Dutch Studies Course Information

Spring 2008
Fall 2007
Summer 2007
Spring 2007
Fall 2006

Spring and Summer 2008
Dutch Language Courses

SPRING 2008

Dutch 1 - Elementary Dutch
Focus of the course is on acquiring basic communicative competence in the language, i.e. developing the ability to appropriately use the language (spoken as well as written) in authentic situations. Instructor: Inez Hollander.
MW 8-10A, 129 BARROWS

Dutch 2 - Elementary Dutch
In this course you reinforce and expand your knowledge of grammar and
vocabulary and increase fluency through oral and written exercises, building on the knowledge and skills acquired in Dutch 1. Instructor: Inez Hollander.
MW 10-12P, 186 BARROWS

Dutch 125 - Conversation and Composition
This course emphasizes oral and written communication. You build on previous knowledge of the language through oral and written exercises to increase near-native fluency. Instructor: Inez Hollander.
TuTh 930-11A, 186 BARROWS

Courses in Dutch History, Culture and Literature (in English)

Dutch C164 - The Indonesian Connection: The Dutch East Indies in a Postcolonial Perspective

In postcolonial thought on European claims to cultural supremacy, the case of the "Dutch East Indies" (which was to become Indonesia) still gives rise to questions like: What made the Dutch colonial policy different from that of other European powers? What were the main characteristics of the "Dutch East Indies"? How did a small country like the Netherlands manage to rule a territory that was fifty-two times its own in scale? And how can we explain that 350 years of Dutch domination left so few traces in contemporary Indonesia? These questions will be at the center of our reflection on “The Indonesian Connection”, which will focus primarily on Dutch literature as an excellent source of understanding Dutch expectations and frustrations, Eurocentric arrogance and finally the recognition of failure. We will use reading, discussion and movies to cover five novels – all of them landmarks in Dutch literature - in their historical and cultural context. We shall begin with Multatuli’s Max Havelaar (1860), a controversial novel in which the author accuses his own country of being a “pirate-state, oppressing the Javanese people”. Other novels are Louis Couperus’ The Hidden Force (1900), a remarkable record of Javanese resistance to colonial oppression in the form of magical intimidation and Hella Haasse’s Forever a Stranger (1948), an impressive account of the widespread disillusionment among Dutch residents in the Indies when facing the impossibility of Dutch-Javanese coexistence after independence. We will continue with Jeroen Brouwers, who experienced life in a concentration camp during the Japanese occupation of Indonesia in the Second World War and reproduced those horrors in Sunken Red (1981). We end with My Father’s War (1994), a moving account by Adriaan van Dis of the difficult integration in the Netherlands of Dutch colonials who returned “home” after Indonesian independence. All readings and discussions in English. Instructor: Jeroen Dewulf. Dutch 164 satisfies the L&S Breadth Requirement for Arts & Literature.
MWF 3-4P, 179 DWINELLE

Dutch C178 – Cultural Studies - The Dutch-speaking Caribbean: Hybridity, Race and Identity in the Antilles and Surinam

Due to the success of the East Indian Company, a group of leading Dutch entrepreneurs decided to create the West Indian Company in 1621. As a result, the Dutch would become a serious threat to the Spanish and Portuguese rule in Latin-America for over a century. However, when privateering proved to be economically uninteresting and the ambitious project of creating a Dutch colony in the Northeast of Brazil failed, the Dutch resigned themselves to a small-scale presence in the Caribbean. Six islands (Aruba, Curaçao, Bonaire, Saba, St. Eustatius, St. Martin and Saba) would remain under Dutch rule, as would Surinam, the central part of Guyana. As slavery was a central element in Dutch colonial policy, the territories would soon take on an African character. Later, immigrant workers from India and Indonesia would replace the slaves on the plantations. As a consequence, particularly Surinam would develop into one of the most multicultural nations of the world. Whereas the Dutch Antilles are still linked to the Netherlands as (more or less) autonomous territories, Surinam gained full independence in 1975. However, due the fact that almost half of Surinam’s population lives in the Netherlands, a significant connection remains. In this course, we will study the history of the West Indian Company, the impact of the slave trade and the rise of the maroons (communities of escaped slaves), we will reflect on contemporary political and social problems, we will deal with the particular linguistic situation and the position of Dutch in regard to the Creole languages and we will focus on its literature (in English translation). Although the Caribbean has been recognized in recent years as being one the most compelling areas in regard to questions of interculturality, hybridity and miscegenation, the Dutch-speaking part of it has somehow been neglected. This course intends to give an opportunity to those who do not necessarily have a command of Dutch language, but wish to complete their knowledge of Latin-American and Caribbean history, culture and literature. Cross-listed with African American Studies C178 section 1 and Spanish C178 section 1. Fulfills the L&S breadth requirement in Social and Behavioral Sciences. Instructor: Jeroen Dewulf.
MWF 1-2P, 129 BARROWS

SUMMER 2008

Dutch 177 - The Amsterdam-Brussels Connection: History, Arts and Identity in the Heart of Europe

This Travel/Study Course is designed to introduce the cultural history of the Netherlands and Belgium to American students. Using the 17th century "Dutch Golden Age" as its starting point, the course traces important cultural developments in these countries up to the present. The interdisciplinary nature of the curriculum provides a clear picture of these two contrasting monarchies in the heart of Europe. The historical and cultural relationship between Belgium and Holland is a constant focus of the course. The literature (documentary and fiction) concentrates on the history and the cultural identity of the Low Countries. Students will engage with their subject matter as eyewitnesses through daily field trips to Amsterdam, The Hague, Delft, Rotterdam, Haarlem, Antwerp, Bruges, Brussels, Ghent and many other cities. Guided visits to the Dutch House of Representatives, the European Parliament in Brussels and the Criminal Court in The Hague are also included. Instructor: Jeroen Dewulf. The Travel/Study Course Dutch 177 satisfies the Arts & Literature or Historical Studies L&S Breadth Requirements. 2nd 6 Week.

COURSES FALL 2007

Dutch 1

1. (5) Elementary Dutch. Hollander
Prerequisite: Dutch 1 or consent of instructor.

Prerequisite: None; no previous knowledge of Dutch is required. Focus of
the course is on acquiring basic communicative competence in the language,
i.e. developing the ability to appropriately use the language (spoken as
well as written) in authentic situations. The course introduces
fundamental structures and a core vocabulary, which will enable you to
engage in conversation and to read and write short texts. You are
encouraged to build confidence and skill by actively participating in
classroom activities and interacting with others. The course meets five
hours per week. In addition to classroom instruction, one hour at the
language lab is required. Texts: E. Ham, et al. Help! (Deel 1): Kunt u mij
helpen? Compl. rev. ed. Utrecht: Nederlands Centrum Buitenlanders, 2002.
W.H.T.M. Tersteeg, et al. Help! English Supplement, Utrecht: Nederlands
Centrum Buitenlanders, 1998. The course meets five hours per week. In addition to classroom instruction, one hour at the language lab is required.

Dutch 110

110. (3) Advanced Dutch. I. Hollander.
Prerequisite: Dutch 2 or consent of instructor.
Focus of this course is on reinforcing and expanding previously learned patterns and vocabulary. We will review the grammar presented in previous semesters, working our way towards a deeper understanding. You will be expected to read a variety of Dutch texts, reinforcing grammatical knowledge and increasing both your vocabulary and your awareness and understanding of Dutch culture. Dialogues and group discussions in a social and relaxed atmosphere serve to activate your knowledge of the language while increasing fluency. You are encouraged to build confidence and skill by actively participating in classroom activities.

Dutch 166

166. (3) Anne Frank and after. Dewulf

Prerequisite: None; no knowledge of Dutch is required.

Anne Frank’s diary could be considered one of the most incisive documents of Jewish suffering under the Nazi regime. In the Netherlands, Anne Frank remains as an icon of the horrors of German occupation during World War II. But she also incarnates the hope for a better world of tolerance and peace, free of religious and ethnic discrimination. In fact, tolerance has been a key word in Dutch history. Shortly after its independence, the country became a safe haven for oppressed people from all over Europe and has ever since considered itself a beacon of tolerance. Yet, if we look back at the actual events of World War II, we will find a rather different reality: a general indifference regarding the fate of the country’s Jews and in some cases even collaboration with the German occupier. Indeed, Anne Frank’s hiding place was not found by German Nazis; she was betrayed by a Dutchman. In this course we will focus on the historical context of Anne Frank’s diary, using both film and literature. The Dutch conduct during the Nazi occupation — resistance and collaboration, patriotism and anti-Semitism — will be discussed based on historical, testimonials on the life in concentration camps, autobiographical novels, the confessions of a former collaborator and two major novels considered masterpieces of Dutch literature, both of them dealing with the resistance: Harry Mulisch’s The Assault and Willem Frederik Hermans’ The Dark Room of Damocles.

Dutch 170

170. (3) Dutch Culture and Society - Multiculturalism in the Netherlands. Dewulf

Prerequisite: None; no knowledge of Dutch is required.

The Netherlands is proud of its image as a progressive and tolerant country with a rich cultural heritage: from the legalization of soft drugs and gay marriage to Anne Frank and Rembrandt. The country used to be also a progressive frontrunner in migration issues that would parade the alleged success of its “integration with preservation of ones original culture” policy. However, the country came into shock after the politician Pim Fortuyn (in 2002) and the film director Theo van Gogh (in 2004) were murdered. Both of them were known for their critical views regarding Islam. Suddenly, the Netherlands seemed to have been diverted from its course and started to question its future as a multicultural society. In this course, we will try to recreate the tensions that arose after the killings of Fortuyn and van Gogh and reflect on the different arguments and views regarding tolerance, migration and integration that have been brought forth. This discussion will be based on images from television news, reports and films, comments by writers, columnists, historians and politicians in newspapers, magazines and the Internet. We will also analyze contemporary literature written by Dutch authors with a foreign background.

Summer 2007

Dutch 177

177. (6) The Amsterdam-Brussels Connection: The Art, and Literature of the Netherlands and Flanders. J. Snapper

With the 17th century “Golden Age” as its starting point, Dutch 177 traces the important cultural developments in Holland and Belgium (Flanders) up to the present. The interdisciplinary curriculum provides a clear picture of these two contrasting monarchies. The historical, cultural, and linguistic relationship is a constant focus of the course. The literature (documentary and fiction) concentrates on the Holocaust in the Low Countries. Students will engage with their subject matter not only in daily lectures, but also as eyewitnesses through regular field trips to museums and historical sights in Amsterdam, The Hague, Haarlem, Delft, Antwerp, Bruges, Ghent, Brussels, and other cities. Visits to the Royal Palace in Amsterdam, the House of Representatives, an interactive criminal trial, attendance at the International Court of Arbitration in The Hague and the European Parliament in Brussels are included in the course.”Click here for more information.

Spring 2007

Dutch 2

2. (5) Elementary Dutch. Hollander

Prerequisite: Dutch 1 or consent of instructor. In this course you reinforce and expand your knowledge of grammar and vocabulary and increase fluency through oral and written exercises. Focus of this course is on developing communicative competence in the language, i.e. developing the ability to appropriately use the language (spoken as well as written) in authentic situations. Activities to develop oral communicative competence include dialogues and group discussions, and listening to songs, conversations and interviews. You are encouraged to build confidence and skill by actively participating in classroom activities and interacting with others. Authentic readings are drawn from a variety of genres (ads, newspaper articles, short stories) and are designed to increase vocabulary and to reinforce grammatical knowledge. Writing assignments include expressing an opinion, and writing personal letters and business letters. The course meets five hours per week. In addition to classroom instruction, one hour at the language lab is required.

Dutch 125

125. (3) Conversation & Composition. Hollander

Prerequisite: Dutch 110 or consent of instructor. Course may be repeated for credit. This course emphasizes oral and written communication. You should have a good background in basic Dutch grammar and vocabulary and be able to engage in short conversations. In this course, you build on previous knowledge of the language through oral and written exercises to increase fluency. In a relaxed and social atmosphere, you refine your ability to understand everyday spoken Dutch and to communicate in a variety of situations. You are encouraged to build confidence and skill by actively participating in classroom activities (dialogues, group discussions, problem-solving, games). Classroom discussions and writing assignments will be based on a variety of (short) texts, including songs, proverbs, columns and short stories, increasing your awareness and understanding of Dutch culture. Writing assignments are designed to refine skills such as writing letters, expressing an opinion on a variety of topics, and using the appropriate phrases to make your texts coherent and easy to read.

Fall 2006

Dutch 1

1. (5) Elementary Dutch. I. Hollander.

Prerequisite: None; no previous knowledge of Dutch is required. Focus of the course is on acquiring basic communicative competence in the language, i.e. developing the ability to appropriately use the language (spoken as well as written) in authentic situations. The course introduces fundamental structures and a core vocabulary, which will enable you to engage in conversation and to read and write short texts. You are encouraged to build confidence and skill by actively participating in classroom activities and interacting with others. The course meets five hours per week. In addition to classroom instruction, one hour at the language lab is required. Texts: E. Ham, et al. Help! (Deel 1): Kunt u mij helpen? Compl. rev. ed. Utrecht: Nederlands Centrum Buitenlanders, 2002. W.H.T.M. Tersteeg, et al. Help! English Supplement, Utrecht: Nederlands Centrum Buitenlanders, 1998.

Dutch 107

107. (3) The Structure of Modern Dutch. Shannon, T.

Dutch 107 is designed for undergraduates and graduates on the structure of modern Dutch covering all aspects of Dutch, with comparison to English and German. This course is designed for all students—graduate and undergraduate—who are interested in learning about the linguistic structure and analysis of the modern standard Dutch language. The focus will be on the major structural properties of modern Dutch. To this end, the necessary concepts and methods of linguistic description will be introduced and systematically applied to key aspects of Dutch phonetics, phonology, morphology, syntax, and—time permitting—semantics. All the while we will try to simultaneously adopt a comparative viewpoint, showing how Dutch is similar to and yet different from such closely related modern West Germanic languages as English and German. Classroom discussion will be in English, as will most of the readings. No previous knowledge of either Dutch or linguistics is required for this course; however, interested students should consider taking some Dutch in preparation. Given sufficient interest, we may set up sessions to provide some reading knowledge of Dutch. Besides regular readings and homework assignments, there will be a mid-term and a final. Participation by graduate students, especially those in Germanic Linguistics, is particularly welcome; for such students a term paper may be substituted for the exam(s). Readings will probably include: Pierre Brachin, The Dutch Language (1988), A. Neijt, Universele taalkunde (Dutch reworking of Fromkin/Rodman: An introduction to language); for graduate students a course reader will also be available with a number of extra readings which we will probably discuss separately.

Dutch 110

110. (3) Advanced Dutch. I. Hollander.

Prerequisite: Dutch 2 or consent of instructor. Focus of this course is on reinforcing and expanding previously learned patterns and vocabulary. We will review the grammar presented in previous semesters, working our way towards a deeper understanding. You will be expected to read a variety of Dutch texts, reinforcing grammatical knowledge and increasing both your vocabulary and your awareness and understanding of Dutch culture. Dialogues and group discussions in a social and relaxed atmosphere serve to activate your knowledge of the language while increasing fluency. You are encouraged to build confidence and skill by actively participating in classroom activities. Texts: I. de Bakker et al. Nederlands in hoofdlijnen - Oefeningenboek, The Netherlands: Wolters-Noordhoff, 2002; A course reader.

Dutch C164

C164. (4)"The Indonesian Connection" .Hollander, I.

In postcolonial thought on European claims to cultural supremacy, the case of the "Dutch East-Indies" (the future Indonesia) still arouses questions like: What made the Dutch colonial policy different from that of other European powers? What were the main characteristics of the "Dutch East-Indies"? How did a small country like the Netherlands manage to rule a territory that was fifty-two times its own scale? And how can we explain that 350 years of Dutch domination left so few traces in contemporary Indonesia?