Stephanie Knouse

Professor, Spanish; Chair, Linguistics Interdisciplinary Minor

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Originally from Baltimore, Maryland, Stephanie M. Knouse, Professor of Spanish and Chair of Linguistics, has a passion for teaching Spanish, linguistics, and other courses of all levels at Furman University. She has been an educator of Spanish for over two decades and, as a student of Spanish herself, Dr. Knouse has studied and lived abroad in Granada, Madrid, and Salamanca, Spain on various occasions. Dr. Knouse is an enthusiastic supporter of high-impact, experiential learning. Thus, she has co-directed four study abroad programs to Spain, regularly integrates social justice, service-learning and community-based learning into her courses, and collaborates with undergraduate students on meaningful research projects. She immensely enjoys mentoring and advising students as they develop key competencies and explore their individual pathways during and after their years at Furman.

Honors & Awards

  • Recipient, 2023 Alester G. Furman, Jr., and Janie Earle Furman Award for Meritorious Teaching
  • Nominated, 2019 Alester G. Furman, Jr. and Janie Earle Furman Award for Meritorious Advising
  • Recipient, 2017 American Council on the Teaching of Foreign Languages Research Priorities Grant
  • Nominated, 2013 Mentor of the Year, Young Philanthropists and United Way of Greenville, SC


  • Ph.D., Hispanic Linguistics, University of Florida
  • M.A., Spanish, Middlebury College
  • B.A., Spanish and Mass Communication, Towson University

Research Interests

  • Multilingualism
  • Spanish in the US
  • Raciolinguistics
  • Second Language (L2) Acquisition and Pedagogy
  • Affective Variables in SLA
  • Language Variation and Change
  • Language Ideology
  • Social Justice Education in L2 Spanish
  • Community-Based Learning in L2 Spanish
  • Pedagogy of Hispanic Linguistics


  • Hodges, L., Knouse, S. M., & Gupton, T. (2023). La lingüística y sus beneficios para la enseñanza del español. Hispanic Studies Review, 7(2), 1-22.
  • Knouse, S. M., Neves, R., Ortiz, E., & Acosta-Rua, D. (2022). “Le está haciendo un disservice”: Overt attitudes toward language contact phenomena in the Upstate of South Carolina. Hispania, 105(2), 173-194.
  • Knouse, S. M., & Abreu, L. (2022). Teaching variable structures. In K. Geeslin (Ed.), Handbook of Second Language Acquisition and Sociolinguistics (pp. 72-83), Routledge.
  • Knouse, S. M. (2022). Leveraging the Camino de Santiago: Promoting intentional reflection and group cohesion during study abroad. Reflective Practice, 23(2), 203-218.
  • Knouse, S. M. (2022). ¿Cómo se percibe ser bilingüe español-inglés y ser latinx en los EE.UU?, SC Greenville Digital,
  • Knouse, S. M., Bessy, M., Longest, K. C. (2021). Knowing who we teach: Tracking attitudes and expectations of first-year postsecondary language learners. Foreign Language Annals, 54(1), 50-72.
  • Knouse, S. M. (2020). Book review of New Technologies and Language Learning. Author: Li Li. CALICO Journal, 37(2), 193-196.
  • Bessy, M., & Knouse, S. M. (2020). Metacognition, metalinguistic awareness, and relevance in language learning: A report on an intervention module project. International Journal on the Scholarship of Teaching and Learning, 14(2), Article 9.
  • Knouse, S. M. (2018). High-impact practices in a Hispanic Linguistic course: Facilitating lessons about linguistic diversity and advocacy. In P. Garrett-Rucks & S. M. Johnson, Dimension (pp. 33-73), SCOLT Publications.
  • Abreu, L., & Knouse, S. M. (2016). Using Pinterest to 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 engagement 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.

Additional Professional Activities

Dr. Knouse is involved in two research longitudinal research endeavors: Spanish in the Upstate of South Carolina and the Language Learning Experiences (with Dr. Marianne Bessy). Additionally, Dr. Knouse regularly facilitates workshops on reflective practices and issues related to additional language pedagogy.