2004 LANGUAGE PROGRAM ARTICULATION: DEVELOPING A THEORETICAL FOUNDATION

Article The role of special focus sections in the articulations of language literature courses

Author
Schutlz, Jean Marie
Volume
2004 LANGUAGE PROGRAM ARTICULATION: DEVELOPING A THEORETICAL FOUNDATION
Date Issued
2004-01-01
Keywords
Publisher
Thompson & Heinle
URI/DOI
10125/69610
PDF
Citation
Schutlz, J.M. (2004). The role of special focus sections in the articulations of language literature courses. The American Association of University Supervisors, Coordinators and Directors of Foreign Languages Programs (AAUSC), 60-77. http://hdl.handle.net/102015/69610
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Abstract
In this chapter the author explores the multiple issues involved in the vertical and interdisciplinary articulation of language programs, particularly from intermediate-level language courses to the advanced-level reading and composition course. After tracing some of the impediments to effective articulation, including the definition of articulation itself, textbook issues, and practical constraints, the author proposes a multi-dimensional model for achieving smooth vertical and interdisciplinary articulation. Finally, a sample intermediate-level French focus section serves to illustrate the model.