Abstract
its of individualized instruction, descriptions of programs in progress, and hints on the implementation of student-centered curricula abound in the professional literature. In addition to countless journal articles, the entire Britannica Review of Foreign Language Education, Volume II (Lange, 1970) deals with individualization. Subsequent chapters in the series trace the evolution of individualized programs year by year. Between 1971 and 1975 a special section devoted to the topic appeared on a regular basis in Foreign Language Annals. At least six books have been published in the last decade which treat specifically individualized foreign language instruction (Disick, 1975; Grittner and LaLeike, 1973; Logan, 1973; Altman, 1972; Gougher, 1972; Altman and Politzer, 1971). This article describes yet another application of the individualized process in second-language teaching: the success of a continuous progress, mastery-based curriculum entitled Paced Spanish, in use at Purdue University since 1972.
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