Chinese Language and Literature Courses
The course is designed for students who are of non-Chinese origin and were not raised in a Chinese-speaking environment; or who are of Chinese origin but do not speak Chinese and whose parents do not speak Chinese. The course develops beginning learners’ functional language ability—the ability to use Mandarin Chinese in linguistically and culturally appropriate ways at the beginning level. It helps students acquire communicative competence in Chinese while sensitizing them to the links between language and culture.
The course is designed for students who are of non-Chinese origin and were not raised in a Chinese-speaking environment, or who are of Chinese origin but do not speak Chinese and whose parents do not speak Chinese. The course continues to focus on training students in the four language skills--speaking, listening, reading, and writing with a gradually increasing emphasis on basic cultural readings and developing intercultural competence. Prerequisites: Chinese 1A.
This course is designed specifically for Mandarin heritage students who possess speaking skill but little or no reading and writing skills in Chinese. The course utilizes students’ prior knowledge of listening and speaking skills to advance them to the intermediate Chinese proficiency level in one semester. Close attention is paid to meeting Mandarin heritage students’ literacy needs inmeaningful contexts while introducing a functional vocabulary and a systematic review of structures through culturally related topics. The Hanyu Pinyin (a Chinese Romanization system) and traditional/simplified characters are introduced. Prerequisites: Consent of instructor.
Elementary Cantonese 3B is designed for non-Chinese heritage learners with no prior knowledge of Cantonese, a regional variety of Chinese, introducing students to its use through oral, written and visual texts related to daily life. Topics include meeting people, shopping, leisure activities, telling the time, discussing daily routines, describing people and family members, and transportation, and students will compose texts in Cantonese that show the relationship between language and culture. Finally, the course develops students’ awareness of socio-culturally situated language use and their ability to compare and negotiate similarities and differences between the target culture and their own culture.
The second of a two-semester sequence introducing students to Chinese literature in translation. In addition to literary sources, a wide range of philosophical and historical texts will be covered, as well as aspects of visual and material culture. 7B focuses on late imperial, modern, and contemporary China. The course will focus on the development of sound writing skills.
The course is designed for students who are of non-Chinese origin and were not raised in a Chinese-speaking environment, or who are of Chinese origin but do not speak Chinese and whose parents do not speak Chinese. The course deals with lengthy conversations as well as narrative and descriptive texts in both simplified and traditional characters. It helps students to express themselves in speaking and writing on a range of topics and raises their awareness of the connection between language and culture to foster the development of communicative competence. Prerequisites: Chinese 1 or Chinese 1B; or consent of instructor.
The course further develops students’ linguistic and cultural competence. In dealing with texts, students are guided to interpret, narrate, describe, and discuss topics ranging from real-life experience and personal memoir to historic events. Intercultural competence is promoted through linguistic and cultural awareness and language use in culturally appropriate contexts. Prerequisites: Chinese 10A; or consent of instructor.
Intermediate Chinese 10RB is designed for non-heritage graduate students and motivated undergraduate students who have completed 10RA and who wish to continue to develop their technical reading competence but also go on to look for meaning in modern Chinese texts. The course promotes cross-cultural understanding by presenting a series of stories portraying young people from diverse cultural backgrounds in an American academic community, and as students read these stories in Chinese and analyze textual features, they construct meanings from the vocabulary, grammatical patterns, conventions, and culture. Prerequisites: Chinese 10RA.
The course continues to develop students’ literacy and communicative competence through vocabulary and structure expansion dealing with topics related to Chinese heritage students’ personal experiences. Students are guided to express themselves on complex issues and to connect their language knowledge with real world experiences. Prerequisites: Chinese 1X; or consent of instructor.
This course helps students further develop their linguistic and cultural competence in Mandarin Chinese. It trains students to use Mandarin more appropriately and confidently in speaking, reading, and writing. With the expanded repertoire of Chinese language use and the increased awareness of the differences between cultures and subcultures, students are equipped to negotiate their way in an intercultural environment. If you have not taken Chinese 1Y, to enroll in this class you must first take the online Chinese Language Placement Exam and be interviewed. Students are responsible for following the instructions at ealc.berkeley.edu to complete the placement process. They must also accurately inform instructors about their language proficiency level. Any student who enrolls in a class below his/her level will be dropped from the class. All Chinese 10Y students are required to attend a weekly half hour tutorial. The required tutorial sections will be scheduled once classes begin. Prerequisite: Chinese 1Y.
This course continues the development of critical awareness by emphasizing the link between socio-cultural literacy and a higher level of language competence. While continuing to expand their critical literacy skills, students interpret texts related to Chinese popular culture, social change, cultural traditions, politics and history. Through linguistic and cultural comparisons, students understand more about people in the target society and themselves as well as about the power of language in language use to enhance their competence in operating between languages and associated cultures. Prerequisite: Chinese 100A.
This course is designed for Chinese heritage language learners who have taken Chinese 100XA or an equivalent course. It guides learners to use their Chinese language knowledge and skills to survey portions of Chinese history and society and to comprehend Chinese cultural heritage in economic and socio-political contexts. Students read and analyze texts discussing cross-strait relations, Chinese people’s basic living necessities, and their changing lifestyles and mindsets since the economic reforms in mainland China. They are also introduced to several important historical figures in modern Chinese history and to modern literary works. In addition to the continuous development of reading techniques for communicative purposes, critical reading skills in the heritage language are also developed in order to interpret subtle meanings in texts. Different styles and genres of Chinese discourses in speaking and writing are further explored along with an increasingly sophisticated vocabulary, phrases, and structures. Moreover, students are required to be able to read both simplified and traditional versions of Chinese characters. The development of critical reading and writing skills enables students to understand more about people in the target culture and themselves, about what determines values and actions, and about the power of language. Prerequisite: Chinese 100XA. If you have not taken Chinese 100XA, to enroll in this class you must first take the online Chinese Language Placement Exam and be interviewed. Students are responsible for following the instructions at ealc.berkeley.edu to complete the placement process. They must also accurately inform instructors about their language proficiency level. Any student who enrolls in a class below his/her level will be dropped from the class.
This course is designed to assist students to reach the advanced-mid level on language skills and to enhance their intercultural competence. Students read the works of famous Chinese writers. Movie adaptations of these writings are also used. In addition to reading and seeking out information, students experience readings by interpreting and constructing meanings and evaluate the effect of the language form choice. Prerequisites: Chinese 100B, 100XB, or 100YB. If you have not taken Chinese 100B, 100XB, or 100YB, to enroll in this class you must first take the online Chinese Language Placement Exam and be interviewed. Students are responsible for following the instructions at ealc.berkeley.edu to complete the placement process. They must also accurately inform instructors about their language proficiency level. Any student who enrolls in a class below his/her level will be dropped from the class.
The second half of a one-year introductory course in literary Chinese, continuing the topics from the first semester, and giving basic coverage of relevant issues in the history of the language and writing system. This course examines the canonical texts of the late-imperial period, placing them in the context of literary culture of the Ming-Qing. The course focuses on a different set of texts each time it is taught; the aim is to introduce students to the primary issues in scholarship of late-imperial fiction and drama over a period of several years. Prerequisite: Chinese 110A.
Modern Chinese Buddhism emerged from a variety of reactions to the challenges posed by modernity. The course aims at introducing students to the ways in which Buddhists in China have engaged and continue to engage with a modern society and a globalized world. The course will follow the trends of Chinese Buddhism from the early twentieth century down to the most recent developments in the present. In exploring modern constructions of Buddhism in China, we will distinguish between modernism and modernity, and investigate how Chinese Buddhists introduced reforms and innovations, while also attempting to maintain continuity with traditional ideals and modes of practice.
This course discusses Taiwan’s social and cultural transformation throughout its history of colonization, economic development, and democratization. Students are expected to gain a better understanding of Taiwanese history, literature, and culture, new skills in the reading and analysis of textual and cultural artifacts, and the ability to rethink colonialism, nationalism, and resistance in the era of globalization. Prerequisites: Chinese 100A/100XA (may be taken concurrently); or consent of instructor.
Description coming soon
Ideals of good governance are a core concern of many brands of traditional Chinese thought. The image of the ruler whose authority is exercised in harmony with the desires and interests of the society at large plays a key role not only in theories of governance but also in thought about ethics and psychology. There is also a fascination with the bad ruler. In addition to serving as negative examples just as good rulers serve as positive examples, bad rulers also provide an imaginative space for thinking about extremes of human will, offering an outlet for fantasy and vicarious gratification of desires that normally remain taboo.
This course centers around intensive reading and analysis of Cao Xueqin’s 18th-century masterpiece of Chinese fiction (also known as the Dream of the Red Chamber). Students will be introduced to the literary, cultural, philosophical, and material world from which this work emerged, as well as various approaches to the world within the text.
Course description coming soon
Course description coming soon
Course decription coming soon