AAUSC 2004 Language Program Articulation

Language program articulation, i.e., how the skills level (1st and 2nd year courses) integrate with the content level (3rd and 4th year) is a metric used to evaluate the strength of a language department. Goals of successful articulation are both to provide a smooth transition between levels, and, by so doing, to encourage retention up the curriculum. Annual journal of the AAUSC. Contains articles on the topic of advanced foreign-language learning. In this edition, we are updating the overall design (cover and interior) of the journal, which has had the same look throughout the series.

Acknowledgments	p. v
Editorial Board	p. vi
Introduction: From Description to Theory	p. vii
Overall Models of Program Articulation	p. 1
The Role of the Language Program Director Within a Three-Dimensional Model of Articulation	p. 2
The Theory of Constraints Thinking Process: An Approach to the Challenges of Curriculum Articulation	p. 21
Articulating Study Abroad: The Depth Dimension	p. 44
Articulation, Curricular Content, and Instructional Delivery	p. 59
The Role of Special Focus Sections in the Articulation of Language and Literature Courses	p. 60
Articulating Foreign Language Writing Development at the Collegiate Level: A Curriculum-Based Approach	p. 78
An Articulation Study of Post-Secondary German Students: Results, Implications, and Suggestions	p. 94
Articulation and Learner Experience	p. 109
Co-Construction and Articulation of Code Choice Practices in Foreign Language Classrooms	p. 110
Language Program Articulation from the Perspective of the Learner: Constructing Coherence Through the Use of a Language Learning Portfolio	p. 131
Factoring in Previous Study of Other Foreign Languages when Designing Introductory Courses	p. 149
Contributors	p. 172
AAUSC Style Sheet	p. 175
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AAUSC 2004 Language Program Articulation

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