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1 APC Document V (MLL): Delete PORT 210 and 220, Replacing with PORT 230 Effective Date: Fall 2018 1. Delete: on Page 270 APC Document V (MLL): Delete PORT 210 and 220, replacing with PORT 230 Effective Date: Fall 2018 1. Delete: On page 270 the catalog entry for PORT 210 and 220: 210, 220 Intermediate Portuguese I, II (3, 3) Continuation of the study of Portuguese language and Portuguese-language cultures through classroom instruction. Conversational practice and development of reading and writing skills. Prerequisite: PORT 120 or equivalent or permission of instructor. See department chair. Add: On page 213+, in place of deleted entry: 230 Portuguese through Brazilian Popular Music (4) An intermediate (third semester) Portuguese language course through the prism of Brazilian Popular Music. It emphasizes the development of proficiency in language skills and cultural competence through song. Through such genres as samba, afoxé, bossa nova, and forró, students will work on a variety of communicative activities with the ultimate goal of enhancing their ability to communicate effectively through listening, speaking, reading, and writing. All activities and exercises through Brazilian Popular Music are designed to enhance their comprehension of specific grammatical constructions, vocabulary knowledge, cultural awareness, and communicative competence. Prerequisite: PORT 120. Fall. Impact: We have not taught 210 or 220 for a while, so there is no need to phase out these courses. We feel that enhancing context in language teaching increases the popularity of our courses. We are working hard to rise enrollment in Portuguese. Dr. Zunguze has taught this course this Fall for the first time, in the form of a 274. He has done so through UNC Online, with 3 students on campus and one more student taking the class synchronously from UNC Charlotte. To be able to teach in this context, Dr. Zunguze went through training for best practices in online instruction. He has devoted time and energy to promote the Program, and we are grateful for that. The experience has been optimal for instructor and students, and I believe that in the future, with more aggressive advertising, UNCA could become a distinct institution in Lusophone Studies. This semester, 6 out of the 8 students registered in PORT 110 are planning to continue with PORT 120, and only 2 of those need to do it to fulfill the language requirement. It is a slow rise, but we believe that PORT 230 is creating excitement among the students. SLOs for PORT 230 (from the instructor’s syllabus): Upon completion of this course, students will be able to: - Listen and identify various musical genres in Brazil, such as samba, forró, bossa nova, and such movements as Tropicália and Mangue Bit, and international rhythms adopted in Brazil such as rock, rap/hip-hop, and reggae. - Talk, read, and write in Portuguese (Intermediate ACTFL Proficiency Guidelines) in all tenses (present, past, imperfect, and future indicative and subjunctive, imperative and conditional) about basic Brazilian cultural issues, including historical, socioeconomic, and political addressed in music in the last 100 years. 1 - Engage, speak, read, and write about basic cultural components (music, history, socio- economics.) Rationale: For language programs that are not concentrations, yet, we would like to follow the sequence 110, 120, 230, 310 or 300; this variety of levels —and in particular the possibility of reaching the 300 level— helps, we believe, the students incorporate their language studies into already existing Minors. Our next goal is to incorporate our Portuguese language courses into the Africana Studies Minor, and possibly into a Lusophone Studies Certificate. Having an intermediate course so intentionally oriented towards culture and the arts provides the students with an attractive and important context to acquire the language. This is an approach to language teaching — theme oriented — that several of our language sections have found to be ideal for their students. 2 .
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