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Stansfield, Charles: Hornor, Jeanne

The Dartmouth/Rassias Model of Teaching Foreign
Languages.

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*Andiolingual Methods: Classroom Techniques; Dramatic
Play: Higher Education: Models: *Second Language
Instruction: *Teaching methods
*Dartmouth Rassias Method

IDENTIFIERS
ABSTRACT

An historical, philosophical, and methodological

overview of the Dartmouth/Rassias model of foreign language
instruction is presented. The model, first developed by John Rassias
at Dartmouth College, is an intensive adaptation of the traditional
audiolingual approach. Great use is made of dramatic techniques to
motivate students and help them learn the language. it is suggested
'that the psychological rationale for the model's success may be flue
to the emotionally self-liberating effect of these dramatic
techniques. The reported success of the model at several institutions
is discussed and a plea is made for scientific experimentation and
evaluation. A comprehensive bibliography is included along with a
list of 55 colleges that emplov the method. (Author/JB)

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Reproductions supplied by EDRS are the best that can be made
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"PERMISSION TO REPRODUCE THIS

MATERIAL HAS BEEN GRANTED BY

Charles Stansfield and Jeanne Horner

Clue" les
Stows -Pw. i

The Dartmouth /Rassias Model of Teaching

TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)."

Foreign Languages*
(NJ
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:igin and Description of the Dartmouth/Rassias Modell

In the late 1960's, Professor John Rassias of Dartmouth College was

becoming increasingly frustrated with the poor quality of foreign lan-

C:5

UJ

guage instruction in the United States.

The audiolingual method, in

spite of high expectations and countless dollars spent in its behalf,

Studies showed that few students

had net achieved the expected results.

were emerging fluent from college foreign language classes,

apparent that a change was badly needed.

and it was

Rassias sought to offer a viable alternative to this situation.

Remembering his success with a model he developed to teach Peace Corps

volunteers, Rassias began to employ it to train language students at
Dartmouth College.

The Dartmouth/Rassias Model is an immersion model whereby students

spend ten hours per week in the foreign language classroom and two and
one-half hours in the language laboratory.

For five hours during the

week, students meet with Master Teachers who are residentbfaculty

members responsible for introducing the lesson, teaching grammar, and
supervising the Apprentice Teachers.

There is no English spoken in the

master session (or in any other language class); even the grammar is

*The authors wish to express their appreciation to Professors John

Rassias of Dartmouth College and Ernest Frechette of Florida State

University for helpful comments on an earlier version of the manuscript.

U S DEPARTMENT OF HEALTH.
EDUCATIONS WELFARE
NATIONAL INSTITUTE OF
EDUCATION

Errors and transgressions remain our own.

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM

1980

THE PERSON OR ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRE.
SENT OFFICIAL NATIONAL INSTITUTE OF
EDUCATION POSITION OR POLICY

-2-

taught entirely in the foreign language.

Master sessions are lively and

fast-paced, and generally include about 2C students.

The students, in small groups of from five to eight, also meet five
hours per week with Apprentice Teachers, who are responsible for reinHere the teacher

forcing what has been taught in the master session.

strives for a high rate of response through the use of rapid-fire drills,
4

typical of those used in the audio-lingual approach.

An elm:rage of 65

responses per student per one-hour session should be obtained.

The

drill session lends itself quite well to the use of such games in the
foreign language as "The Dating Game" and "Jeopardy".

Numerous skits

such as make-believe press conferences are also used.

To master counting,

students call off the numbers on rapidly rolled dice.

Or they may play

a game called dots:

As students call off the numerals, the teacher con-

nects a series of numbered dots on the blackboard.

According to Rassias, drill instructors (Apprentice Teachers) always
speak in the foreign language and use an animated voice when conducting
the class.

They use visual aids whenever possible and fully use their

imaginations to make the class exciting.

The instructor constantly

moves around the classroom and commands the students' attention at all
times.

Writing on the blackboard is kept to the barest minimum.

The

instructor always pronounces distinctly, and students are not allowed to

look at their books during the lesson.

If a student delays in answering,

the instructor calls on another, and then returns to the first student.
The last five minutes of class are reserved for questions.

This helps

ensure that questions asked are sei:,,ous and relevant and helps cut down

on loss of class time.

-3-

Rassias has developed some innovative techniques for using dialogues.

The student is required to memorize only the most important parts of a
somewhat extended text.

S/he is then encouraged to make original substi7

tutions.

The process is similar to that described by Feeny.

Students often participate in what are called micrologues.

The

instructor speaks on a limited topic for one minute to a single student.

That student then attempts to restate what was just heard.
of the class might be questioned on the information.
8

frequently used to present cultural information.

Other members

This technique is

Toward the end of the

term students in each drill session perform a lengthy dramatic skit

which they write on their own.

This is presented in the larger class

taught by the Master Teacher.

Thus each drill session observes skits

performed by students in other drill sessions.

Competition as to who

can write and perform the best skit normally ensues.

The presentation

of skits is usually the high-point of the study term.

Rassias insists that the teacher should leave the classroom exhausted
if he has truly done his job.

It is essential that the teacher be

enthusiastic and uninhibited if a similar response is to be elicited

from students.

Furthermore, Rassias maintains that all teachers should

be "firebrands and actors".

He believes that a dramatic approach is

the only one appropriate to teaching something as vivid and exciting as

9

a foreign language.

Rassias himself has the reputation of being quite an actor.

He

took his doctorate in theater from a French university and for a time
was a professional actor in Paris.

10

In the classroom he oftentimes

dresses as a character from a French novel to act out a particular scene.

-4-

He describes periods of war in French history by creating a war -like

atmosphere in his classroom.

He plays sound effects of bombs falling,

flashes lights to simulate explosions, ignites firecrakers, and sometimes even lunges at students.

He has been known to throw raw eggs

and raw meat at students to illustrate philosophic or literary themes.

To shatter inhibitions and to exhort students to become involved, he
cracks eggs on students heads, shouting:

"To make an omelet, one must

first crack the shell!"; raw meat is thrown at students in order to have
them feel the impact of the single-dimensional view of naturalistic literature.

He urges them to examine the meat to see if thpyzeanEtid.affy

soul in it.

Students at Dartmouth began wearing raincoats to class

because of the barrage of things being thrown at them.

Students are informed that their class participation is expected to
be constant, alert, and always enthusiastic.

It is vital that they keep

up with each day's assignment because the class moves at a lightening

pace, and they can easily be left behind.

Hassles permits the individual teacher to select any audio-lingual

textbook as a point of departure from the course.

He takes an audio-

lingual approach to teaching and recommends the use of dialogs, pattern

practicgolanguage laboratory drill, backward buildup, etc.

While

reading, writing, and formal grammer are taught, the emphasis is clearly
on the aquisition of listening and speaking skills.
written homework are deemphasized.

Written tests and

Overlearning, the constant use of

visual aids, and realia are also recommended.

Looking at the Dartmouth/Rassias model from a historical perspective,

One recognizes that it is a new innovation in language teaching.
philosophical assumptions such as the primacy of speech and the

The

-5-

techniques employed such as dialogs and pattern drills clearly place it

within the audio-lingual approach.
What is different is the vitality with which it is'implemented.
Rassias believes that in order for the student to successfully learn the
language s/he must overcome inhibitions about using it in the classroom.
It is the teacher who facilitates this process by serving as a completely
uninhibited role model.

Anyone visiting a typical class would notice the

exceptional liveliness and enthusiasm of all involved.

This enthusiasm

is maintained and grows throughout the year as the students come to view
the class as a place where they are free to express themselves, dramatically and without inhibition.

Teacher Selection
Rassias believes that one of the major problems with the process of
hiring professors has been that they are usually chosen on the basis of
academic credentials alone.

Often, professors look good on paper, but

give the impression to their students of being "stuffed shirts".

More

often than not, these professors lack the vitality and enthusiasm necessary for effective teaching.

This problem is remedied under the

Dartmouth/Rassias model.

Apprentice Teachers, who serve as drill instructors, are selected

in a very unusual way.

"Contestants" for the position attend a three.

day intensive workshop during which they are trained in its techniques.
The competition for the position is open to anyone iu the community and
to any student at the institution concerned.

Undergraduate students

also compete in the competition to be drill instruct zs on the Dartmouth

-6-

campus and in the college's study abroad programs in Bourges, France,

Granada, Spain, Sienna, Italy, and Mainz, Germany.

A few exceptional

students have won these positions after only two quarters of language
study.

More frequently, students who have completed a one-quarter study abroad

program become drill instructors.

Recently 250 candidates competed for

thirty open positions at Dartmouth, and 65 competed for eight positicns

at the University of Denver.

Hornor, coauthor of this article, appeared

for the competition as a member of the community; she is neither a

student nor a member of the regular language faculty at Denver.University.
Contestants are trained throughout the session to be uninhibited
and spontaneous.

They are told that it is nearly impossible to be too

dramatic or outrageous.

Hornor tookithis advice to heart when she arrived

for the final competition dressed as a flamenco dancer.

At the end of the three-day workshop, contestants present a sample
lesson which is indicative of their teaching abilities.
contestants serve as mock students.

Their fellow

Contestants are rated on fluency,

pronunciation, animation, and teaching techniques on a scale of 0 to 10

by a five-member jury.

Those earning the highest total scores are

awarded a teaching position for one term.

The competition is repeated

each term with experienced Apprentice Teachers competing against new

hopefuls.

This process of selecting apprentice teachers helps assure success.

Students are far more likely to obtain teachers who are enthusiastic and
dedicated.

-7-

Evaluation
Dartmouth/Rassias model has demonstrated considerable success in
The

revitalizing the foreign language classroom where it has been used.

At

Dartmouth College where three quarters of foreign language study is

required and participation in study abroad is encouraged, the number of
language majors has increased four fold.

In any given term, one fourth

of the student body attends study abroad programs, which students may
attend after one quarter of study.
fields.

11

Most of these students major in other

Some 70% of the students at Dartmouth opt for study abroad.

As a result, Dartmouth has been able to increase the size Qf its student
body from 3,000 to 4,000 without adding a single brick to its main campus.
In the words of one former Dartmouth professor, "Rassias saved the
u12

college from possible bankruptcy.

Other universities have also obtained striking results.

Washington

University in St. Louis experienced a rise of 86% in foreign language

enrollment when they instituted the model and Spanish majors increased
from 7 to 32.

13

At the University of Florida the model was taught as an experimental

course during the summer of 1978.

Student attitudes toward the class

improved throughout the term and were superior to attitudes toward

regular foreign language classes.

Likewise, student speaking achieve-

ment on a cartoon test substantially exceeded that obtained in regular

sections.

14

The University of Denver, which utilizes the Dartmouth/Rassias model,

has found the program to be most successful.

Hornor has used the method

and
to teach Spanish this year and has found enthusiasm among students

-8-

the department to be very high.

Master Teachers, 4prentice Teachers,

and students all work together with a rare and common commitment.

The

hard work of the instructors motivates the class, and the high motivation
of the class generates peer pressure to continue working at maximum
potential.

Johnson observed this same effect when the model was insti-

tuted at the University of Florida.

15

It is common for students to

remain in the classroom after the class has ended just to practice the
foreign language with each other and with the instructor.

Extracurricular

activities, including eating at foreign restaurants, attending foreign

movies and art exhibits, and class parties add to the enthusiasm of
those involved in the program.

Instructors at the University of Denver have found that the use of

"The Dating Game" has been particularly successful with the students.
This game is played exactly as it is on television (except all speak in
the foreign language), with a guest asking questions to three anonymous
potential dates, ana then deciding who will be his/her date at the end
of th. question period.
show.

Another student is appointed as the host of the

On one occasion, the second author dressed up in an evening dress,

complete with gaudy costume jewelry and a blonde wig, in order to help
inspire an enthusiastic response from her students.
Formerly supported by a grant frvm the Exxon Educational Foundation,
which has provided start-up assistance to many universities, the model
achieved such an-impressive response from students that the Deal of Arts
and Sciences allocated special funds for its continuance.

The Dartmouth,'

Rassias model may cost up to twice the ordinary amount when compared to
instruction by regular graduate students.

This is because of the small

-9-

class size, particularly in the drill sessions, and because the number
On the other hand, some savings

of contact hours per credit is doubled.

are obtained through the use of undergraduates as.Apprentice Teachers.

Rassias claims that after twenty weeks of study, his students
obtain scores of S-2+ on the. Foreign Service Institute Oral Proficiency
Interview.

These scores can be compared to those obtained by Carroll,

which showed that college language majors reached the S-2+ level during
the senior year.

16

Brod, Director of Foreign Language Programs for the

Modern Language Association, recently attested to the veracity of Rassias'

claims.

"At Dartmouth," Brod observes, "foreign language study has some

of the attractiveness and prestige that on other campuses are enjoyed by

only team sports.

Students rearrange their programs to make room for

intensive courses; juniors and seniors compete for opportunities to work

as Apprentice Teachers; admissions officers use the nationally famous
In short, Dartmouth has achieved

language programs to lure new students.

17

what we all want, an idyllic situation.

."

Unfortunately, the method has not received the mention in the foreign
language profession that it has in business and political circles.

Very

little information can be found on it, and most of what has been published
is anecdotal and difficult to locate.

For instance, no mention was made

of it in the ACTFL Annual Review of Foreign Language Education until

18

1979, and even this mention was minor.

are skeptical.

AppareLtly, methodologists

Since the model is based on the now somewhat discredited

audio-lingual approach, claims for it are often dismissed as being due

to the effect of an outstanding teacher (Rassias).

Yet Rassias today

rarely teaches beginning classes at Dartmouth and the program continues

-10-

to be strong.

Likewise, this would not explain the model's apparent

success at other institutions.

While the teacher selection process may play an important role in

its success, other as yet unidentified factors may be at work as well.
Rassias emphasizes the importance of students overcoming their inhibi
tions and ethnocentricity.

Perhaps the lowering of inhibitions induces

a special psychological state which increases the possibility for language

In the laboratory Guiora has artificially induced a state of

learning.

lowered inhibition by having students injest a small quantity of alcoholic

He found that the,r pronunciation of a foreign language

beverage.
improved.

19

Pronunciation is generally considered to be the one area

of foreign language learning which is impervious to intelligence or

motivation.

Thus, the lowering of inhibitions may offer even greater

improvement in the acquisition of lexis and syntax.

Likewise the use

of the intensive, quasiimmersion format may reduce ethnocentricity,

which Guiora and others have also found to be related to second language
learning.

20

As of this date no scientific studies of the method have been con

ducted.

Given the above evidence, it would seem worthwhile that such

studies be carried out as soon as possible.

Research should focus on

the level of real proficiency attained by students and on the attitudinal

and psychological changes undergone by the learner as a result of being

enrolled in the class.

The findings could then be compared with the

attainment of students enrolled in other types of language class.

Although the model has spread to some 55 colleges and miversities
in the United States (see Appendix A), it could be used on a more

11

widespread basis.

Thus far it has largely been used at the college level,

but it may have wider application through use at other levels as well.
It tends to revitalize the students and the teacher.

It is hoped that

this article will serve to inform the foreign language teaching profession and stimulate further study and consf.ieration of the Dartmouth/
Rassias model.

21

Charles Stansfield
University of Colorado, Boulder,

Jeanne Hornor
Denver University

NOTgO

1We use the term "model" in this

e*-ti.ie

rather than "method" because

of the similarity of Rassias' techniqq- to those normally included in

the so-called "audio-lingual method."

&I.scy, Rassias uses the term

."model", which within the literature 0 aptains approaches is used to

include methodological, curricular, all', organizational factors.

Actually,

Hassles' unique dramatic techniques, 04011g with the other more common

audio-lingual techniques he uses, contFitute a method falling within the

)Ar

audio-lingual approach to teaching.

terms see:

further explanation of these

Edward M. Anthony, "APproiO,Vebod, and Technique," English

Language Teaching, Vol. 17, No. 2 (Apa, 1963), pp. 63-67.

2

John M. Carroll, The Foreign La0,1..14,eitttainments of Language

Mayors in the Senior Year (Cambridge, ktass: Harvard University, 1967).

3

John A. Rassias, The Dartmouth eottmsive Language Model (Hanover,

New hompshire, Dartmouth College, 1970 (Typewritten)

4 Rassias'

technique for conducti4 drills includes four parts as

follows: (a) teacher models or gives

(c) teacher points to the designated

1,10e,

(b)

teacher snaps the fimgers,

*spondent, (d) teacher employs

intense eye contact.

5

Patricia Westphal, "Teaching atl, Le.rning:

A Key to Success," in

June K. Phillips, editor, Building ot1n5m5it2se-- Building for Success

(Skokie, Ill.: National Textbook Co., 1979), pp. 119-156.
6

Peter Bien, Chrysanthi Bien,

allot

John A. Rassias, Demotic Greek

(Hanover, New Hampshire: The University ?yeas of New England, 1972) .

7

Thomas Feeny, "Dialog Learning

pui oral

Fluency in Lower Level

-13-

Spanish Classes," Foreign Language Annals

Vol. 10, No. 1 (February, 1977)

pp. 81-85.
8

Westphal, 211...

cit. p. 137.

David Wood, "Dynamiting Language," Time (August 16, 1978), p. 56.

10 Richard Wolkimir, "A Manic Professor Tries to Close the Language

Gap," Smithsonian, Vol. 11, No. 2 (May, 1980), pp. 80-86.

11

Personal communication.

October 7, 1980,

Gilbert Paolini.

Personal communication.

June 10, 1980.

John A. Rassias.

Personal correspondence.

12

John A. Rassias.

13
14

June 18, 1979.

Otto W. Johnston, "Implementing the Intensive Language Model: An

Experiment in German at the University of Florida," Foreign Language

Annals, Vol. 13, No. 2 (April, 1980), pp. 99-106.
15

Johnston, RE. cit.

16

Carroll, El. cit.

17 Richard I. Brod, "Options and Opportunities:

New Directions in

Foreign Language Curricula," Association of Departments of Foreign

Languages Bulletin (May, 1979), pp. 13-18.
18

Westphal, 2. cit.

19

A.Z. Guiora, B. Beit-Hallahmi, R.C.L. Y?.zz..nnon, C.Y. Dull and

T. Ecovell, "The Effects of Experimentally Induced Changes in Ego Status

on Pronunciation Ability in a Second Language:

An Exploratory Study,"

Comprehensive Psychiatry, Vol. 13, No. 5 (September, 1972), pp. 421-428.

20

A.Z. Guiora, "Construct Validity and Transpositional Research:

Toward an Empirical Study of Psychoanalytic Concept."

Psychiatry, Vol. 13, No. 2 (March, 1972), pp. 139-150.

14

Comprehensive

-14-

21 For additional information on the method, see Richard Bacon, "The

Thunder and Lightening Professor," Yankee Magazine (September, 1977); THE

DARTMOUTH INTENSIVE LANGUAGE MODEL (Association-Sterling Films, 1972),
Color, 16mm, sound, 25 min.; Sonia La Zere, "What's New and Fun? The
Dartmouth FL Model," PEALS, (November, 1978), pp. 20-21, also see The
University of Denver News (January, 1979), p. 11; "Parlez-vous francais?
In His Class, You Will, in Ten Weeks," The Denver Post, (16 April 1978,
Contemporary Section), p. 10; Stan Luxenberg, "All the Class a Stage,
Intensive Language Instruction," Change (January, 1978), pp. 30-33;
John A. Rassias, A Philosophy of Language Learning (Hanover, New Hampshire:
Dartmouth College, 1967); John A. Rassias, Report to the ESSO Foundation
on Two Years' Experimentation in Intensive Language Training at Dartmouth
College (Washington, D.C.: ERIC Document Reproduction Service, 1970),
ED 061 841; John A. Rassias, "Why We Must Change," Association of Depart-

ment of Foreign Languages Bulletin (March, 1972), pp. 9-13; John A.

Rassias, Francais, depart, arrivee (Hanover, New Hampshire: Dartmouth
College, 1978) (Typewritten); Charles Stansfield and Jeanne Horror, The
Dartmouth Method: An Annotated Bibliography, ERIC (Forthcoming); U.S.
Congress, House, Congressional Record, Vol. 120 (March 28, 1974).
Representative Landgrebe speaking of quality of education, cites
Professor John Rassias as outstanding educator.

APPENDIX A

U.S. COLLEGES AND UNIVERSITIES USING THE DARTMOUTH/RASSIAS METHOD

1976:

Claremont Men's College

Imaculata College
Lenoir-Rhyne College
SUNY - Binghamton
William and Mary College
Florida State University - Tallahassee
Monterey Institute of Foreign Studies
University of Minnesota - Duluth
University of North Carolina - Chapel. Hill

St. Martin's College

University of Detroit
1977:

Illinois College
Miami University
Georgian Court College
Western Carolina University
St. Lc
Hardl

University
Simmons University

Texas Southmost College

University of Arizona - Tucson

1.6

fj

APPENDIX A con't.

University of Florida - Gainesville

Hope College
University of Southern Mississippi
SUNY - Brockport
Clark University

Emory and Henry College

Washington University
City Util.versity of New York

Baruch College

University of Denver
Northern Illinois University
St. Olaf College
Keene State College

Plymouth State College

Earlham College
1978:

Howard University

University of Idaho - Moscow

Denison University
Ohio State University - Columbus

William Jewell College

University of Nebraska - Lincoln

Villa Maria College

Portland State University

.1.7

APPENDIX A con't.

University of Alabama - Huntsville

SUNY - Stonybrook
Bronx Community College, CUNY
Temple University
Norwich University
University of Kansas -.Lawrence
FullerLon College

Lome Linda University

Delta State University
Bakersi7i,:11 College

University of Alabama - University

Herbert H. Lehman College, CUNY
Roanoke College

(Dartmouth College)

18