Publication Date
3-1-2007
Abstract
Articulation has been an important issue for our profession since the 1960s. In order to improve the transition from high school to college, administrators and practitioners have often focused on coordinating instructional content. Such an approach, however, might neglect the underlying causes of articulation problems. This article addresses the foundational issue of instructional approaches. Interviews with several students enrolled in a transition class at a large state university showed that their high school classes were often fundamentally different in terms of homework, vocabulary and grammar learning, use of the target language, the degree of independent learning, in-class activities, classroom participation, and the relationship between teacher and students as well as among students. In some cases, these factors had profound effects on students’ ability to transition into the new program, thereby underscoring the need to broaden our articulation efforts and consider instructional strategies as an important component.
Recommended Citation
Arnold, Nike
(2007)
"Student Perspectives on Foundation Issues in Articulation,"
Dimensions: Vol. 42, Article 4.
Available at:
https://digitalcommons.kennesaw.edu/dimensions/vol42/iss1/4