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It details planning, implementation, and decision-making around instructional materials and approaches that intensify learning and build explicit literary reading skills to support progression to upper-level coursework. Concrete recommendations conclude the article.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/from-orality-to-literacy-a-curricular-model-for-intensive-second-year-collegiate-language-instruction-600933/600933/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/from-orality-to-literacy-a-curricular-model-for-intensive-second-year-collegiate-language-instruction-600933/600933.png","ImageObject",300,407,{"name":42,"@type":43},"mieayamfan","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What two goals drive the second-year German curriculum reform described in the article?","Question",{"text":63,"@type":64},"The reform aims to compress two semesters of intermediate instruction into a single semester and to incorporate a strategy-based approach to literary reading in the second language.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the new curriculum structure differ from the old one?",{"text":68,"@type":64},"The former sequence of two three-credit courses is replaced by a single accelerated six-credit course, while total contact hours remain constant at 90 hours; the new lessons are longer and meet three times per week.",{"name":70,"@type":61,"acceptedAnswer":71},"What is the conceptual framework based on, and what skills does it emphasize?",{"text":72,"@type":64},"The framework rests on three pedagogical principles and supports explicit development of literary reading skills, enabling learners to transition into upper-level curriculum.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},600933,1792191079,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":55,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":123,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","2  \nFrom Orality to Literacy: A Curricular Model for Intensive Second-Year Collegiate Language Instruction  \nPerUrlaub  \nUniversity of Texas-Austin  \nJanUelzmann  \nGeorgia Institute of Technology  \nAbstract  \nThis article documents a curriculum reform of the second-year German program at the Department of Germanic Studies at the University of Texas at Austin. This curricular reform had two goals: (1) compressing two semesters of intermediate-level language instruction into a single semester; (2) incorporating a strategy-based approach to literary reading in the second language. The article will first compare the previous curriculum and then introduce a conceptual framework for the reform process. This framework is based on three distinct pedagogical principles that the article will outline. Further, the article will describe the planning and implementation stages of the reform and trace decision-making processes that relate to the selection and design of teaching materials as well as teaching approaches that target at the intensification of the second-year curriculum. This approach emphasizes the explicit development of literary reading skills to facilitate the learners’ transition into the upper-level curriculum. We conclude with concrete recommendations for departments that embark on similar projects.  \nIntroduction  \nIn late 2009, the language program of the Department of Germanic Studies at the University of Texas-Austin embarked on a reform process of the second year of language instruction. Responding to institutional incentives to intensify and accelerate language programs, the department decided to replace the two three-credit-hour course sequence that previously represented the second year of German language instruction with a single intensive, accelerated six-credithour course. This structural change was implemented in the fall of 2010. It provided the opportunity to rethink and re-calibrate educational objectives and teaching approaches to intermediate foreign language education.  \nThe article documents this reform process, which was led by the department’s language program director, who was assisted by an advanced doctoral student. In addition to showing the structural differences between the old and the new curriculum, the article describes the conceptual framework that serves as a pedagogical foundation for the new second-year curriculum. This conceptual  \n16 Dimension 2012: World Languages: Learners Wanted  \nframework rests on three pedagogical principles that the article describes. In addition, the article provides a detailed documentation of the planning stages and describes the implementation of the new curriculum. The article illustrates thereform process through a discussion of curricular and instructional materials, as well as an outline of a teaching approach that connects the intensified, accelerated second year of language instruction with the development of critical literacy skills. The article concludes with an outline of the limitations of our approach and provides a summary of our results in the form of a set of recommendations.  \nStructural Overview: Old Curriculum vs. New Curriculum  \nPrior to the fall semester of 2010, the second year of German language instruction was organized as a sequence of two three-credit-hour courses. This course sequence was replaced by a single accelerated six-credit-hour course. The total number of contact hours, however, has remained constant at 90 hours of instruction. In the new intensive curriculum, learners meet three times a week for 100-minute lessons, which are twice as long as the 50-minute lessons that the old curriculum used.  \nConceptual framework  \nThe new curricular structure also required a new pedagogy and provided faculty with an opportunity to rethink our ideas of collegiate second-year language instruction, to redefine educational goals, and to implement innovative teaching approaches that would help our students meet these new educational objectives","cbCaihmLZiN4vZcY","https://ap.wps.com/l/cbCaihmLZiN4vZcY","pdf",40123,"English","# Introduction\n## Structural Overview: Old Curriculum vs. New Curriculum\n## Conceptual framework","[{\"question\":\"What two goals drive the second-year German curriculum reform described in the article?\",\"answer\":\"The reform aims to compress two semesters of intermediate instruction into a single semester and to incorporate a strategy-based approach to literary reading in the second language.\"},{\"question\":\"How does the new curriculum structure differ from the old one?\",\"answer\":\"The former sequence of two three-credit courses is replaced by a single accelerated six-credit course, while total contact hours remain constant at 90 hours; the new lessons are longer and meet three times per week.\"},{\"question\":\"What is the conceptual framework based on, and what skills does it emphasize?\",\"answer\":\"The framework rests on three pedagogical principles and supports explicit development of literary reading skills, enabling learners to transition into upper-level curriculum.\"}]","From Orality to Literacy - A Curricular Model for Intensive Second-Year Collegiate Language Instruction | PDF",1792091662,25]