Examining secondary–postsecondary articulation of Chinese language programs: A survey of US college placement procedures

• Ran Zhao ^[1] ; Matthew D. Coss ^[2] ; Henry Ruan ^[4] ; Bailu Li ^[3] ; Jing Ma ^[5]
  1. [1] University of Virginia

     University of Virginia

     Estados Unidos

     
  2. [2] Michigan State University

     Michigan State University

     City of East Lansing, Estados Unidos

     
  3. [3] Arizona State University

     Arizona State University

     Estados Unidos

     
  4. [4] Loomis Chaffee School
  5. [5] United Educators for Housing and Literacy (UEHL)

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• Localización: Foreign language annals, ISSN 0015-718X, Vol. 56, Nº. 3, 2023, págs. 690-719
• Idioma: inglés
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• Resumen

  • 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.