Become a servant leader as a Spanish teacher in our culturally diverse world. Broaden your understanding of the Spanish language, literature, and culture while preparing to do the same for your students. Acquire more than 300 hours of hands-on classroom experience in rural and urban settings before you graduate. Learn to educate the whole student through best practices and proven pedagogical approaches. Serve the growing population of Spanish-speaking students, and those seeking to make Spanish their second language.
Travel the Spanish-speaking world as a Spanish education major at GU. Join a mission trip to Mexico, Costa Rica, or the Dominican Republic. Study abroad in Spain, Central America, or Mexico.
Employability
Enter a growing field with many job opportunities. Talented Spanish teachers are in high demand as the population of Spanish speakers in the U.S increases.
Education
Learn how to inspire the next generation of Spanish language learners in your classroom and to give them the same passion for the language that you have.
Why GU
Learning environment. Take advantage of small class sizes, caring faculty, and a Christ-centered program to fuel your passion for Spanish language and cultural studies.
Christian discipleship. Mentors and discipleship opportunities at GU help you grow your faith as you prepare to care for the next generation of students.
Generous classroom hours. Acquire more than 300 hours of experience in rural and urban classrooms and enter the teaching field confident and prepared.
The Spanish education major leads to a bachelor of science degree, and requires 36 credits of Spanish specialization courses including one semester abroad and 53 hours of professional studies in education.
Spanish Education, BS Courses
This course prepares the candidate for admission to the Teacher Education licensure program. Course content includes the characteristics of the Greenville College Teacher Education Program, the aim of American schooling, a survey of the legal, social, economic, historical, political, and ethical issues involved in public school education. Additionally, the course introduces culturally relevant pedagogy. This course will give you the opportunity to determine whether you want to persist in the Teacher Education Program. (Offered fall semester.)
$32 Fee.
The purpose of this course is to explore race and poverty issues that impact the classroom environment. Candidates will search for effective strategies to better meet the needs of underserved populations. The hidden rules of economic class and characteristics of generational poverty will be studied, with emphasis on the impact this has on instruction. Students will spend time assisting in a classroom which serves a high minority and low socioeconomic population. Meets the general education global foundations requirement.
Prerequisite: EDUC 110. (Offered fall semester)
Course fee may apply.
This course prepares the candidate for admission to the Teacher Education licensure program. Course content includes the characteristics of the Greenville University Teacher Education Program. Additionally, this course develops culturally relevant pedagogy. This course includes 52-60 hours of field experience in diverse settings. This course will give you the opportunity to determine whether you want to persist in the Teacher Education Program. (Offered Interterm.) Fee $60.00
This course explores the theories and practice that identify communication skills and competencies in diverse educational settings, including virtual and remote, with multiple stakeholders. The course will also introduce educators to the pedagogy and integration of instructional technologies. Emphasis will be placed on interpersonal and intercultural communication, critical listening and questioning techniques, professional collaboration, digital communication and instructional tools. Students will build a professional, digital portfolio and the option to earn a Level 1 Google Certified Educator certification.
This course will examine the historical context, diverse characteristics, and individual planning for the exceptional child. Students in this course will explore how individuals develop and learn within the context of their cultural, linguistic, and academic experiences. Co-teaching instructional plans based on diverse student characteristics, student performance data, and curriculum goals will be developed. Twenty hours of field experience in a special education classroom are required.
Students can take EDUC 110 and EDUC 280 at the same time.
This course will provide a current and comprehensive overview of research and theory related to human learning. The course will emphasize major concepts of learning theory but will also cover relevant motivational and developmental theories. The course will underscore the relationship between theory, research, and practice. Meets the general education social science or business management requirement.
Prerequisite: EDUC101; Corequisite: EDUC 280. (Offered every term.)
Emphasis is on teaching reading and writing in content areas from grades 6 through 12. Relationships between reading, literacy, and writing within content areas are established and ways of meeting the needs of culturally diverse and dysfunctional students are explored. Candidates design appropriate learning experiences and apply reading-study skills to the content areas. Field experiences required. Cross listed with ENGL 316.
Prerequisite: Admission to the Teacher Education Program. (Offered spring semester.)
This course will investigate the structures of a safe and healthy learning environment that facilitates cultural and linguistic responsiveness, positive social interaction, active engagement, and academic risk-taking. A three tiered level of positive behavior supports (PBS) will be explored as a framework for creating plans to accomplish a productive learning environment. Twenty hours of field experience required.
Prerequisite: EDUC 280
This course is designed to explore classroom evaluation of student growth as an integral part of instruction. Candidates explore the purpose of evaluation as it relates to planning instruction. Professional, social, ethical, and philosophical considerations related to teaching/learning are also explored.
Prerequisite: Admission to the Teacher Education Program. (Offered every semester.)
A study of social and philosophical assumptions related to curricula, materials, and methods of instruction pertinent to middle grades students. Focus is on organizing classes, making curricular decisions, determining methods and selecting learning resources along with the literacy needs of the middle grades student. (Offered fall semesters.)
Prerequisite: Admission to the Teacher Education Program.
This course is designed to help the student develop and/or refine his/her philosophy of foreign language instruction as well as develop skills, ideas, and resources for implementing this philosophy in the modern-day middle or secondary-school classroom. An overview of how second language acquisition theory practically relates to the demands of teaching a second language in the public school system will be given.
Prerequisite: Admission to the Teacher Education Program. Corequisite: EDUC 409. (Offered fall semester.)
After admission to the professional internship, candidates receive student teaching placements. Candidates work with their cooperating teachers during the first week of school. Five days of clinical experience required.
Prerequisite: Admission to the Professional Internship. (Offered fall semester)
Teacher candidates work to integrate prior coursework experienced into the context of real classrooms. Teacher candidates develop a teaching philosophy and an operational "professional identity." Candidates consider the impact that various factors have on the learning environment, develop teaching strategies that promote active learning and which engage students with diverse abilities, cultures, and ethnicity. Candidates explore methods specific to their subject areas under the additional guidance of the program coordinator. Teacher candidates will engage in preparing for the edTPA. Candidates complete a minimum of 15 hours in the clinical setting completing pre-mini student teaching assignments. Students must take EDUC 409 and 410 (Offered Interterm) during the same academic year. Meets the general education upper division writing intensive requirement.
Prerequisites: Admission to the Teacher Education Program; EDUC 316 and 333, (Offered fall semester.)
Candidates complete a mini-student teaching experience, consisting of 12 full days in the secondary classroom. Teacher candidates will meet on campus for a minimum of three class sessions. The course faculty member, assisted by the Director of Field Experience, will determine the placement for the clinical experience. Students must take EDUC 409 in the same academic year.
Prerequisite: Admission to the Teacher Education Program and EDUC 409. (Offered Interterm.)
Candidates complete their full semester professional internship and EdTPA assessment.
*K-12 physical education majors are required to complete eight weeks of student teaching in conjunction with EDUC 424.
Prerequisite: Admission to the Professional Internship. (Offered every semester.)
The seminar addresses professional topics within the field of education. In addition, the seminar provides an opportunity for teacher candidates to focus on the required performance assessment. The performance assessment, aligned with state standards, is an authentic assessment tool that shows how teacher candidates develop and evaluate student learning. The centerpiece is a portfolio that describes and documents authentic practices from the candidates teaching experience. The portfolio addresses planning, instruction, assessment, analyzing teaching, and academic language to reveal the impact of a candidates teaching performance on student learning. As a capstone seminar, the course requires students reflect mastery of self-reflection and critical self-awareness, collaboration across disciplines, communication in multiple modes with multiple audiences, and reflection on how Christian faith impacts and guides their daily work. The seminar topics and tasks guide and support the candidates progress in the teaching profession. Meets the general education senior seminar requirement.
Essentials of Spanish, oral and written: grammar, composition, conversation, and reading. Meets the general education world languages requirement when taken in conjunction with SPAN 102.
Prerequisite: SPAN 101 must be taken before SPAN 102.
Essentials of Spanish, oral and written: grammar, composition, conversation, and reading. Meets the general education world languages requirement.
Prerequisite: SPAN 101 must be taken before SPAN 102.
An overview of peninsular literature from "el cantar de mio cid" to the present. Discussions are centered around the text (including novels, drama, and poetry) and literary critique in general. Pre-req: SPAN 201 (Offered in a three year rotation)
Study of the Hispanic novel through reading of selected novels. Meets the general education global foundation requirement.
Prerequisite: SPAN 201 or equivalent. (Offered in a three year rotation.)
Emphasizes the forces that shaped and are now reshaping the region. Examines historical reasons for the present problems that trouble the area. Cross listed with HIST 110/310. Meets the general education global foundations and humanities/historyl requirements.
Prerequisite: SPAN 201 or equivalent. Co-requisite: Concurrent enrollment in an upper division SPAN course. (Offered in a three year rotation.)
Discussion and reading in Spanish of history, literature, art, and customs.
Prerequisite: SPAN 201 or equivalent. (Offered in a three year rotation.)
Discussion and reading in Spanish of history, literature, art, and customs.
Prerequisite: SPAN 201 or equivalent. (Offered in a three year rotation.)
An overview of peninsular literature from "el cantar de mio cid" to the present. Discussions are centered around the text (including novels, drama, and poetry) and literary critique in general. Pre-req: SPAN 201 (Offered in a three year rotation)
Emphasizes the forces that shaped and are now reshaping the region. Examines historical reasons for the present problems that trouble the area. Cross listed with HIST 110/310. Meets the general education global foundations and humanities/historyl requirements.
Prerequisite: SPAN 201 or equivalent. Co-requisite: Concurrent enrollment in an upper division SPAN course. (Offered in a three year rotation.)
Study of the Hispanic novel through reading of selected novels. Meets the general education global foundation requirement.
Prerequisite: SPAN 201 or equivalent. (Offered in a three year rotation.)
Conversation, readings, grammar review. Prerequisite: SPN 102 or equivalent. (Offered fall semester.)
This course will examine a wide range of themes including, but not limited to, topics such as comparative Hispanic cultural studies, the Spanish American short story, Spanish theatre studies, issues of immigration, and the Latino threat narrative. These will be taught through intermediate level reading texts, written assignments, aural activities, film studies, articles, news reports, and other current media sources. Prerequisite: SPAN 102
Practice in listening to spoken Spanish. Oral reports and informal conversation. Phonetics. Prerequisite: SPAN 102 or equivalent. (Offered spring semester.)
Students will use the medium of film to examine both Spanish and Latin American Cultures. By way of classroom discussion and written composition, students will analyze, compare and contrast, critically evaluate ideas and ideologies which are addressed both overtly and covertly in the films. Meets the general education global foundation and upper division writing intensive requirements.
Prerequisite: SPAN 220
This course is a high level course in which writing skills and correct grammar usage in Spanish are emphasized. Through a variety of written documents, students will focus on critical reading and the interpretation of texts, skills which will further help develop their ability to write correctly in Spanish. Students will acquire a better understanding of finer points of Spanish Grammar. Meets the general education global foundation requirement.
Prerequisite: SPAN 201 or equivalent. (Offered in a three year rotation.)
Intense practical use of spoken Spanish at an advanced level, including formal presentations, translations, and debates. Focused work on phonetics and authentic language pronunciation is also important. Prereq: SPAN 220. (Offered in a three year rotation.)
SPAN 281/381 La Casa de Espanol One or Two Credits
Spanish House provides an immersion in a controlled academic on-campus context. Selected students sign a pledge to use only the Spanish language and must be currently enrolled in a Spanish class. The chief goals are to improve the speaking, writing, and verbal comprehension of students. Additionally students will increase their appreciation for the culture by participating in the cooking and eating of meals and other planned activities. Students enrolling at the 381 level must have successfully completed SPAN 281. Requirement of Spanish major, Spanish education major: two semesters in the GC Spanish House, or one semester abroad in an approved program in a Spanish-speaking country. (Offered every semester.)
