Language and Literature Courses

^LANGUAGES:^{Curricular Notes}
^{Course Requirements and Grading}

^{MEIS UA 425 Elementary Bangla I}
^{MEIS-UA 426 Elementary Bangla II}
^{MEIS-UA 405 or SCA-UA 341 Elementary Hindi I; Syllabus}
^{MEIS-UA 406 or SCA-UA 342 Elementary Hindi II; Syllabus}
^{MEIS-UA 407 or SCA-UA 343 Intermediate Hindi I; Syllabus}
^{MEIS-UA 408 or SCA-UA 344 Intermediate Hindi II; Syllabus}
^{MEIS-UA 409 or SCA-UA 345 Advanced Hindi I; Syllabus}
^{MEIS-UA 410 or SCA-UA 346 Advanced Hindi II; Syllabus}
^{MEIS-UA 301 Elementary Urdu I; Syllabus}
^{MEIS-UA 302 Elementary Urdu II; Syllabus}
^{MEIS-UA 303 Intermediate Urdu I; Syllabus}
^{MEIS-UA 304 Intermediate Urdu II; Syllabus}
^{MEIS-UA 415 Readings in Urdu Lit I}
^{MEIS-UA 416 Readings in Urdu Lit II}
^{MEIS-UA 997, 998 Independent Study}

^{MEIS-UA 718 or RELST-UA 335}
^{MEIS-UA 717 or COLIT-UA 717}

^{Note: Bangla language Elementary and Intermediate level courses are offered in alternate years.}

^{I. Bangla, Hindi and Urdu Language Classes are based on:}

^{standards-based curricula}
^{learner-centered and differentiated language instruction for our students with mixed language abilities, backgrounds, academic and professional goals}
^{emphasis on the interpersonal, presentational and interpretive modes of communication}
^{immersion into the rich cultural products, practices and perspectives of South Asia}
^{use of authentic audio, video and script-based materials selected from literary, media and academic texts, Indian and Pakistani TV shows and films}
^{varied activities and projects encouraging extensive use of Hindi and Urdu in class}
^{a relaxed and positive atmosphere}
^{ongoing feedback and self, peer and student performance assessment}
^{numerous extracurricular activities, workshops and events}
^{HOP: Hindi Online Partners and UOP: Urdu Online Partners}

^{Beginning classes: As a part of a three-year curriculum, they prepare the students for a high level of proficiency. The instructors also take into consideration individual needs and goals of heritage vs. foreign language learners. Through a variety of interactive class, small-group, and paired activities and project- and real life-based tasks, students are expected to develop all four skills — reading, speaking, listening, and writing — at the Novice High level (for foreign language learners) and up to intermediate Lo/Mid (for heritage learners) on the ACTFL scale.}

^{Intermediate Classes: They are designed to further develop fluency in oral and written communication and socio-cultural competency. In addition to the class- and small-group activities, text- and film-based projects, students are assigned individual and team projects to work with native speakers from the community and report on their findings. Assignments are designed to improve literacy and communicative skills and to broaden understanding of culture and content used for oral presentations. Students are expected to develop all four skills at the Intermediate Low/Mid (for foreign language learners) and Intermediate Mid/High level (for heritage language learners).}

^{Advanced Classes: They offer an overview of Indian or Pakistani culture via original literary, journalist or academic texts and are designed to improve students’ advanced- level reading, as well as their written and oral discourse in Hindi and Urdu. Emphasis is placed on the development of linguistic and socio-cultural competency required for a close reading and in-depth analysis of complex texts. Instruction is learner-centered, and students have a choice in the selection of the texts and topics for their presentations. Taught seminar-style, the courses combine classroom discussions and debates, oral reports, and occasional background lectures. Students should have completed the two-year sequence of Hindi or Urdu or have an equivalent proficiency demonstrated through the placement tests of the programs.}