Discusses the relationship between high schools and universities. Examines some ways in which both institutions could help the other in the area of improving second language instruction. (EKN)

It is argued that foreign language study has failed to secure a central place in the American curriculum partly because of a lack of articulation from elementary through university studies, possibly because of a lack of universally accepted methods for assessing language development. Department chairs are encouraged to recreate an articulated…

Describes the efforts of the New York State Association of Foreign Language Teachers' Articulation Committee to develop a statewide framework for foreign language instruction and testing for secondary and postsecondary programs through such activities as cooperation with state education agencies and universities, symposia, and reviews of relevant…

Describes how a language house can function as a cultural center by encouraging interdisciplinarity and cultural studies and by providing a locus for campus-wide events and outreach to local high schools. (Author/VWL)

Stresses the importance of articulation for strengthening students' accomplishments in foreign languages. Discusses the need for a K-16 foreign language plan across the United States. (Author/VWL)

Discusses results of a national study that tracked students from eighth grade through the first 2 years of college. Findings strengthen arguments for working on articulation and advocating early language learning. (Author/VWL)

Reports a survey on student perceptions of articulation effectiveness which furnished data on three topics: (1) percentage of students who had to start a foreign language over in college; (2) reasons for dropping back, or articulation problems between secondary and postsecondary education; and (3) placement methods. (SED)

Describes a pilot project to deal with the problem of articulating postsecondary language study. This project consists of 1 elementary school immersion teacher and 21 foreign language teachers from high schools and colleges. The project has the potential of effecting a statewide adoption of proficiency standards and an improvement in the quality…

Provides an overview of Japanese second-language instruction in the United States. Suggests that, despite the quality and amount of resources, many Japanese programs are in an unstable situation. Discusses a project in Colorado that is working toward the common goals of Japanese instruction at the secondary and postsecondary levels. (Author/VWL)

Discusses a cooperative effort to solve the articulation problems among participating institutions of higher education and to dispel the stereotypes impeding these efforts. Participants value highly the collegial exchange afforded by the project and feel that the project reduced their professional isolation. Teachers instituted changes in…

This article examines the problems of the intermediate-level foreign-language course as well as student attitudes and goals derived from survey data. (33 references) (CK)

Presents a case study of the business Japanese program for intermediate and advanced students at the University of Utah. Notes that when offering courses in Japanese, colleges are challenged on how to cope with diversification for the purpose of study, specifically in business Japanese courses. Concludes that it is imperative that American…

Argues that a gap exists in university-level foreign-language curriculum that requires a "bridge," that is, a course designed to take students from where they are to where they should be to study for a foreign-language major and describes the bridge course in Hispanic culture at the University of New Mexico. (four references) (CK)

Nine comments are offered in response to "Standards for Foreign Language Learning: Preparing for the 21st Century" (1996). Issues discussed include teacher preparation, articulation, standards implementation, and standards in higher education. (Author/VWL)

Analyzes 15 ongoing foreign language program articulation projects that demonstrate what can be accomplished toward establishing coherent sequences, goals, and assessments. (51 references) (CK)