2016 THE INTERCONNECTED LANGUAGE CURRICULUM: CRITICAL TRANSITIONS AND INTERFACES IN ARTICULATED K-16 CONTEXTS

Article A proficiency-based articulation project between postsecondary institutions

Authors
Hacking, Jane F.; Rubio, Fernando
Volume
2016 THE INTERCONNECTED LANGUAGE CURRICULUM: CRITICAL TRANSITIONS AND INTERFACES IN ARTICULATED K-16 CONTEXTS
Date Issued
2016-01-01
Keywords
Publisher
Heinle Cengage Learning
URI/DOI
10125/69759
PDF
Citation
Hacking, J.F., Rubio, F. (2016). A proficiency-based articulation project between postsecondary institutions. The American Association of University Supervisors, Coordinators and Directors of Foreign Languages Programs (AAUSC), 118-139. http://hdl.handle.net/102015/69759
Record Details
Full Record

View or download pdf

Abstract
In this chapter, we examine language program articulation between a major state university and the community college from which it receives the highest number of transfer students through the lens of second-semester courses in Chinese, Portuguese, and Russian. We use syllabi, course materials, and data on students’ language background and language proficiency to assess the effectiveness of current placement and transfer policies at the two institutions and outline plans to implement proficiency targets, provide curricular and pedagogical infrastructure to support these targets, and develop procedures to institutionalize proficiency testing.