Stephanie M. Knouse completed her B.A. in Spanish at Towson University in June 2000 after studying six months in Granada, Spain through the Centro de Lenguas Modernas. She taught secondary high school Spanish from 2000-2002 at Our Lady of Good Counsel in Wheaton, MD, after which she earned a M.A. in Spanish through the C. V. Starr Middlebury School in Madrid, Spain in 2003. Dr. Knouse returned to the states after a year in Spain and instructed secondary Spanish at Mount Hebron High School in Ellicott City, MD from 2003-2005. From 2005-2009, she attended the University of Florida and earned a Ph.D. in Hispanic Linguistics in December 2009. During the summer of 2008, Dr. Knouse attended the Universidad de Salamanca and collected data for her dissertation entitled "Variation of Aspectual Morphology: Stative Verbs in the Spanish of Salamanca."

Dr. Knouse's areas of expertise are language variation and change in Spanish, foreign language pedagogy, and second language acquisition.


Name Title Description


Teaching Internship

Designed for candidates enrolled in Furman's extended program. The course provides candidates with opportunities to plan and implement instruction, manage the classroom, evaluate student progress, communicate with other professionals and parents, and develop as professional educators under the supervision and mentoring of university and public school personnel.


Practicum: Secondary Teaching

Provides candidates with opportunities to apply theory and evidence-based practice in the classroom under the supervision of Furman faculty and mentorship of a master teacher.


Spain in the U.S. Imagination

Identification and examination of notions and representations of Spain in the United States from the seventeenth-century forward. Using a variety of texts and media, the course will consider causes and motivations for the varying and often contrasting impressions of Spain which have persistently dominated US thought throughout its history.


Spanish in the United States

Students will consider key notions of bilingualism, language ideology, and language policy as they relate to Spanish and English in the United States. We will also examine common features of bilingual speech, what is Spanglish?, and language maintenance or loss on the societal level. The class will reflect on how language use relates to one's culture and sense of identity. Students will become more familiar with the use of Spanish and English in the local community as well.


Community Based Learning

Community-based service or teaching project linking the classroom to the community in a process of experiential learning.


Hispanic Youth in America

Students will read narratives about Hispanic children in the U.S. and will consider topics related to bilingualism, education, and migration. Students will complete 15 hours at an after-school program that works primarily with Hispanic children.


Teaching Frgn Lang Mthds, K-12

Introduction to a variety of language learning theories, with opportunities to develop materials and practice techniques appropriate to teaching foreign languages on any level. Field observations required. Emphasis on the teaching of the four skills, testing, culture, technology, and the development of foreign language proficiency.


Elementary Spanish I

Introduction to the sound system and grammatical structure necessary to develop listening, speaking, reading, and writing skills in Spanish. An appreciation of Spanish-speaking culture underlies the orientation of the course.


Elementary Spanish II

Continuation of the skills (speaking, listening, reading, writing) developed in first elementary course, with increased emphasis on vocabulary expansion, idiomatic expression, and cultural differences.


Intermediate Spanish I

Continuation of the development of proficiency in listening and speaking, while expanding the reading and writing skills.


Spanish Language House

Media such as newspapers, magazines, film, and television help focus regular discussions on current topics of concern to Hispanic society. Student journals are presented in both oral and written form. Spanish is used for all discussions and written work.


Spanish Service Learning

The main goal of this course is to serve and explore the community around us, in particular the Spanish-speaking community, through academic investigation and service work in Greenville or surroundings. Course consists of classroom meetings, community projects outside of class, and reflective assignments, through which the student will improve her/his use of Spanish, discover the local community, and help the people that live in that community.


Intro to Hispanic Linguistics

A systematic linguistic study of Spanish phonology, morphology, and syntax. Also considers the historical development of Spanish from its earliest stages to the present, as well as the language's regional, social, and contextual variations, and its presence in the United States.


Adv Spanish Oral & Wrtn Exprsn

Designed for advanced students to refine their spoken and written Spanish. Emphasis is on sustained expository, persuasive and rhetorical communication; on advanced grammar usage and syntax; and on precision in the production of phonological and intonational patterns of modern Spanish. Can be repeated for credit with a change in topic.


Advanced Hispanic Linguistics

In-depth study of an area of Hispanic linguisitcs with an emphasis on both theory and empirical research. Students may participate in a research project for a more profound understanding of course material. May be repeated with change of topic.

At any level of study, my goal is to make every student excited about learning Spanish. I want them to become empowered by knowing the language and culture, and to use it according to their individual goals. A critical step in achieving this objective is to emphasize student-centered activities in every lesson, since students are much more invested in the material when they understand and develop skills used in real-life conversational situations. I also feel my role as a language teacher is one of a facilitator and mentor.

Moreover, I want to show students that studying Spanish is not limited to the confines of our classroom. Knowing Spanish can open up their eyes to different perspectives and open up doors to new experiences in countless aspects of life in the Greenville community, other areas of the US, or abroad in a Spanish-speaking country. Above all, I wish for students to develop a deep bond with the Hispanic world and to enjoy and value the profound richness that the Spanish language and its many cultures have to offer.

recent Publications:

​​​​Abreu, L., Gupton, T., & Knouse, S. (in progress). “Lingüística y enseñanza del español.” The Routledge Handbook of Spanish Language Teaching: Metodología, recursos, y contextos para la enseñanaza del español. (Eds.) J. Muñoz-Basols, E. Gironzetti, & M. Lacorte. Routledge.  

Knouse, S. M.& Abreu, L. (2016) “​Using Pinterest t​facilitate the learning of culture." The NECTFL Review 77, 15-51.​

Knouse, S. M., Gupton, T., & Abreu, L. (2015) “Teaching Hispanic Linguistics: Strategies to engage learners.”  Hispania, 98(2), 319-332.

Knouse, S. M., & Salgado-Robles, F. (2015). “Expanding the community and enhancing the experience: The Dual University Model and Web 2.0 technologies in a Spanish Service-Learning course.” Journal of Language Learning and Teaching 5(2), 54-73.  

Abreu, L., & Knouse, S. M. (2014). “Just-in-Time teaching: A tool for enhancing student en​gagement in advanced foreign language learning.” The Journal of Effective Teaching, 14(2), 49-68.  

Knouse, S. M. (2013). “The acquisition of dialectal phonemes in a study abroad context: The case of the Castilian theta.” Foreign Language Annals, 45(4), 512-542.

Knouse, S. M. (2010). “Variation of past-tense aspectual morphology in Madrileño: No estuvo mal vs. no estaba mal.Revista de Humanidades Sarasuati, 7, 36-45.

conference presentations:

  • ​​2016    (accepted, with Laurel Abreu). “Culture as content in the Introduction to Hispanic Linguistics classroom.” 98th Annual Conference of the American Association of Teachers of Spanish and Portuguese (AATSP), Miami, FL, July 2016.

    (with Begoña Caballero-García). “Reaching ‘Communities’ standards through emergent technologies.” Southern Conference on Language Teaching (SCOLT), Charlotte, NC, February 2016.

  • 2015    (with Alecia Nichols ’16). “A corpus-based analysis of no saber si: Revisiting the analysis.” Poster presentation. Spanish Linguistics in North Carolina (SLINKI), East Carolina University, Greenville, NC, February 7, 2015. 

  • 2014    (with Richard Kuettner, Carl Robertson, & Sharon Scinicariello). “Blended learning: Not just for the classroom.” Annual Convention of the American Council on the Teaching of Foreign Languages (ACTFL), San Antonio, TX, November, 22, 2014.

    (with Jill Pellettieri). “Enacting global competence outside the classroom.” Annual Convention of the American Council on the Teaching of Foreign Languages (ACTFL), San Antonio, TX, November, 22, 2014.

    (with Jill Pellettieri). “Willingness to communicate in Intermediate Spanish: Findings and pedagogical implications.” 64th Annual Meeting of the Mountain Interstate Foreign Language Conference (MIFLC), Furman University, Greenville, SC, October 19, 2014.

    (with Jill Pellettieri). “The role of the communicative context in willingness to communicate in Intermediate Spanish.” Annual Conference of the American Association of Applied Linguistics (AAAL), Portland, OR, March 24, 2014.

    (with Dylan Jarrett ’14). “Lexical variation of pregnancy-related adjectives in Colombian Spanish.” Poster presentation. Spanish Linguistics in North Carolina (SLINKI), Appalachian State University, Boone, NC, February 8, 2014.

  • 2013    (with Laurel Abreu). “Personalizing cultural knowledge through Pinterest.” Annual Convention of the American Council on the Teaching of Foreign Languages (ACTFL), Orlando, FL, November 23, 2013.

    “Widening the envelope of variation: A corpus-based analysis of no saber si.” Hispanic Linguistics Symposium (HLS), University of Ottawa, Ottawa, Canada, October 18, 2013.

    (with Laurel Abreu & Timothy Gupton). “The Teaching of Hispanic Linguistics at three different universities: Challenges, advantages, and commonalities.” Southeastern Conference of Linguistics (SECOL), Spartanburg, SC, April 6, 2013. 

  • 2012   (with Francisco Salgado-Robles). “Enhancing the service learning experience through Web 2.0 Technologies.” Annual Convention of the American Council on the Teaching of Foreign Languages (ACTFL) Conference, Philadelphia, PA, November 23, 2012.

    “Teaching Hispanic Linguistics: From lecture to engaged learning.” 94th Annual Conference of the American Association of Teachers of Spanish and Portuguese (AATSP), San Juan, Puerto Rico, July 8, 2012.

    “Addressing communication standards: Student teachers’ perspectives on oral L2 input and L2 output in secondary foreign language education.” 65th Annual Kentucky Foreign Language Conference (KFLC), April 21, 2012.

  • 2011    (with Amy Sosinski ’11) “Words speak loudest of all: Language attitudes in Greenville, South Carolina.” South Atlantic Modern Language Association Conference (SAMLA), Atlanta, GA, November 2011.

  • 2010    “The effect of a study abroad context on the acquisition of /θ/ by L2 learners of Spanish.” 60th Annual Meeting of the Mountain Interstate Foreign Language Conference (MIFLC), Radford University, Radford, VA, October 2010.

  • 2009    (with Jessica Elana Aaron). “The shame of the blessing: A diachronic analysis of pregnancy-related adjectives in Romance.” Hispanic Linguistic Symposium (HLS), University of Puerto Rico, Rio Piedras, Puerto Rico, October 2009.

    “Variation of aspectual morphology: Stative verbs in the Spanish of Salamanca.”59th Annual Meeting of the Mountain Interstate Foreign Language Conference (MIFLC), Furman University, Greenville, SC, October 2009.​

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