|
Russian across the high school-college juncture, and it would be an easy
organizational matter to add to the charge this committee.
A challenge to the profession will be to maintain the interest and
expertise needed to promote this framework, in whatever its form might be, as a
source of guidance in program development. At a very concrete level, there will
be an ongoing need to try to better define such components of the framework as
the lists of topical knowledge recommended for each stage. Without speculat-
ing at great length on possible broad future directions, one that comes quickly to
mind concerns the role of inter- and multidisciplinary studies and their potential
impact on the foundation of the approaches to language teaching as they
currently exist in the United States.
Finally, it will be necessary for those working on future renditions of this
framework to be fully cognizant of the work being done or already completed on
the language-specific national standards. This project was begun under the
organizational umbrella of ACTFL in 1996 following the publication of the
document Standards for Foreign Language Study earlier in the same year (see
below, in chapter 2, for more details on this process).
|
