Using the Student Assistant in Individualized Foreign-Language Instruction

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Abstract

ABSTRACT  In foreign language instruction, both in high school and in college, there is an increasing trend both toward large classes and toward individualized instruction. The teacher may conclude that in individualization, the students receive less individual attention compared with the entire period of exposure in a traditional class. By incorporating assistants into the program, the students not only receive more attention in each hour, but also more diversified exposure to the language. The advantages of including student assistants in high school and college classrooms appear to be greater than the difficulties the teacher might expect.

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