The role of special focus sections in the articulations of language literature courses
| dc.contributor.author | Schutlz, Jean Marie | |
| dc.date.accessioned | 2020-12-14T23:09:24Z | |
| dc.date.available | 2020-12-14T23:09:24Z | |
| dc.date.issued | 2004-01-01 | |
| dc.description.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. | |
| dc.identifier.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 | |
| dc.identifier.uri | http://hdl.handle.net/10125/69610 | |
| dc.publisher | Thompson & Heinle | |
| dc.title | The role of special focus sections in the articulations of language literature courses | |
| dc.type | Article | |
| dc.type.dcmi | Text | |
| prism.endingpage | 77 | |
| prism.startingpage | 60 | |
| prism.volume | 2004 |
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