Envisioning a Standards-Based Methods Course:  Preparing Second Language Educators for the 21st Century
(Texas Papers on Foreign Language Education, fall issue, (January) 2001, pp. 23-37.)

This article discusses the challenge involved in determining the knowledge base and competencies required to develop and to carry out standards-based second language instruction. The author explores some of the necessary knowledge and skills second language teachers will need and focuses on envisioning what a standards-based methods class might be like. The envisioning process includes a comparative study of the goals and class activities described in a selected group of eight syllabi from the web site FLTeach. This is followed by an examination of a particular methods syllabus in light of the National Standards for foreign language instruction and existing state standards for foreign language learners and for teacher certification. In examining the syllabus, the author uses three types of instruments:  a reflective self-evaluation of the course completed in spring 1999, a course alignment grid based on the fall 1999 syllabus and comments from student evaluations of the course over the past six years. The examination of the syllabus provides insights into the ways methods classes must adapt to provide pre-service experiences that promote the required knowledge base, skills and desired characteristics of second language teachers.

Creating Community and Making Connections in the Third Year Spanish Course: A Content-Based Approach.
(Foreign Language Annals,vol. 35, no. 3, pp. 333-341)

Abstract: In response to advances in second language acquisition research and the establishment of national standards for foreign language study, considerable experimentation has taken place in course design of third-year courses during the past five years. However, several practical issues warrant further study and discussion.  These issues include (a) developing courses that facilitate progress toward ACTFL Advanced proficiency and (b) redesigning programs to meet the diverse career needs of students. In this article, the author addresses the first issue by discussing a third year composition and conversation course designed to increase students’ communicative skills and addresses the second issue by suggesting links to other subject matter.  The discussion includes suggested areas of further research regarding the design of the language course sequence.

"Sarah and Amber:  A Tale of Two Third-Year Spanish Students" (manuscript completed spring 2002; currently under consideration for publication)

Abstract:  This article focuses on the learning experiences of two students at the Intermediate level of proficiency (ACTFL scale) who were enrolled in a third year Spanish composition and conversation course.  In this qualitative study, the author discusses insights gained regarding how instructional strategies and student interactions with authentic texts impact the development of second language writing skills.  Data sources include writing samples, post course surveys, and student interviews.  The conclusions from this study provide implications for instructional practice and indicate areas for continued research.

El escribir…¿no tiene más que empezar? (manuscript completed spring 2002; currently under consideration for publication)

                       El comer y el rascar no tienen más que empezar---refrán español

Abstract: El desarrollo de la habilidad de escribir los trabajos analíticos exigidos en las clases universitarias avanzadas representa uno de los mayores escollos para los estudiantes de español. La dificultad en realizar estas tareas reside en la necesidad de dominar una variedad de habilidades lingüísticas y unas estrategias de aprendizaje. Algunos estudiosos se han valido de suplementos electrónicos para crear ambientes de gran riqueza lingüística con tareas pedagógicas que dirigen a los estudiantes a poner en práctica estas habilidades y estrategias.  De particular interés son las tertulias electrónicas que combinan elementos de la comunicación oral y escrita. Las tertulias electrónicas ofrecen la práctica necesaria y sirven como fuentes de ideas y formas para guiar las tareas de redacción. Sin embargo, es importante averiguar cómo mejor utilizar estas herramientas para apoyar las incipientes destrezas de los estudiantes y para realizar los objetivos pedagógicos de los profesores.

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