Syllabus Search Result

This course is designed to help students improve oral interpretation and translation skills while using news clips and various interviews.
Oral interpretation consists of arranging immediately and properly the given statements, and of expressing them in other language without delay. While accuracy is certainly important, it is necessary, in some cases, to sort out the information that needs to be interpreted and transmitted. In order to achieve this, it is indispensable, not only to have effective listening skills, but also to enrich your vocabulary in advance.
By contrast, translation requires researching important documents without haste, helping readers to understand better by adding explanatory notes where needed. All of this is necessary to achieve excellent translation qualities.
Thus, interpretation and translation are distinct operations. This course, however, plans somewhat ambitiously to develop both skills at the same time.
Note that translations made by students will be posted on Facebook.

This course is designed to help students improve their academic skills in French.

Le monde est complexe. Sa compréhension totale nous est impossible. Nous ne pouvons le comprendre que par fragments selon notre sensibilité et notre interprétation, si possible, fondée sur une discipline (biologie, physique, psychologie, sociologie, etc.)
Ce cours de Skill vous invite à étudier l’un de ces fragments à partir de textes variés (articles de journal, comptes-rendus de lecture et créations artistiques), en nous basant, ici, sur la méthode des sciences humaines. De la sorte, nous apprendrons à regarder le monde, différemment, avec les lunettes de l’histoire, de la sociologie, de l’anthropologie et de la poésie.

This course is designed to help students improve their oral communication skill necessary for the TCF (Test de connaissance du français) or various interviews. In these types of communication, it is important to understand speakers correctly, and also to express your own opinion clearly and logically with appropriate vocabulary. Furthermore, it is desirable to be acquainted with current topics and cultural issues. In this course, the focus will be put on these aspects in order to develop students’ oral communication skill.
N.B. This course is open to all students who satisfy the requirement a) or b) if they do not plan to take the TCF.

Ce cours est destiné aux étudiants ayant un niveau de français intermédiaire supérieur à avancé (au moins B2 du CECRL ou équivalent) qui souhaitent améliorer leurs compétences linguistiques et culturelles par le biais de l'apprentissage par projet.
Le cours utilisera le français comme support pour élaborer des projets avec d'autres étudiants, basés sur des situations authentiques et des problèmes du monde réel. Les projets impliqueront de la recherche, de la collaboration, de la créativité et des compétences en communication.

This course is designed to help students improve their academic skills in French.

Le monde est complexe. Sa compréhension totale nous est impossible. Nous ne pouvons le comprendre que par fragments selon notre sensibilité et notre interprétation, si possible, fondée sur une discipline (biologie, physique, psychologie, sociologie, etc.)
Ce cours de Skill vous invite à étudier l’un de ces fragments à partir de textes variés (articles de journal, comptes-rendus de lecture et créations artistiques), en nous basant, ici, sur la méthode des sciences humaines. De la sorte, nous apprendrons à regarder le monde, différemment, avec les lunettes de l’histoire, de la sociologie, de l’anthropologie et de la poésie.

This course is designed to help students acquire through various activities an in-depth knowledge of citizenship within intercultural situations and specifically French-speaking cultures.

The world is heading towards a multicultural society. This trend exerts a direct or indirect influence not only on big cities and cyberspace, but also on local life. In order to better understand the situation abroad, to enrich individual lives, to satisfy various needs, to think and make decisions on our own, and to realize the dreams and hopes of ourselves and society, we must understand the ongoing transformation of society and citizens and face changes in values.

The main purpose of studying foreign languages at university is to deepen our understanding of different lifestyles, social issues, language, historical facts, and thought through fieldwork and hermeneutic approaches. In recent years, not only the humanities but also the natural and applied sciences such as life history research and space archaeology have achieved remarkable results. It provides a fresh understanding of the origins and history of consciousness, language, gender, and religion. Christian asymmetric thinking (science, capitalism, globalism) is at the root of issues that are directly linked to the global environment (East and West, the light and conflict of civilizations, and the reality of modern society). In this course, we will work on these issues based on discussions in the French-speaking world. This activity is a big intellectual adventure, and this course aims to be a bridge for that.

Intercultural competences are not a simple complement in language and culture learning, and still less in learning itself. Through language activities, you acquire profound skills of critical thinking about differences and conflicts among views of life and death or among values, while exploiting your own experience on language learning and various alterities. From the perspective of research on people involved (“study of party”), this course helps students to understand in depth “citizenship” and “social majority”, and to develop self-reliance on language use in social life and face-to-face dialogue.

This course is designed to help students improve their grammar skills and communicate effectively in French language.
Grammar is a very important tool for the practice of foreign language. It is indispensable for transmission or understanding of a message in another tongue. However, you cannot communicate smoothly if you care too much about grammar.
The point is to use this tool without being not overly concerned with it. In order to achieve this, you have to understand and master language structure, and to practice a lot of exercises.
Having completed Intensive courses, you have already many tools in hand. They will be more useful when you assimilate them deeply and put them into practice actively.
This course helps students to review grammar items, and to do different exercises. Note that grammar items noted below are likely to be modified according to students’ requests.

This course is designed to help students acquire through various activities an in-depth knowledge of citizenship within intercultural situations and specifically French-speaking cultures.
Intercultural competences are not a simple complement in language and culture learning, but also in learning itself. Through language activities, you acquire profound skill of critical thinking about differences and conflicts among views of life and death or among values, while exploiting your own experience on language learning and various alterities. This course helps students to understand in depth “citizenship” and “social majority”, and to develop self-reliance on language use in social life and face-to-face dialogue.

Il n’est pas de société humaine qui ne valorise certains actes et n’en prohibe d’autres. 
Chaque société conçoit des règles pour mesurer et juger des comportements qu’elle qualifie de « normal » et auxquelles les membres d’un groupe doivent se soumettre sous peine d’être exclu de la communauté. L’individu non conforme au reste du groupe est alors qualifié de « déviant » par rapport à la norme en vigueur dans ce groupe. Mais, qu’est-ce qui définit la nature déviante d’un acte ? 
L’objectif de ce cours sera, à partir de textes choisis, de comprendre la construction sociale de la déviance et ainsi, par conséquence, nous déduirons ce qu’on a définit par « normalité » selon la société et l’époque.


The body is a kind of “buffer zone” between outside and inside. It’s an interface between our « self » and social world. 
In sociology, this externality can be understood as responsible institutions for our education : family, school, amateur sport, first job, et cetera ; internality must be understood by the embodiement of its education (the body is learning and memorizing unconsciously social conducts).
Sociology of body is about the embodiement of such norms. How are we internalizing these social norms ? How these norms are structuring our mind and, de facto, our perception of the world. 
Our class will answer to all of these questions.

The body is a kind of “buffer zone” between outside and inside. It’s an interface between our « self » and social world. 
In sociology, this externality can be understood as responsible institutions for our education : family, school, amateur sport, first job, et cetera ; internality must be understood by the embodiement of its education (the body is learning and memorizing unconsciously social conducts).
Sociology of body is about the embodiement of such norms. How are we internalizing these social norms ? How these norms are structuring our mind and, de facto, our perception of the world. 
Our class will answer to all of these questions.

What it means being a ‟stranger”? Is it living in a different country from the one where we were born? If that is the case, how did we embodying the way of life and thinking of our native country? How this country, where we are originary from, is defining our cultural identity? 
Furthermore, being a ‟stranger”, is it living in a very different social environment from the one where we have been educated? In other words, being a ‟stranger” is it likewise having the feeling to be different than everyone else and feeling incomfortable with people who are meeting each day (metro, work place, amusement places, etc.)? If that he case, how these interactions are weakening our social identity? 
In brief, we can tell being a ‟stranger” is the embodiment of our native culture and social environment which both are expressing through our interaction with people. This interaction is defining our stranger’s identity same as an alterated and deforming mirror which is reflecting our alterity or worse our exoticism.
We will answer to those questions.

The body is a kind of “buffer zone” between outside and inside. It’s an interface between our « self » and social world. 
In sociology, this externality can be understood as responsible institutions for our education : family, school, amateur sport, first job, et cetera ; internality must be understood by the embodiement of its education (the body is learning and memorizing unconsciously social conducts).
Sociology of body is about the embodiement of such norms. How are we internalizing these social norms ? How these norms are structuring our mind and, de facto, our perception of the world. 
Our class will answer to all of these questions.

There is no human society that does not value certain acts and prohibit others. 
Each society designs rules to measure and judge behaviour that it considers "normal", and to which the members of a group must submit on pain of being excluded from the community. An individual who does not conform to the rest of the group is labelled a "deviant" in relation to the norm in force in that group. But what defines the deviant nature of an act? 
The aim of this course will be to use selected texts to understand the social construction of deviance and, consequently, to deduce what is defined as 'normality' according to society and time.

Spanish Basic 1 is a relatively relaxed elementary course with two classes per week. With Spanish Basic 2, the courses will cover the "A1"-level content based on the Common European Framework of Reference for Languages (CEFR). Completing these courses, you will be able to talk about the basic personal information and abilities, your preferences and hobbies, your daily routines, and your past experiences. You will also broaden your knowledge on the contemporary culture of the Spanish-speaking world. We are experimenting with multi-language teaching, and are happy to accept GIGA students with developing knowledge of Japanese. Upon completing Spanish Basic 1 and Basic 2, you will be able to proceed to Spanish Intensive 2.

Spanish Intensive 3 is designed for students who successfully finished Intensive 2. Through this course and the part of the following Intensive 4, we aim to cover the "B1" level based on the Common European Framework of Reference for Languages (CEFR), where the learner is able to deal with standard situations encountered in work, schoool, or leisure. The learner will also be able to produce logically-constructed texts. We will therefore deal with relatively complex communicative situations and linguistic structures.

Spanish Basic 2 continues from the previous Basic 1 and builds the basis of this language through a relatively relaxed pace of two classes per week. Through this course, we will learn to talk about one's preferences and hobbies, daily routine life and food culture, past experiences and personal characters. This corresponds to the second half of the "A1" level in defined by the Common European Framework of Reference for Languages (CEFR). Finishing this course, students will be allowed to continue to Spanish Intensive 2.

Spanish Basic 2 continues from the previous Basic 1 and builds the basis of this language through a relatively relaxed pace of two classes per week. Through this course, we will learn to talk about one's preferences and hobbies, daily routine life and food culture, past experiences and personal characters. This corresponds to the second half of the "A1" level in defined by the Common European Framework of Reference for Languages (CEFR). Finishing this course, students will be allowed to continue to Spanish Intensive 2.

Spanish Basic 1 is a relatively relaxed elementary course with two classes per week. With Spanish Basic 2, the courses will cover the "A1"-level content based on the Common European Framework of Reference for Languages (CEFR). Completing these courses, you will be able to talk about the basic personal information and abilities, your preferences and hobbies, your daily routines, and your past experiences. You will also broaden your knowledge on the contemporary culture of the Spanish-speaking world. We are experimenting with multi-language teaching, and are happy to accept GIGA students with developing knowledge of Japanese. Upon completing Spanish Basic 1 and Basic 2, you will be able to proceed to Spanish Intensive 2.

Spanish Intensive 3 is designed for students who successfully finished Intensive 2. Through this course and the part of the following Intensive 4, we aim to cover the "B1" level based on the Common European Framework of Reference for Languages (CEFR), where the learner is able to deal with standard situations encountered in work, schoool, or leisure. The learner will also be able to produce logically-constructed texts. We will therefore deal with relatively complex communicative situations and linguistic structures.

Spanish Basic 2 continues from the previous Basic 1 and builds the basis of this language through a relatively relaxed pace of two classes per week. Through this course, we will learn to talk about one's preferences and hobbies, daily routine life and food culture, past experiences and personal characters. This corresponds to the second half of the "A1" level in defined by the Common European Framework of Reference for Languages (CEFR). Finishing this course, students will be allowed to continue to Spanish Intensive 2.

Spanish Basic 1 is a relatively relaxed elementary course with two classes per week. With Spanish Basic 2, the courses will cover the "A1"-level content based on the Common European Framework of Reference for Languages (CEFR). Upon completion of these courses, you will be able to talk about the basic information and abilities, your preferences and hobbies, your daily routines, and your experiences. We are experimenting with multi-language teaching, and are happy to accept GIGA students with developing knowledge of Japanese.

Spanish Basic 2 is the second step in the Spanish language curriculum at SFC. Our objective will be to acquire the skills necessary for basic everyday communication. We will make a first encounter with this language spoken by 427 million people around the world, learn how to communicate using it, and understand its basic structures. By carrying out three tasks using Spanish and through the examination of our own foreign-language learning process, we will attach great importance to your development and growth as a learner who takes responsibility of his/her own learning, i.e. as a learner who not only learns Spanish, but also learns ‘how to learn.’ This course covers the second half of the "A1 level" defined by the Common European Framework of Reference for Languages (CEFR).
Students with some previous knowledge of basic Spanish might want to enroll directly into this Spanish Basic 2. In that case we encourage you to consult the Department of Spanish and Spanish-Speaking Societies and take the placement test before the semester begins.