Abstract: With cutbacks in funding/teaching personnel of university FL departments, one possible reaction is to create large-enrollment sections of introductory courses, similar to what is done in the sciences. What might be the effects of that reaction, positive or negative, on retention, achievement, attitude, and oral proficiency? This session discusses the process, the model, the research data, and the many consequences of teaching introductory Spanish in large-enrollment sections (200+ students) at a large, US public university, over a five-year period.

Outline

• Overview
• Project History
• The WolfPack Model
• The Typical Day in FLS101-001
• Engagement
  • The "Lecture"
  • Paired Activities
  • Honor Code Enforcement
  • Outside Activities
  • Role of the Graduate Teaching Assistants
• Results
  • Completion
  • Achievement
  • Attitude
  • Expectation

Notes:

Presentation URL: http://faculty.chass.ncsu.edu/despain/r/scolt/2013/
Presenter Home Page: http://faculty.chass.ncsu.edu/despain/
FLS Home Page: http://faculty.chass.ncsu.edu/despain/fls101/
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