ERIC Number: ED318265
Record Type: Non-Journal
Publication Date: 1983
Reference Count: N/A
Spanish Intensive Courses: The South Carolina Experience.
Hill, David P.
The Spanish Intensive Courses sequence at the University of South Carolina, first offered in fall 1982, has become well received and highly visible in the university. The sequence has grown to three courses in fall 1983, all exceeding minimum enrollment requirements despite selective admission criteria. The success of the sequence has inspired the planning of German and French intensive sequences. The source of success appears to be proficiency-based instruction. The program originated from the desire for language testing reflecting student language ability more accurately than traditional grade and course-completion records. The initial 1-semester, team-taught Spanish course was designed to address this need. Upon approval, the course was publicized widely. General course structure and the division of responsibilities in the team teaching is important to the success of these courses. Each course has four instructors: one senior and one junior faculty member and two native-speaking graduate assistants. The first course awards seven credit hours, which fulfills the college's language requirements. Two subsequent courses award six hours each. Materials include a traditional grammar book and workbook and a local Spanish-language newspaper. Language-related activities outside class provide speaking opportunities. The program has reversed a department enrollment decline and improved department status. Followup courses are needed. Additional program development is foreseen. (MSE)
Descriptors: Articulation (Education), Competency Based Education, Course Organization, Higher Education, Intensive Language Courses, Program Descriptions, Program Development, Program Effectiveness, Second Language Instruction, Spanish, Student Attitudes, Student Evaluation, Student Motivation, Team Teaching
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A