Examining secondary–postsecondary articulation of Chinese language programs
A survey of US college placement procedures
Bibliographic Data
| ID | 8935867 |
|---|---|
| Authors | Ran Zhao (0000-0002-8224-2091, East Asian Languages, Literatures & Cultures University of Virginia Charlottesville Virginia USA), Matthew D Coss (0000-0001-9475-5532, Department of Languages, Literatures, and Cultures Michigan State University East Lansing Michigan USA, corresponding author), Henry Ruan (Modern and Classical Languages Department Loomis Chaffee School Windsor Connecticut USA), Bailu Li (EdPlus at ASU Arizona State University Tempe Arizona USA), Jing Ma (0000-0002-3306-8525, Research and Development United Educators for Housing and Literacy (UEHL) San Francisco California USA) |
| Year | 2023 |
| Volume | 56 |
| Issue | 3 |
| Pages | 690-719 |
| Publication date | 2023-08-03 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.12709 |
| OpenAlex | W4385553353 |
| Language | EN |
| References cited | 13 |
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
Articulation (sociology · Higher education · Language proficiency · Mathematics education · Medical education · Pedagogy · Political science · Postsecondary education · EFL/ESL Teaching and Learning · Medicine · Multilingual Education and Policy · Psychology · Student Assessment and Feedback
Comparison studies of typing and handwriting in Chinese language learning
Starting College, Quitting Foreign Language
Lost in transition
Changes in language learning beliefs during a transition to tertiary study
Foreign Language Program Articulation; Current Practice and Future Prospects
Why Learning To Write Chinese Is a Waste of Time
The Practicality and Efficiency of Web‐Based Placement Testing for College‐Level Language Programs
College‐level placement for heritage language learners
Toward Useful Assessment and Evaluation of Heritage Language Learning
Oral proficiency levels of first‐year entering college students with and without Advanced Placement scores
Chinese L2 Literacy Development
| Citation velocity | historical |
|---|---|
| Highly cited | No |