ERIC Number: ED145721
Record Type: RIE
Publication Date: 1977-Oct
Reference Count: 0
Using Foreign Language Graduate Assistants More Productively.
Singer, Armand E.
Foreign language graduate assistants usually lack adequate teaching experience, yet must somehow repay their university for assistantships needed to remain in school. Such neophyte teachers rarely inspire students to continue language study. But the more experienced staff must teach upper-division courses for these same students and the graduate classes largely patronized by the assistants themselves. To alleviate or even eliminate problems of declining enrollment in both upper division and graduate courses, all regular faculty should teach one or more elementary sections, any left unstaffed to be taught by second- or third-year assistants only. Beginners would work under the senior staff correcting examinations, tutoring in grammar and pronunciation, managing laboratories, occasionally teaching classes during professors' unavoidable absences, etc. Assistants would attend special training courses. Raising low enrollments is even simpler. Besides returning more experienced teachers to the bread-and-butter classes which eventually produce majors, language departments should stop catering to older professors and flattering the younger by giving them their favorite courses, however unnecessary or peripheral the courses are to sound language programs. One or two advanced or graduate classes each should be the limit. This plan promises better-taught elementary sections, better-trained and more skillfully utilized assistants, higher advanced enrollments, and no increase in staff. (Author/CLK)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Mountain Interstate Foreign Language Conference (27th, Johnson City, Tennessee, October 13-15, 1977)