed in the West travel to China, Japan and South Korea? How do contemporary East Asian therapeutic modalities destabilize biomedical assumptions about the origins and treatment of mental illness?

This course employs anthropological analysis to explore the paradoxes of “culture-bound syndromes”, examine how biomedical psychiatric practices have been received and transformed, and discuss the ways in which shamanistic rituals and Traditional Chinese Medicine clinical encounters understand their objects of intervention. Focusing on East Asia with a particular emphasis on China, we will employ interpretive and political economic anthropological analyses to explore experiences of people struggling with illness, the practices of health practitioners who treat them, and the broader social and historical contexts that shape these interactions.

This course traces the history of Korean cinema and literature from the 1930s to the early 2000s. Particular attention is given to colonialism, national division, war, gender relations, authoritarianism, urbanization, consumer culture, and diaspora. What kinds of familial, social, economic, and political relations do these films and literary works envision? We will link films and literary texts to their historical context, noting how representations of people, places, and ideas have changed over time—from colonialism, through poverty and malaise in the aftermath of the Korean War, to North Korea’s continuing search for autonomy in the world system and South Korea’s current position as global economic power and maker of the “Korean Wave ”

.

The course will closely examine 1) the various traits of postmodern Japanese cinemas in the 1980s and the 1990s after the phase of global cinematic modernism, 2) contemporary media phenomena such as media convergence and the media ecologies of anime, 3) media activism after the 2011 Tohoku earthquake, and beyond. We will proceed through careful analysis of films, anime, and digital media, while also addressing larger questions of historiography in general. 

This course explores the roles and representations of women in Vietnamese society, history and literature from premodern to contemporary times through folklore, poetry, prose and films. From different angles, in different contexts and through different approaches we will critically engage and situate literary and visual texts within larger historical processes of antiquity, folkore, religious beliefs and practice, sexual politics, feminism, monarchy, colonialism, war, modernity, nation-building and globalization that have impacted the roles and identities of Vietnamese women through the ages.

In viewing historical films and media works, we often grapple with the question of historical accuracy, and whether visual media is suited to the task of historical accounts, but another question we could ask is: Of what is film a history? This course will examine Korean history through cinema, and Korean cinema through history, by viewing films from various time periods that depict moments in Korean history. 

Moving beyond stereotypes of victimized Asian womanhood and the dominance of Confucian patriarchy, we draw on Chinese literary/historical texts to examine sites of agency and power. Interrogating a range of gendered identities, roles, and expressions—from classical romantic heroines (ex.Peony Pavilion’s Du Liniang) and dynamic women writers (ex.the poet Li Qingzhao) to sexy fox spirits, cross-dressed warriors (Mulan), and queer love affairs (Li Yu’s Women in Love)—we probe relationships among social roles, sexualized bodies, and the performance of gender.

This course explores literary representations of childhood in modern Japan, expanding into how manga, anime, and film have also dealt with the topos. Through literary and visual texts that problematize spaces, memories, ideals, rights, and propagandic power of childhood, students will think through and discuss broader issues of age, gender, identity politics, generational trauma, history of social structures, and the future of human society.

Border Thinking in Modern China examines how the ethnocultural frontiers of contemporary China were formed over the long transition from multi-ethic empire to modern nation state. Drawing on Gloria Anzaldúa notion of ‘border thinking’ or 'pensamiento fronterizo', this seminar examines how the discursive and material violence of the modern border developed out of centuries imperial conquest, colonial expansion, and mutli-ethnic alliance building along China’s northwestern and southwestern borders. Over the semester students are encouraged to foster their own understanding of ‘border thinking’ as the pursue research essays that take a borderlands approach to the study of Late Imperial to Modern Chinese history.

This course explores the intersection of cultural production with national policies and global economies in the context of Tibet. We will focus not on colonial sources (Mythos Tibet) but on a wide range of representational and expressive practices by contemporary Tibetans in film, literature, music, social media, art, performance, local museums, etc. -- all since the 1990s. Tibetan cultural production today is at once localized and transnational, whether it is the vision and work of artists in the People's Republic of China or the creation of Tibetans living in the diaspora. We will explore the impact of colonialism and socioeconomic marginalization on the de-centering and re-centering of ethnicity and identity in education, publishing, and the arts.  How do Tibetan artists, musicians, filmmakers, writers, comedians, and other cultural producers  negotiate the complexities of modernity, secularization, globalization and political agendas, vis-à-vis incentives to preserve traditions, while engaging creatively?

Each week will focus on 2 to 3 primary sources and 1 or 2 related secondary readings. Our discussions of the primary source materials (film screenings, readings, artwork, performances, etc.) will be enriched with readings in Cultural Studies, sociology, and anthropology, and by conversations with area artists.

This seminar offers an in-depth exploration of Murasaki Shikibu’s “The Tale of Genji” (Genji monogatari, c. 1008), one of the most significant works in the Japanese literary canon. Through a close reading and discussion of the primary text, which we will read in its entirety in English translation, the students will gain an appreciation and understanding of its central themes, socio-cultural background, narrative structuring, and various aesthetic considerations. A number of secondary materials and introduction to several works of reception will further help to contextualize its enduring influence to this day.

Middle Period China, often seen as a pivotal point of inflection and transformation, is currently subject to ongoing debate regarding its scope and definition. This graduate course aims to approach literature from this era by moving beyond the traditional framework of Tang-Song literary history. It considers literature a key variable in this historic crossroads and recontextualizes it within the broader landscape of cultural history. This course analyzes primary texts along with topics like periodization, Sino-barbarian discourses, cultural memory, materiality of texts, urban culture, gender politics, etc.

This seminar examines the body and bodily practices in various performance traditions in Tibet and China by reading theory from the fields of performance and dance studies alongside regional case studies of dances and dramas in East Asia. In addition to required course readings, students will watch performances on film (though also live in New York City where/if possible), read play scripts, and participate in practicums to gain an embodied understanding of the course’s subject matter. Practicums include workshops with the Tibetan Service Center of New York City, dance journalist Karen Greenspan, and the Kunqu Society of New York. After a brief introduction to the fields of performance and dance studies, course meetings will focus on different performative bodily expressions; for example, the expression of “culture,” history, politics, affect and emotion, and so on.

The course explores the doctrines, practices, and rituals of Korean religions through iconic texts, paintings, and images. The texts, paintings, and images that the course covers include ghost stories, doctrinal exegeses and charts, missionary letters, polemical and apologetic writings, catechism, folklores, and ritual paintings.

Premodern Chinese literati (wenren 文人) have long been regarded as spokesmen of “This Culture of Ours” (siwen 斯文)—a metonym for civilization in the premodern Sinitic context—
while they also fed from, partook in, and gave shape to popular and foreign cultures. Besides “literary writings” (wenzhang 文章) like poetry and prose, literati also engaged in calligraphy,
painting, and antiquarianism under the umbrella term of “literary or cultural arts” (wenyi 文藝). In turn, creation and appreciation of artwork (“cultural or civil objects,” wenwu 文物) were
intrinsic to the leisurely and aesthetic life of literati community and further established their self-identity.
Covering the long trajectory of imperial China over 3,000 years, this course reveals the birth and growth of literati culture from the beginning, to its full bloom since the Northern Song dynasty (960–1126), to the shifting patterns across the second millennium. In particular, this course takes an interdisciplinary approach to literati culture, introducing intellectual and poetic discourses, socio-historical contexts, literary criticism, visual and material culture, to envision a “common ground” for their civil world. Textual, visual sources plus material objects are meant to have conversations with each other in this course. Important issues include historical transformations of the elite class, cultural geography in different eras, materiality and visuality of elite calligraphy and painting, literati self-expression through aesthetic practice, the roles of the court and literati in producing and preserving art, as well as other relevant issues such as gender studies, vernacular literature, and commodity society.
No background in Chinese language is required in this course, and all reading materials—either translation of primary sources or secondary scholarship—are accessible in English. But students are expected to have a basic familiarity with classical traditions of China. By the end of the semester, students will have grasped a comprehensive insight of literati culture in premodern China, acquired the skills to understand and analyze key textual and visual sources, and kept abreast of up-to-date scholarship in this field. Ideally, this course will help students shed new light on Chinese literary traditions from multi-medial and interdisciplinary perspectives.

Examines the social and cultural place of Chinese religions through time, focusing on Chinese ideas of the relation between humans and spirits, and the expression of those ideas in practice. Problems will include the long-term displacement of ancestors by gods in Chinese history; the varying and changing social functions of rituals, and the different views of the same ritual taken by different participants; the growth of religious
commerce from early modern times on. Topics will be organized roughly chronologically but the emphasis is on broad change rather than historical coverage.

China's search for a new order in the long twentieth century with a focus on political, social and cultural change. 

An introduction to major issues of concern to legal historians as viewed through the lens of Chinese legal history.  Issues covered include civil and criminal law, formal and informal justice, law and the family, law and the economy, the search for law beyond state-made law and legal codes, and the question of rule of law in China.  Chinese codes and course case records and other primary materials in translation will be analyzed to develop a sense of the legal system in theory and in practice.

Introductory Japanese A is an introduction to Japanese language and culture and is designed for students who have had little or no experience learning Japanese. The goal of this course is to develop four basic skills in modern Japanese with an emphasis on grammatical accuracy and socially appropriate language use. Upon successful completion of this course, students will be able to engage in basic daily conversations and to develop the ability to read and write hiragana as well as katakana.

The sequence includes JPNS UN1001 Introductory Japanese A and JPNS UN1002 Introductory Japanese B. These courses combined (JPNS UN1001 and JPNS UN1002) are the equivalent to JPNS UN1101 First Year Japanese I and fulfills the requirement for admission to JPNS UN1102 First Year Japanese II.

Introductory Japanese A is an introduction to Japanese language and culture and is designed for students who have had little or no experience learning Japanese. The goal of this course is to develop four basic skills in modern Japanese with an emphasis on grammatical accuracy and socially appropriate language use. Upon successful completion of this course, students will be able to engage in basic daily conversations and to develop the ability to read and write hiragana as well as katakana.

The sequence includes JPNS UN1001 Introductory Japanese A and JPNS UN1002 Introductory Japanese B. These courses combined (JPNS UN1001 and JPNS UN1002) are the equivalent to JPNS UN1101 First Year Japanese I and fulfills the requirement for admission to JPNS UN1102 First Year Japanese II.

Introductory Japanese A is an introduction to Japanese language and culture and is designed for students who have had little or no experience learning Japanese. The goal of this course is to develop four basic skills in modern Japanese with an emphasis on grammatical accuracy and socially appropriate language use. Upon successful completion of this course, students will be able to engage in basic daily conversations and to develop the ability to read and write hiragana as well as katakana.

The sequence includes JPNS UN1001 Introductory Japanese A and JPNS UN1002 Introductory Japanese B. These courses combined (JPNS UN1001 and JPNS UN1002) are the equivalent to JPNS UN1101 First Year Japanese I and fulfills the requirement for admission to JPNS UN1102 First Year Japanese II.

Introductory Japanese A is an introduction to Japanese language and culture and is designed for students who have had little or no experience learning Japanese. The goal of this course is to develop four basic skills in modern Japanese with an emphasis on grammatical accuracy and socially appropriate language use. Upon successful completion of this course, students will be able to engage in basic daily conversations and to develop the ability to read and write hiragana as well as katakana.

The sequence includes JPNS UN1001 Introductory Japanese A and JPNS UN1002 Introductory Japanese B. These courses combined (JPNS UN1001 and JPNS UN1002) are the equivalent to JPNS UN1101 First Year Japanese I and fulfills the requirement for admission to JPNS UN1102 First Year Japanese II.

This course provides basic training in listening, speaking, reading, and writing in Korean. Introductory Korean A is equivalent to the first half of First Year Korean I.

This course provides basic training in listening, speaking, reading, and writing in Korean. Introductory Korean A is equivalent to the first half of First Year Korean I.

This course provides basic training in listening, speaking, reading, and writing in Korean. Introductory Korean A is equivalent to the first half of First Year Korean I.

This course provides basic training in listening, speaking, reading, and writing in Korean. Introductory Korean A is equivalent to the first half of First Year Korean I.

Accelerated Korean II is specifically designed for heritage students of Korean, who already have previous knowledge of basic grammar and culture. This course completes the college's two-year foreign language requirement.

Accelerated Korean II is specifically designed for heritage students of Korean, who already have previous knowledge of basic grammar and culture. This course completes the college's two-year foreign language requirement.

This course aims to provide a deeper understanding of the Korean language, culture, society, and history through critical analysis of Korean contemporary popular culture (e.g., music, drama, films, TV shows, advertisements, comic books, and other digital discourses). More specifically, the purposes of the course are twofold: (1) to analyze various sociolinguistic issues represented in contemporary Korean pop culture (e.g., honorifics, dialects, language changes, language variations across gender and generations, language contacts, neologism, slangs) and (2) to develop cultural awareness, critical thinking, digital and media literacy, and multimodal competence in Korean media and popular culture.

This class is designed to meet the needs of both first-time learners of Tibetan, as well as students with one year or less of modern colloquial Tibetan. It is intended to lay the foundation for reading classical Tibetan writings, including religious, historical, and literary texts. By focusing on basic grammatical constructions and frequently used vocabulary, this class offers an introduction to the classical Tibetan language.

This is an introductory course and no previous knowledge is required. It focuses on developing basic abilities to speak as well as to read and write in modern Tibetan, Lhasa dialect. Students are also introduced to modern Tibetan studies through selected readings and guest lectures.

This course will focus on helping students gain greater profiency in reading Tibetan Buddhist philosophical and religious historical texts. 

The course is aimed at enhancing students' competence in reading and listening comprehension as well as the ability to present or show their knowledge of the language and various aspects of Vietnamese with the use of more advanced Vietnamese.

This course is designed for students who have completed seven semesters of Vietnamese class or have equivalent background of advance Vietnamese. It is aimed at developing more advance interpersonal communication skills in interpretive reading and listening as well as presentational speaking and writing at a superior level. Students are also prepared for academic, professional and literary proficiency suitable for post-secondary studies in the humanities and social sciences.