- Classes taught in Spanish and English
- International excursion
- Minimum 2.5 G.P.A.
- Open to second-semester freshmen, sophomores, juniors, and seniors
- No Spanish background required to take coursework in English
- Intermediate-level Spanish proficiency required for courses in Spanish with other visiting international students
- Advanced Spanish Proficiency is required to complete coursework with Argentine students
- Completed API application
- University contact information form
- C.V. or résumé
- Statement of purpose
- Two letters of recommendation
- Official transcript
- Entry requirement: valid passport and supporting documents
Add on a Volunteer Program!
- API students completing a study abroad program (particularly in Latin America) may be interested in extending their stay on an API volunteer abroad program. Click on the link below for more information on options and pricing.
- Volunteer Add-On Options
Dates & Fees
If you require syllabi that are not listed below, please contact your API Program Manager.
Students in the Argentine and Latin American Studies program have many academic options. They may:
1) Complete an intensive Spanish language course prior to the start of the standard semester via the early-start option;
2) Choose to take a semester-long Spanish language course. Students who select a Spanish language course during the semester will select 3-4 elective courses to complete with it.
3) Select courses specifically designed for visiting international students in either Spanish or English. These elective courses will NOT have any Argentine students in them. Courses offered in Spanish for visiting students require at least an intermediate Spanish level.
4) Register in courses with local degree-seeking students in Spanish. This option will require an advanced language background and will require students to extend their stay for an additional 3 weeks at no additional cost. Students will complete a language placement exam prior to departure so that their Spanish language proficiency can be verified.
5) Complete any combination of the above options, including taking a Spanish language course, completing electives for visiting students in English or Spanish and completing a course in Spanish with local Argentine students.
Spanish Language Courses EARLY START OPTIONS
Early start students complete a four-week intensive Spanish language class equivalent to 3-7 U.S. semester credits.
Español Básico (Elementary Spanish) (3-7) – Conducted in Spanish [Syllabus]
This course is designed for beginning level Spanish speakers. Students acquire and develop a basic knowledge of the language that allows them to communicate straightforward information in a familiar context. Classes are organized around a practical approach to learning grammar and vocabulary and emphasize production and understanding in communicative situations. Upon completing the course, students will be able to understand basic instructions, take part in basic factual conversations on a predictable topic and express simple opinions or requirements using present, past and future tenses.
Español Intermedio I (Intermediate Spanish I) (3-7) – Conducted in Spanish [Syllabus]
This course is intended for students who already have basic communication skills. The general aim of the course is to extend students’ ability to communicate on a wider range of topics. Classes emphasize the active acquisition of grammatical structures and vocabulary. Upon completing the course, students will be able to follow or give a short talk on familiar topics, keep up a conversation on a fairly wide range of topics and write short letters and other texts on predictable subjects. Special attention is paid to classic difficulties such as ser vs. estar, para vs. por, pretérito indefinido vs pretérito imperfecto as well as the use of the subjective for expressing possibility, doubt, suggestions and advice.
Español Intermedio II (Intermediate Spanish II) (3-7) – Conducted in Spanish [Syllabus]
This course is intended for students who have already mastered the main grammatical features of the language and can communicate in a fairly wide range of formal and informal situations both orally and in writing. At this level, the range is significantly extended to include abstract and cultural topics. Emphasis is placed on learning vocabulary in context and distinguishing between formal and informal written and spoken registers. Special attention is paid to fluency and pronunciation as well as to producing well-organized and grammatically correct written text. Upon completing the course, students will be able to express possibility, probability, hypotheses, conjectures, doubts, suggestions and advice using a good range of structures and vocabulary. They will be able to organize their writing using temporary and logical connectors.
Español Avanzado (Advanced Spanish) (3-7) – Conducted in Spanish [Syllabus]
This course is intended for students who have mastered all the major grammatical forms of the language and can communicate with relatively fluency in a wide range of formal and informal situations. Students are encouraged to consolidate and perfect their communicative strategies, both oral and written. Students are required to give oral presentations at regular intervals throughout the course in order to improve their fluency and accuracy when speaking in public. Students also learn gradually to produce increasingly complex forms of expository and argumentative prose within the established conventions of written Spanish.
Spanish Language SEMESTER OPTIONS
All students are encouraged to enroll in one of the following Spanish language courses that would be offered during the semester.
Español Básico (Elementary Spanish) (3) – Conducted in Spanish
Español Intermedio (Intermediate Spanish) (3) – Conducted in Spanish [Intermediate A Syllabus] [Intermediate B Syllabus]
Intended for students with a basic mastery of Spanish grammar, this intermediate level helps learners acquire a broad communicative command of the language across an increasingly rich and diverse range of contexts.
Español Avanzado (Advanced Spanish) (3) – Conducted in Spanish [Advanced A Syllabus] [Advanced B Syllabus]
This course improves the student’s general knowledge of the language and puts a special emphasis on comprehensive reading and production of texts. It offers students the opportunity to improve writing skills, not only with regard to the use of appropriate forms of grammar, but also an adequate organization of texts by different text types.
Producción Oral Intermedia (1.5) – Conducted in Spanish [Syllabus]
The aim of this course is to improve oral expression and fluency in communication among intermediate students. The course encourages spontaneous use of the language. Students learn to develop and support their ideas in individual presentations or group discussions on assigned topics, expand their vocabulary and improve their pronunciation.
Producción Oral Avanzada (1.5) – Conducted in Spanish [Syllabus]
The aim of this course is to improve oral expression and fluency in communication among advanced students. The course encourages spontaneous use of the language. Students learn to develop and support their ideas in individual presentations or group discussions on assigned topics, expand their vocabulary and improve their pronunciation.
Sociolinguistísica (3) – Conducted in Spanish [Syllabus]
This course offers an insightful introduction to the study of the Spanish language in its social and cultural context. The course focuses on the relationship and the constant interaction between society and language, discussing both traditional and recent issues including: language variation, language and social class, language and gender, language and age, language and context, language and identity, and language and new media. This course seeks to familiarize students with the wider macro-social phenomena and the micro-level analysis of both face-to-face and computer-mediated interactions, thus providing an opportunity for a better understanding of the interface between sociolinguistics and pragmatics. In additional, attention is also given to the various sociolinguistic approaches and the methods for collecting data of the study of language and society.
COURSES IN ENGLISH WITH OTHER VISITING INTERNATIONAL STUDENTS
Argentine Economy (3) – Conducted in English [Syllabus]
Argentina’s economy is best understood within the context of Latin American economic history. This course includes topics such as the Argentine economy before and after 1930; economic growth and structure; external terms of exchange between agricultural exports and imported industrial goods; foreign currency shortages; structural changes and the process of industrialization; import substitution; relative prices; capital formation; and economic cycles. Inflation, devaluations, recessions and stabilization programs, and hyperinflation will also be discussed. Finally, the course will consider Argentina’s Convertibility Law – a currency board implemented throughout the 1990s – and more recent trends in inflation, economic growth and unemployment.
Economic Integration in Latin America (3) – Conducted in English [Syllabus]
In recent decades, Latin American countries have adapted quickly and wisely to external changes in order to compete in the globalized world. They have done so both individually and collectively. Starting from the notion of a knowledge-based economy, this course will study how highly educated and talented people and dynamic economies have crossed national borders and taken advantage of the social and cultural similarities of countries in the region as well as their geographical proximity. In 1985, Argentina, Brazil, Paraguay, and Uruguay created Mercosur (which Venezuela joined in mid-2012) in the belief that an integration process was needed to reconfigure industries and trade, coordinate policies and promote the insertion of its productive sector to the world´s economy. This course will provide a truly comprehensive perspective that will enable students to analyze and understand the integration processes in Latin America and how they are helping regional economies to compete globally. In the current world crisis scenario, Mercosur’s industrial and commercial diversification through horizontal integration and cooperation can serve as a case study of sorts to re-think regional development.
Gender History in Latin America (3) – Conducted in English [Syllabus]
The course provides a brief introduction to the history of gender in Latin America from the time of Columbus to the 20th century. Focusing on the multiple manners in which womanhood has been constructed and experienced, the course explores the role that categories such as racial origins and social class play in mediating and defining experience. The course seeks to understand the complexity of the process of finding women’s own voices. Labor, family , sexuality, religion, education, and the evolution of political and civil rights will be discussed in order to demonstrate that women have actively shaped their own destinies. The course will use case studies, such as Sor Juana Inés de la Cruz, Manuela Saenz, Clorinda Matto de Turner, Eva Perón, Rigoberta Menchú, and Frida Kahlo and the weekly readings will be completed with primary source material, such as memoirs, accounts, films, photographs, and images.
History of Latin America (3) – Conducted in English [Syllabus]
This course traces 200 years of Latin American history from independence from colonial rule to the present day. It examines the complex ethnic and cultural influences that have shaped various Latin American societies, including the emergence of mass society in the twentieth century, and the key role of the “masses” as political actors in the Mexican, “Peronist” and Cuban revolutions. The course also considers the responsibility of the military juntas in state terrorism and the complex processes of healing and cultural memory in Uruguay, Chile and Argentina.
Human Rights and Cultural Representations (3) – Conducted in English [Syllabus]
The cultural and human responses to the violence of genocide politics in the Holocaust will serve as an excellent starting point to analyzing political repression in Latin America (mainly Guatemala, Uruguay, Argentina, and Chile). This course discusses not only the impact of trauma, the legacy of memory and the role of the national states during dictatorships in these countries, but also how to make these experiences productive to reconstruct selves and societies.
International Business in the Southern Cone (3) – Conducted in English [Syllabus]
The course raises critical questions about the opportunities and challenges that companies and entrepreneurs encounter when doing business in the Southern Cone countries of Argentina, Brazil, Chile, Paraguay and Uruguay. We begin by introducing the general political, legal, socio-economic context in which international business takes place in the region. Once we have looked at the big picture, we focus on the controllable and uncontrollable forces in the Southern Cone business environment. A structured approach encourages well-informed discussions from which students can build their own understanding of the advantages and disadvantages of doing business in this part of the world. As the course progresses, students are expected to develop basic interdisciplinary skills for business decision making. By the end of the course, students will have gained valuable insights on the opportunities that Argentina, Brazil, Chile, Paraguay and Uruguay offer and will be ready to conduct research and access first hand information about Southern markets.
Jorge Luis Borges: Visions of Culture and Knowledge (Special Topics Course) (3) – Conducted in English [Syllabus]
Borges’ vision of the world as a Library of Babel and Aleph anticipated the information age and the development of the Internet by several decades. However, although Borges can be regarded as the least-representative Latin American writer, not all his fictions address universal problems. This course shows how many of his short stories, essays and poems are embedded in and have contributed to the Latin American and Argentine literary traditions. The course also considers Borges’ precursors (Poe, Marcel Schwob and Kafka) and his followers (Donald Barthelme, Leonardo Sciascia, Danilo Kis and Umberto Eco, among others). Finally, it looks at Borges’ presence in visual culture: film, architecture and art.
Latin American Cultures and Civilizations (3) – Conducted in English [Syllabus]
Since its discovery until the present, Latin America has been imagined and conceived as the “New Continent”, a place for utopia, but also as a space of uneven modernity and extreme forms of violence. The course explores distinctive cultural aspects of Latin America by looking at the ways it has been represented in readings spanning from the diaries written by Christopher Columbus to the texts of the Cuban Revolution, the iconography of Peronismo, or the recent debates on Neoliberalism, Globalization and Populism. Drawing on essays, but also on short-stories, paintings, photographs, murals and film, the course addresses a set of questions that lie at the heart of how one thinks about Latin America. What is expected from “Latin America”? What where the different “ideas” that Latin America embodied? What are the forms of “Latin American” culture? How are the different “cultures” connected?
Latin America in Global Economy (3) – Conducted in English [Syllabus]
This course outlines commercial within Latin America as well as between Latin America and the major geo-economic regions, such as the European Union, NAFTA and ASEAN. The main aspects discussed are economic cooperation, trade, business development and sociopolitical issues. Special emphasis is placed on the role of international organizations and multinational corporations in economic development. The prospects of BRIC countries (Brazil, Russia, India and China) for becoming economic leaders will also be addressed.
Political and Social Change (3) – Conducted in English [Syllabus]
This course focuses on national identity in Argentina, Bolivia, Brazil, Chile, Cuba, Mexico and Venezuela resulting from political and social change. Students are encouraged to understand the political systems and parties in each country from a historical perspective. Present-day social actors and protest movements are similarly contextualized within ongoing struggles between the state and various forces in society. The course also considers collective memories of the repression inflicted by successive military dictatorships in some of these countries and the role of citizenship and institutions in contemporary democracies.
Popular Culture in Argentina (3) – Conducted in English [Syllabus]
This course will examine Latin American Culture and History through the lens of popular culture. The focus will be on cultural identity, nation building, and social and political conflicts and class struggle. The course will discuss how popular culture contributes to the multi-faceted and continuously evolving sense of national identity.
Race and Nation in Argentina (3) – Conducted in English [Syllabus]
This course provides a survey of the history of race in Argentina from pre-conquest times to our days. A large and geographically diverse nation, Argentina presents numerous and marked differences that have privileged certain racial constructions over others. By exploring the experiences and identities of different sectors of its heterogeneous population, the course will provide a voice to those who have traditionally been excluded from the historical process. By focusing on the indigenous and black population, and the laboring classes this course will demonstrate how they contributed to the development and construction of the Argentine nation.
Social Economy in Latin America (3) – Conducted in English [Syllabus]
Environmentally, technologically, economically and culturally, we live in an interconnected world where traditional approaches to business no longer work. Environmental problems and social issues are becoming increasingly important. Notions of sustainable development and fair trade are forcing companies to radically rethink their business strategies. New structures and beliefs and a redistribution of existing resources are required to build sustainable businesses. Here, the work of C.K. Prahalad and Stuart Hart has been ground-breaking: added values, such as transparency and mutual agreements, are just part of a new vision of business.
U.S. – Latin America (3) – Conducted in English [Syllabus]
This course begins by examining U.S. and Latin American from the Wars of Independence and the emergence of Latin America’s nation-states to U.S. expansion southwards at the beginning of the 20th century. However, the 19th century is discussed mainly to shed light on the processes of policy formation that occurred as the U.S. emerged as a world power during the 20th century. The bulk of the course thus concentrates on the impact of the two World Wars, the Cold War and the current post-Cold War transition. The course highlights specific moments and crises, as well as the major figures that shaped inter-American and some lesser-known actors.
COURSES IN PORTUGUESE
Portugués Básico (Beginning Level Portuguese) (3) – Conducted in Portuguese [Syllabus]
The course introduces students systematically to the grammatical and lexical features of the language in its social context.
Producción Oral Portuguese (1.5) – Conducted in Portuguese [Syllabus]
This course helps students develop satisfactory oral communication skills with greater fluidity, contributing to their academic and social use of the Portuguese language.
COURSES IN SPANISH WITH OTHER VISITING INTERNATIONAL STUDENTS
Arte argentino contemporáneo (Contemporary Argentine Art) (3) – Conducted in Spanish [Syllabus]
After a brief overview of the main artistic movements of the 19th century, this course goes on to consider the socio-cultural changes occurring roughly between 1900 and 1945. These were manifested both in art – the Painters of the People, the Paris Group, Cubism, Surrealism, Concrete Art – and in architecture: Art Nouveau, Neocolonialism, Art Deco, Rationalism and Monumentalism. The euphoria and rebellion of the 1960s found their modes of expression in Pop Art and abstraction, the New Figuration Movement, Participatory Art, Brutalism, Formalism, the International Style and Casablanquismo. The return to democracy in Argentina in 1983 coincides with the advent of Postmodernism, Ecological Art, Postfiguration, Digital Art, Naive Art, Regionalism and Technological Determinism. Classes will/can be supplemented with visits to the many museums and urban spaces that Buenos Aires has to offer.
Cine latinoamericano (Latin American Cinema) (3) – Conducted in Spanish [Syllabus]
This course focuses on aspects of history and culture as presented in recent Argentine and Latin American cinema. Through a close study of the films themselves as well as related texts (interviews, reviews, essays, testimonials, literature, newspapers, comics), the course explores the aesthetic approaches used to reflect on society and social problems. Assignments help students to develop reading and writing skills in Spanish while class discussions help students to sharpen their oral skills.
Estudios culturales latinoamericanos (Latin American Cultural Studies) (3) – Conducted in Spanish [Syllabus]
This course examines aspects of Argentine and Latin American culture with an emphasis on popular culture both, written and visual. Taking its primary material from literature, newspapers, mural paintings and photographs, feature and documentary films, the course considers the notion of culture within a broad perspective, including the distinction between “high” and “low” culture. Students will improve their speaking and writing, as well as their listening and reading skills in Spanish as they achieve a deeper understanding of contemporary Latin American culture.
Estudios de género en Latinoamérica (Gender Studies in Latin America) (3) – Conducted in Spanish [Syllabus]
For historical, political and cultural reasons Gender Studies in Argentina began with controversies over sexual ambiguities and problems of genital ambiguity. Drawing on psychoanalysis and interdisciplinary studies as well as gender studies, this seminar explains the conceptual differences between sex, gender and sexual identities. Students are encouraged to explore old and new ways of addressing gender issues. The myths and customs of pre-Columbian cultures are introduced through ethnographic documents, anthropological accounts and films of archaeological discoveries. The process by which modern ideas and myths of masculinity have been formed is explored through anthropological approaches to such Argentine passions as football and tango. Current paradigms of womanhood, manhood and variations of love in men and women are questioned through an interesting selection of films, comic strips and journalistic records, as well as through short stories and novels by Latin American writers.
Historia económica de Latinoamérica (Economic History of Latin America) (3) – Conducted in Spanish [Syllabus]
The course examines the development of the economies of Latin America from the late nineteenth century to the present day. A comparative approach is adopted and special attention is given to the major economies of the Northern and Southern Cones of Latin America (Venezuela, Brazil, Chile and Argentina). The course also examines the economic structures of Latin America – its rural (1870-1930) and industrial (1929-1950) economy and the external and internal conditions leading to a period of relative stability (1960-1970) and mounting foreign debt. It highlights the role of the International Monetary Fund’s austerity plans in the 1980s and the social crises that followed. It also looks at the rise of the Free Trade Area of the Americas (FTAA) and the Common Market of the South (MERCOSUR) in the 1900s, and their results in terms of output growth, as well as neo-liberal macroeconomic adjustment and labor market flexibility. The 21st century under the leadership of Brazil, offers new horizons in which Latin America looks set to consolidate a united bloc. It has already strengthened the democracies and economies of the region with the creation of UNASUR. The role of the IMF, the reduction of foreign debt, the redistribution of wealth, employee participation in profits and media with the government are just some of the debates that we will be exploring.
Historia latinoamericana siglo XX (20th Century Latin American History) (3) – Conducted in Spanish [Syllabus]
This course gives a brief overview of Latin American history since independence. It describes how Spain’s colonies became nation states and how these new republics gradually consolidated their political, social and economic systems. It outlines the ideas and careers of their founding fathers, as well as the major political figures of the twentieth century. In particular, it compares the socio-political developments of the 1940s and 1950s (e.g. under Getulio Vargas in Brazil, Jacobo Arbenz in Guatemala and Juan D. Perón in Argentina). It also examines the causes and consequences of the many military coups in the region, together with the eventual return to democracy. Finally, the program analyzes political changes in Latin America since the end of the Cold War and the region’s current situation in the 21st century.
Literatura argentina (Argentine Literature) (3) – Conducted in Spanish [Syllabus]
This course examines Argentine literature starting with its role in the construction of national identity in the 19th century. Esteban Echeverría’s short story “The Slaughterhouse”, written in 1839 but not published until 1871, illustrates the conflict between gauchos, Indians and government. However, it is josé Hernández’s “Martín Fierro” (1872), an epic poem depicting the plight of the all butvanished gaucho minority, which is to become problematic when appropriated by the literary establishment. The course also looks at the literary avant-garde of the twenties (Oliverio Girondo, Alfonsina Storni, jorge Luis Borges, Roberto Arlt) and its hip with the city of Buenos Aires, as well as literary testimonies of the 1976-1983 military dictatorship in Argentina and discusses the place of literature in the national memory. Finally, we consider some new literary phenomena: blogs, virtual publications, and the problem of copyright in the digital age.
Literatura latinoamericana (Latin American Literature) (3) – Conducted in Spanish [Syllabus]
This course explores Latin American literature from pre-Columbian times to the present. The prescribed texts include letters, poems, short stories, critical articles and novels by acclaimed authors such as Ruben Dario, juan Rulfo, Gabriel García Márquez, Mario Vargas Llosa, Pablo Neruda, Elena Poniatowska, César Huidobro and Roberto Bolaños. Many of them belonged to the Latin American Boom of the 1960s and 1970s, when the Latin American novel became known throughout the world. But the course also considers original Latin American genres, such as testimonial narrative. The course examines literary responses to complex cultural, social and historical problems: conquest, nation building and national identity formation; acculturation, avant-gardism, nationalism and cosmopolitanism; or populism and authoritarianism.
Narrativas de lo monstruoso en Latinoamérica (Narratives of “lo monstruoso” (the monstruous) in Latin America) (Special topics in literature) (3) – Conducted in Spanish [Syllabus]
In abnormal psychology lectures at the College de France (1974-1975), Michel Foucault traces a “genealogy of the abnormal” based on the hip between knowledge, power and society and social mechanisms of identification, distance, inclusion and exclusion. In this course, students will explore one of the most common figures of abnormality, the human monster, together with violence, a violence shaped by both social and natural laws. This course takes students on a journey through the different representations in Latin American literary and film narrative of the human monster and other marginal figures such as criminals, fallen women, rebels, and the strange and unclassifiable. Texts will include works by Sarmiento, Borges and Bioy Casares, Rubén Darío, Horacio quiroga, Leopoldo Lugones, Gabriel García Márquez, Roberto Bolaño and Silvina Ocampo. There will also be movies directed by Leonardo Favio, Luis Buñuel, Tomás Gutiérrez Alea, Héctor Babenco and Arturo Ripstein showing the hip between the monstrous “other” and social and political power as one of discipline, control and standardization.
Sociedades latinoamericanas: los movimientos sociales (Latin American Societies: Social Movements) (Special topics course) (3) – Conducted in Spanish [Syllabus]
Based on a theoretical framework (Zygmunt Bauman, Noam Chomsky, Gilles Lipovesky and Karl Marx) this course reflects on social power in Latin America. The lack of appropriate public policies, the state national model decomposition of industrial, military coups, and globalization are some of the changes that have occurred in Latin America in recent years. This course helps to illustrate the framework upon which urban movements have developed (peasants, ethnic, human rights, youth, environmental, political and revolutionary). Some of the social movements pressing for representation in Latin American democratic societies include landless workers in Brazil, Argentina’s recuperated factories, the Zapatistas in Chiapas, water wars in Bolivia, and movements for human rights and indigenous student rights in Argentina and Chiles. These expressions of discontent and anger are not new. Latin America has a long tradition of revolutionary social movements, and its members are also trying to understand the present changes. This course also integrates discussion of current social movements in developed countries.
Tango Danza (Tango Dance) (1.5) – Conducted in Spanish [Syllabus]
This course provides a theoretical and practical introduction to tango. The theory classes present the historical and social contexts in which tango developed: its origins as a dance in Buenos Aires in the late 19th century; its growing respectability in the 1920s with Gardel, who popularized the dance abroad on film; and the Golden Age of tango from about 1935 to 1952, coinciding with that of radio and cinema, after which tango splits into various into movements and its popularity declines. Students are also introduced to Astor Piazzolla and the tango as concert music. Finally, the course examines Argentine tango-rock fusion and the new international tango boom coinciding with democracy and globalization. In the practical classes, which also count towards their final grade, students learn to dance tango.
COURSES IN SPANISH WITH LOCAL ARGENTINE STUDENTS
The UB recommends the following courses for students who are interested in completing classes alongside their Argentine peers. All of these courses are taught in Spanish.
- Administración general (General Management)
- Administración de recursos humanos (Human Resource Management)
- Comercialización (Merchandising)
- Expresión oral y escrita (Oral and Written Expression)
- Introducción a las relaciones públicas (Introduction to Public Relations)
- Teoría de la comunicación (Communication Theory)
- Teoría de la traducción (Translation Theory)
- Evolución del pensamiento filosófico y político (Evolution of philosophic and political thought)
- Historia política y social contemporánea I (Contemporary Political and Social History)
- Introducción a las relaciones internacionales I (Introduction to International Relations I)
- Sociología (Sociology)