Providing students with a coherent learning experience throughout the undergraduate program requires more than an amalgamation of courses in language, culture, linguistics, and literature; it requires deliberate efforts aimed at achieving and maintaining program articulation. Such efforts are facilitated when stakeholders have an understanding of the factors contributing to articulation and the ways in which those factors interact. Paesani & Barrette's (2005) model of foreign language program articulation serves to identify these contributing factors and explains how they interact with one another to enhance or impede articulation. To provide a concrete example of the interaction of many of the factors in the model, I will summarize key elements of Georgetown University's extensive German program revision. Finally, attendees will be invited to discuss the Paesani & Barrette model and the Georgetown example in relation to Cornell's language programs to provide an opportunity for attendees to identify obstacles and aids to articulation in their own institutional context.

Professor Barrette has suggested two readings to provide context for her talk:

Paesani, Kate, and Barrette, Catherine M. 2005. " Introduction: From Description to Theory."
In Barrette, Catherine M., and Paesani, Kate (eds.), Language Program Articulation: Developing a Theoretical Foundation. Boston: Thomson-Heinle, vii-xii.An overview of relevant terminology and reference to numerous descriptive reports of articulation. Paesani & Barrette's model of articulation can be found in this volume as well.


Developing Multiple Literacies curriculum project (Department of German, Georgetown University). A detailed description of the goals, process, and outcomes of the project, found in the introduction, summary, and chronology.

In the first part of this workshop, we will briefly explain a few concepts in media handling: file type, codec, bitrate, video size, and file size. We worked from a handout on all this material. Then we will demonstrate a couple of tools that download and convert YouTube videos. Finally, we will demonstrate some typical editing actions in Quicktime. There will be instruction sheets available for downloading the programs and editing in Quicktime. All the instruction sheets and other materials about LRC services are online. Most of the workshop time will be allocated to individual work by teachers, with one-on-one LRC assistance when requested. Teachers will be able to work on the platform - Mac or PC - of their choice.

Traditionally, foreign language (FL) reading was an ability that many language instructors took for granted, in part because it was viewed as a silent, passive skill. Since the early 1980s research in FL reading has revealed that it is a complex process involving multiple, interacting factors. The most comprehensive reading models illuminate the importance of both linguistic and affective variables. In my presentation I examine theory and research concerning the multifarious nature of FL reading with adults and explain the interactive models. I then move to a discussion on how to assess FL reading. Research has not yet revealed the perfect test to measure reading comprehension, and consequently to be able to capture a true depiction of reading, a variety of assessment tasks are needed. I discuss my research on the merits and shortcomings of different assessment tasks frequently used to measure both reading skills and comprehension, and based on data driven evidence, I offer suggestions on how instructors can use a self-assessment inventory and metacognitive questionnaire to diagnose strengths and weaknesses of individual readers. I will also discuss different aspects of the MLA report that address reading.

Professor Brantmeier has suggested various sources as introduction to the topic of foreign and second language reading. She wrote a review of publications for the last year which is online at the journal "Reading in a Foreign Language." She guest edited a volume in this journal with Keiko Koda also. And here is a paper she wrote about reading and self-assessment.