Spanish and Portuguese Programs in Higher Education Institutions in the United States: Perspectives and Possibilities

Lacorte, Manel

doi:10.1353/hpn.2018.0046

Cited by 5 publications

(1 citation statement)

References 19 publications

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“…Larger language programs composed of a sequence of courses impose more constraints on syllabus design, as each course is one part of the whole program. In the case of the typical lower-division Spanish language classes taught in US colleges and universities, those courses are offered for all students at the institution to meet general education requirements and are frequently seen as a popular option to satisfy the so-called language requirement (Lacorte, 2018). The high enrollment in these courses results in multiple sections, each being taught by faculty and/or graduate teaching assistants (GTA) who need to implement a coordinated approach to teaching in order to provide learners with a homogenous experience across sections.…”

Section: Integration Of Tblt Courses In Language Programsmentioning

confidence: 99%

It Works in Theory and in Practice: A practical guide for implementing a TBLT beginner course

Bravo¹,

Sánchez‐Gutiérrez²,

Guerra³

et al. 2022

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Task-based language teaching (TBLT) has been at the center of the debates on which approaches are most effective for structuring, planning, and implementing language courses. Several articles have focused on its effectiveness (Bryfonsky & McKay, 2017; Long, 2016;González-Lloret & Nielson, 2015), but few have shared specific implementation experiences in the classroom (Long, 2015; Torres & Seratini, 2016). The limited array of articles that address TBLT course creation focus on language courses for specific purposes, but little is known about the challenges and solutions found when designing and implementing a TBLT course that is part of a large general education language program. This article shares the authors' experience in developing and teaching such a course. Based on these experiences, realistic and actionable examples are offered of how to surmount the challenges encountered when developing, integrating, and teaching a TBLT course in an otherwise traditional grammar-centric First-Year university language program at a large US university.

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Section: Integration Of Tblt Courses In Language Programsmentioning

confidence: 99%