Language program articulation, i.e., how the skills level (1st and 2nd year courses) integrate with the content level (3rd and 4th year) is a metric used to evaluate the strength of a language department. Goals of successful articulation are both to provide a smooth transition between levels, and, by so doing, to encourage retention up the curriculum. Annual journal of the AAUSC. Contains articles on the topic of advanced foreign-language learning. In this edition, we are updating the overall design (cover and interior) of the journal, which has had the same look throughout the series.
Table of Contents
Part I: MODELING PROGRAM ARTICULATION.
1. Kate Paesani and Catherine M. Barrette: The Role of the Language Program Director within a Three-Dimensional Model of Articulation.
2. Adriana Murillo: Modeling Articulation within the Theory of Constraints.
3. Sharon Wilkinson: Articulating Studying Abroad: The 'Depth' Dimension.
Part II: ARTICULATION, CURRICULAR CONTENT AND INSTRUCTIONAL DELIVERY.
4. Jean Marie Schultz: The Role of Special Focus Sections in the Articulation of Language and Literature Courses.
5. Hiram H. Maxim: Articulating Foreign Language Writing Development at the Collegiate Level: A Curriculum-Based Approach.
6. Margit Sinka and Reinhard Zachau: An Articulation of Post-Secondary German Students: Results, Implications, and Suggestions.
Part III: ARTICULATION AND LEARNER EXPERIENCE.
7. Glenn S. Levine: Co-Construction and Articulation of Code-Choice Practices in Foreign Language Classroms.
8. Diane Beelen Woody: Language Program Articulation from the Perspective of the Learners: Constructing Coherence through the Use of a Language-Learning Portfolio.
9. Sally Seiloff Magnan, Diana Frantzen and Robin Worth: Factoring in the Previous Study of Other Foreign Languages When Designing Beginning Courses.
About the Contributors.
AAUSC Style Sheet.