Content-Based Instruction (CBI) may result in improved proficiency in language skills due to the meaningful combination of subject matter and foreign language as a means of communication. This paper shows how university students improved their level of English by means of a content methodology as they attended a course called Topics in Molecular…

Describes Ohio University's course sequence designed to teach French and Spanish, through the use of print and broadcast media, to students majoring in journalism and other communication areas. Course development, funding, resources, speakers, and promotion are detailed. (CB)

The content and teaching methods of the commercial Spanish course at Indiana State University are detailed. The course emphasizes the conveyance of written information while improving the speaking skills of the less advanced students. Among the topics covered are employment correspondence, the job market for bilinguals, resumes, business…

The instructional approach of the Spanish for business course at Rollins College is described. The three-part approach includes (1) classroom instruction on business behavior in the Hispanic world, (2) the application of vocabulary and terminology, and (3) placement of students as unpaid interns in the international departments of local…

Course content and teaching methods are proposed for a general course on Spanish for all professional or community needs. Such a course is offered at University of Idaho to upper level and graduate students of business. The course is comprised of self-contained modules on specific and general interest areas such as travel, communications,…

Rosary College, a small liberal arts college, has been expanding its foreign language and business programs. Among its new offerings is a professional Spanish course that can be taken following the advanced intermediate courses in speaking and writing. Advertising for the course has been directed at undergraduate international business majors,…

Outlines the format for a course dedicated exclusively to the teaching of listening skills at the intermediate and advanced second language instruction levels. Suggestions are made regarding instructional materials, testing, grading, assignments, class interaction, and organization. (Author/CB)

Outlines the contents of a culture and civilization course for first-year students of Spanish enrolled in a program abroad. Proposes to focus on the diversity of the Hispanic culture, on questions of cultural identity, cultural differences and similarities, and on the study of cultural stereotypes. (MES)

The program, curriculum, and materials needed to provide business Spanish training are described, and the available instructional materials are reviewed and listed. In developing a business Spanish program, decisions must be made regarding goals, content, structure, instructional format, evaluation procedures, and target population. The content of…

Describes an advanced, nonliterary Spanish course which can be adapted to high school classes. (EKN)

The Spanish commerce course at Douglass College and the development of the Certificate and Diploma from Madrid option are described. Spanish commerce is offered to students who have a good knowledge of written and spoken Spanish. Students select a business around which their course assignments will revolve. The course covers business practices in…

Describes several successful learning activities implemented in a six-credit undergraduate commercial Spanish course at Marywood College (Pennsylvania), including descriptions of supplementary materials and an example of a file of original student correspondence.(Author/CB)

The degree requirements and course components for business Spanish at Eastern Michigan University's Language and International Trade program are described. The bachelors and masters programs in language and international trade have three components in each of three languages: business, language, and cooperative education work experience. In…

A college-level Spanish language teacher developed a textbook for fourth-graders that supported the audiolingual approach and was based on American Council for the Teaching of Foreign Languages Oral Proficiency Guidelines. Subject and vocabulary areas covered in the textbook included: salutations, the alphabet, numbers, colors, days of the week,…

A self-paced, individualized program of instruction in eight languages (French, German, Hebrew, Italian, Latin, Portuguese, Russian, and Spanish) that has proven successful at San Jose State University (California) is described. The format of the program, options for individual scheduling and guidelines for class attendance, tutoring, and testing…