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

EDU-472

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.

MLL-450

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.

SPN-110

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.

SPN-120

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.

SPN-201

Intermediate Spanish I

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

SPN-266

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.

SPN-280

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.

SPN-300

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.

SPN-305

Adv Spanish Oral & Wrtn Exprsn

This course is 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.

SPN-405

Intro to Spanish 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.

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.

Publications:

  • 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

Works in progress:

  • Knouse, S. M., Gupton, T. and Abreu, L. "Teaching Hispanic Linguistics: From lecture to engaged learning."
  • Knouse, S. M. and Salgado-Robles, F. "Expanding the community and enhancing the experience: The dual-university model and web 2.0 technologies in a Spanish service-learning course."
  • Knouse S. M. "A diachronic analysis of pregnancy-related adjectives in Spanish."

Conference presentations:

  • "The Teaching of Hispanic Linguistics at three different universities: Challenges, advantages, and commonalities." (Co-presented with Timothy Gupton and Laurel Abreu) Southeastern Conference of Linguistics (SECOL), Spartanburg, SC, April 2013
  • "Cultivating Intercultural Competence in Spanish through Service-Learning" (Co-presented with Francisco Salgado-Robles) Northeastern Modern Language Association (NeMLA), Boston, MA, March 2013
  • "The new ACTFL/NCATE Program Standards: What's changed from 2002 to 2013." (Co-facilitated roundtable discussion with Shawn Morrison) South Carolina Foreign Language Teachers Association (SCFLTA) Conference, Columbia, SC, February 2013
  • "Enhancing the Service Learning Experience through Web 2.0 Technologies." (Co-presented with Francisco Salgado-Robles) American Council on the Teaching of Foreign Languages (ACTFL) Conference, Philadelphia, PA, November 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 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 2012
  • "Words speak loudest of all: Language attitudes in Greenville, South Carolina." (Co-presented with Amy Sosisnki '11) South Atlantic Modern Language Association Conference (SAMLA), Atlanta, GA, November 2011
  • "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, October 2010
  • "The shame of the blessing: A diachronic analysis of pregnancy-related adjectives in Romance." (Co-presented with Jessica Elana Aaron) Hispanic Linguistic Symposium (HLS), University of Puerto Rico, Rio Piedras, 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, October 2009
  • "A variationist analysis of the Salmantino Spanish tense/aspect system and stative verbs." Tertulia del mediodía, University of Florida, December 2008
  • "Variation of tense/aspect of stative verbs in Madrileño Spanish." 37th Annual New Ways of Analyzing Variation Conference (NWAV), Rice University, November 2008
  • "Phonological interference of the English grapheme 'z' and the voiceless alveolar fricative /s/ in intervocalic position." Current Approaches to Spanish and Portuguese Second Language Phonology (CASPSLP), University of Minnesota, February 2008
Education
Ph.D.
University of Florida
M.A.
Middlebury College
B.A.
Towson University

Connect with Admission

Furman University is one of the nation's premier undergraduate liberal arts colleges. We offer outstanding academics, opportunities for a broad range of talented students with a passion for learning, a robust arts program, and NCAA Division I athletics.

Want more information about the admission process at Furman?

Contact us

Once you see our campus, making the right college decision will be so much easier.

Plan a visit

Undergraduate Evening Studies provides adults the opportunity to receive an education from one of the premier liberal arts universities in the nation.

Whether you are starting or continuing your education, or have been away from the classroom for a few months or several years, our program provides many services to assist you with accomplishing your educational and professional goals.

Apply now

Our graduate studies program is designed for the professional educator.

We know the challenges teachers and administrators face every day, and we are committed to helping you become a leader within your school system or district.

Apply now