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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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The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.