2025 AAAL Conference Presentation—K-16 World Language Program Articulation in the United States
March 22 @ 10:40 am
K-16 World Language Program Articulation in the United States
Date & Time: March 22, 2025 | 8:40 a.m. Mountain Standard Time
Location: AAAL, Denver, CO
Presenter(s):Jamie Morgan (Center for Applied Linguistics)
Rachel Myers (Center for Applied Linguistics)
Jenna Bushton (Center for Applied Linguistics)
Description:
Although articulation between the K–12 and post-secondary levels can bolster enrollment in post-secondary language courses and promote proficiency attainment for language learners (Strawbridge et al., 2019), more research is needed on best practices for building, sustaining, and advocating for effective K–16 world language program articulation.
This poster presents findings from the first year of a three-year research study to identify program models and practices that strengthen K–16 world language program articulation in the United States. This part of the study addresses the following research questions:
- What is the landscape of K–16 world language program articulation in the United States?
- What are higher education practices for crediting previous world language study?
- What is the current state of world language enrollments in institutions of higher education?
To investigate these research questions, we conducted a literature review and gathered information from state, district, and individual school/institution web pages, examining existing articulation practices and policies within and across high schools, community colleges, and four-year institutions of higher education.
Findings presented in the poster will focus on higher education practices for recognizing and crediting previous world language study, collaborative agreements between schools/institutions, and the relationship between articulation and enrollment.
Presenters will discuss implications of the findings and how they can be used to overcome barriers to articulation, support diverse learners following non-traditional paths to language learning, and improve and expand instruction in world languages.
Strawbridge, T., Soneson, D., & Griffith, C. (2019). Lasting effects of pre‐university language exposure on undergraduate proficiency. Foreign Language Annals, 52(4), 776-797.
