The Accelerated Elementary Zulu course is intensive, and can be taken to fulfill a language requirement, or for linguistic preparation to do research onSouth Africa,Southern Africa/Africa-related topics. The course emphasizes communicative competence to enable the students to acquire linguistic and extra-linguistic skills in Zulu. The content of the course is selected from various everyday life situations to enable the students to communicate in predictable common daily settings. Culture, as it relates to language use, is also part of the course content.


Students will acquire the speaking, listening, reading, and writing skills at the ceiling of low intermediate level and floor of high novice level, based on the ACTFL scale. The low intermediate level proficiency skills that the students will acquire constitute threshold capabilities of the third semester range of proficiency to prepare students for Intermediate Zulu I course materials.

An advanced Amharic course that will further sharpen the students' knowledge of the Amharic language and the culture of the Amharas. The learners communicative skills will be further developed through listening, speaking, reading and wwriting. There will also be discussions on cultural and political issues.

Offered through Penn Language Center

Continuation of Elementary Amharic I.

The main objective of this course is to further sharpen the Yoruba linquistic knowledge that the student acquired in level I. By the end of the course, the student should be able to (1) read, write, and understand simple to moderately complex sentences in Yoruba; and (2) advance in the knowledge of the Yoruba culture.

Arabic language is used by many societies not only in communication but also in correspondence and in documenting the affairs of their daily lives. Arabic script is adopted by many groups who native languages are not Arabic, in writing their language before some moved to the roman alphabet. In many historical documents specific style of writing and handwriting are dominant. This specificity is influenced by the dialectical variations, the historical development of each region and the level of Arabic literacy and use.

Continuation of AFST 496.

Continuation of AFST 496.

Continuation of AFST 494.