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Collaborative Partnerships for Articulation: Asking the Right Questions
Author(s) -
Corl Kathryn A.,
Harlow Linda L.,
Macián Jan L,
Saunders Donna M.
Publication year - 1996
Publication title -
foreign language annals
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.258
H-Index - 49
eISSN - 1944-9720
pISSN - 0015-718X
DOI - 10.1111/j.1944-9720.1996.tb02321.x
Subject(s) - articulation (sociology) , plan (archaeology) , process (computing) , pedagogy , psychology , mathematics education , sociology , political science , computer science , geography , archaeology , politics , law , operating system
Ohio's Collaborative Articulation and Assessment Project (CAAP) was designed to address the problems and weaknesses that have traditionally accompanied the transition between secondary and postsecondary language instruction. In addition, it seeks to provide students with the opportunity to study a foreign language and culture in a continuous, efficient sequence from their secondary through their postsecondary years. This article describes: 1) the goals of the CAAP project; 2) the collaborative, process‐oriented approach used to define issues of concern; 3) activities that led to the development of an articulation plan; and 4) recommendations for enhancing articulation.