The marked increase in the number of Hispanic bicultural students entering American colleges and universities has created new dilemmas for teachers of beginning and intermediate Spanish. In addition to the difficulties occasioned by new cultural perspectives, both student and teacher are faced with the problem of remodeling the classroom program to fit the needs of the student whose initial approach to spoken Spanish cannot be considered tabula rasa in the traditional sense, and whose previous contact with the language (and with language-learning in general) is non-normative. Preliminary testing and evaluation can be directed to complement one important aspect of the college-level bilingual classroom: the process that leads from correction to self-correction and self-evaluation. The nature of corrective work for the bilingual student will differ from that of the English-speaking student, as the bilingual has already broken the language barrier and already possesses a working knowledge of syntax, vocabulary and pronounciation. Given the scarcity of edited grammar and literature texts for the bilingual at the beginning and intermediate levels and the lack of studies dealing exclusively with this area, the methodology used to reinforce the correction to self-correction process will vary according to the nature of the problem. (Author/CLK)