Course Description
Intermediate Swahili, Swahili 4
Key Information
Credit: 4 quarter units /
2.67 semester units credit
UC Los Angeles, Swahili
Course Credit:
Upon successful completion, all online courses offered through cross-enrollment provide UC unit credit. Some courses are approved for GE, major preparation and/or, major credit or can be used as a substitute for a course at your campus.If "unit credit" is listed by your campus, consult your department, academic adviser or Student Affairs division to inquire about the petition process for more than unit credit for the course.
UC Berkeley:
Unit Credit
UC Davis:
General Education: AH, WC.
UC Irvine:
Unit Credit
UC Los Angeles:
General Education: Foreign Language requirement
Major Preparation: Language requirement for AMES Major: Completion of the intermediate year (generally sixth quarter) of any modern foreign language related to the area.
UC Merced:
General Education: Satisfies GE Language Requirement
Units toward degree (see your adviser)
UC Riverside:
General Education: Elective Units
UC San Diego:
General Education: Revelle - Foreign Language Requirement - third semester/intermediate level or fourth quarter course required for proficiency; Sixth - 1 NAHR; ERC - 4th quarter/3rd semester language proficiency requirement; Muir: by petition, 3 quarters of Norwegian would fulfill a foreign language sequence; TMC 1 course toward lower division disciplinary breadth if noncontiguous to major, Seventh - 1 course towards Alternatives - Humanities
UC San Francisco:
Unit Credit
UC Santa Barbara:
Unit Credit
UC Santa Cruz:
Unit Credit
Prerequisites
Swahili 3
More About The Course
The second year of Swahili focuses on improving the communicative skills. Students learn to talk about and understand discussions on complex topics, such as issues of social and political relevance, culture, and arts. This class is heavily geared to accommodate students’ needs and prepare them for professional, academic, or personal interactions that involve using Swahili.
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 ...
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.
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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