A proficiency-based articulation project between postsecondary institutions

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.