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The role of special focus sections in the articulations of language literature courses
|Title:||The role of special focus sections in the articulations of language literature courses|
|Authors:||Schutlz, Jean Marie|
|Date Issued:||01 Jan 2004|
|Publisher:||Thompson & Heinle|
|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|
|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.
|Appears in Collections:||
2004 LANGUAGE PROGRAM ARTICULATION: DEVELOPING A THEORETICAL FOUNDATION|
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