A proficiency-based articulation project between postsecondary institutions

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Title:	A proficiency-based articulation project between postsecondary institutions
Authors:	Hacking, Jane F. Rubio, Fernando
Date Issued:	01 Jan 2016
Publisher:	Heinle Cengage Learning
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
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.
URI:	http://hdl.handle.net/10125/69759
Volume:	2016
Appears in Collections:	2016 THE INTERCONNECTED LANGUAGE CURRICULUM: CRITICAL TRANSITIONS AND INTERFACES IN ARTICULATED K-16 CONTEXTS

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