Ran Zhao, Matthew D. Coss, Henry Ruan, Bailu Li, Jing Ma
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Examining secondary–postsecondary articulation of Chinese language programs: A survey of US college placement procedures
This study reports the results of a national survey of the types and uses of assessments for matriculating secondary students into college Chinese language programs. In addition to providing an overview of college placement procedures obtained from 35 college Chinese programs, the survey also probed into the rationales behind the varied placement procedures across different colleges and universities, the range of commonly used standardized tests and related policies and perceptions, and the perceived effectiveness of such practices by 125 secondary and 74 postsecondary instructors. Our analysis identifies both practices that hinder high school students' smooth transition to college and practices that facilitate the transition and achieve optimal placement in postsecondary Chinese programs. Based on analyses of convergent and divergent practices and perspectives, we recommend a series of principles and strategies for more effective secondary-postsecondary articulation of Chinese language programs in the United States.
期刊介绍:
Dedicated to the advancement of language teaching and learning, Foreign Language Annals (FLA) seeks to serve the professional interests of classroom instructors, researchers, and administrators concerned with the learning and teaching of languages at all levels of instruction. The journal welcomes submissions of the highest quality that report empirical or theoretical research on language learning or teaching, that describe innovative and successful practice and methods, and/or that are relevant to the concerns and issues of the profession. FLA focuses primarily on language education for languages other than English.