Foreign Language Program Articulation

Few matters induce more dialogue among foreign language educators than the problem of students' transition between levels of language study. Secondary school teachers worry about how best to prepare their students for the demands of postsecondary language study. College instructors struggle with how to integrate a diversely prepared freshman population into their curriculum.

The mission of this volume has been to assemble the theory, research, and vision of leaders in the field of foreign language articulation into a single volume which will benefit foreign language educators, students, program administrators, and researchers by presenting models of the most recent articulation efforts in the United States. Readers are provided with practical suggestions for facilitating placement at the local level, and offered theoretical direction for the future. The scope of this work is broad enough to reflect the experience and observations of most educators grappling with placement issues, while chapter themes offer concrete and theoretical insight into many individual facets of articulation.

Presents models of the most recent articulation efforts in the United States, providing readers with practical suggestions for facilitating placement at the local level and offering theoretical direction for the future.

Booknews

Researchers and instructors of foreign language in the US grapple with perennial problems associated with students changing from one level of study to another. They discuss such matters as a brief history of the standardized test, using the national standards, the South Carolina project for improved articulation, efforts in New York State, foreign language articulation and the social climate, and the need for new and curricular bases. Annotation c. Book News, Inc., Portland, OR (booknews.com)

CAROLYN GASCOIGNE LALLY is Assistant Professor of French, University of Nebraska at Omaha.