Course Description

Elementary Swahili, Swahili 1

Major language of East Africa, particularly Tanzania. P/NP or letter grading.

Key Information

Credit: 4 quarter units / 2.67 semester units credit
UC Los Angeles, Swahili

Course Credit:


UC Berkeley:
Unit Credit

UC Davis:
Unit Credit

UC Irvine:
Unit Credit

UC Los Angeles:
General Education: Foreign Language requirement

UC Merced:
Units toward degree (see your adviser)

UC Riverside:
General Education: Elective Units

UC San Diego:
General Education: ERC-languaage prep, need 3rd sem/4th quarter or could apply to Regional Specialization; Revelle - Foreign Language Requirement - third semester/intermediate level or fourth quarter course required for proficiency; TMC 1 course toward lower division disciplinary breadth if noncontiguous to major; Muir 3 quaerers of Swahili may be petitioned to fulfill GE sequence in foreign language

UC San Francisco:
Unit Credit

UC Santa Barbara:
Unit Credit

UC Santa Cruz:
Unit Credit

Prerequisites

None

More About The Course

Swahili, referred to as Kiswahili when speaking the language, is a major African language. It is the national and official language of Kenya, Tanzania, and Uganda, and one of the four national languages of the Democratic Republic of Congo. Other countries where Swahili is spoken include Rwanda, Burundi, Mozambique, Zambia, Malawi, and Somalia. Swahili is an official language of the United Nations. This is the first of six language courses offered in the academic year 2016-2017, designed for beginners who want a fast and productive exposure to the language. By the end of the year students will be comfortable talking about everyday activities, understanding mundane conversations, and becoming familiar with diverse cultures of East Africa.

Course Creator

O. Ivanova
Olga Ivanova is a lecturer in the Department of Linguistics at UCLA. She teaches elementary and intermediate Swahili, as well as courses on language and society. She holds a PhD in Applied Linguistics and her research interests focus on language, media, and publlic health in East Africa.
As a Russian born in Kazakhstan, I have been confronted with multicultural and multilingual situations since my early childhood. Through my personal experiences I learned that language is a gateway to a variety of cultural and social worlds. For me, these are Russian, English, German, and Swahili.
With my research I am pursuing to understand the role of language as one of the multimodal resources, which build, maintain, and transform existing  social order in a multilingual world. 
With my current project I am documenting the process of language socialization in youth peer education about reproductive health in Tanzania. I seek to reveal the impact of such communication-based approach on participants' identities and ideologies.


 
Olga Ivanova is a lecturer in the Department of Linguistics at UCLA. She teaches elementary and intermediate Swahili, as well as courses on language and society. She holds a PhD in Applied Linguistics and her research interests focus on language, media, and publlic health in East Africa. As a Russian born in Kazakhstan, I have been confronted with multicultural and multilingual situations ...

Olga Ivanova is a lecturer in the Department of Linguistics at UCLA. She teaches elementary and intermediate Swahili, as well as courses on language and society. She holds a PhD in Applied Linguistics and her research interests focus on language, media, and publlic health in East Africa.
As a Russian born in Kazakhstan, I have been confronted with multicultural and multilingual situations since my early childhood. Through my personal experiences I learned that language is a gateway to a variety of cultural and social worlds. For me, these are Russian, English, German, and Swahili.
With my research I am pursuing to understand the role of language as one of the multimodal resources, which build, maintain, and transform existing  social order in a multilingual world. 
With my current project I am documenting the process of language socialization in youth peer education about reproductive health in Tanzania. I seek to reveal the impact of such communication-based approach on participants' identities and ideologies.


 

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