Russian Language Programs in the United States

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parallel shift in learning management. This system of stages is presented in figure 3.1.
		Figure 3.1. Stages and orientations for high school and college programs
	By focusing on the locus of learning management, transitions of all types can be made smoother. If students take an early role in managing their learning, then programs will not need to be over-designed. That is, we will be able to acknowledge all along the learning path that students are learning in different ways and probably mastering material in very individual patterns. Presumably, we will therefore not design programs where participation at level X+1 is only possible if some particular discrete component from level X has been mastered. We will build in modules for independent learning and review that will allow students to visit, or revisit, earlier portions of the curriculum. Six principles We believe that the framework outlined in figure 3.1. can provide the means to develop efficient programs for language learning careers in Russian. The principles underpinning this framework follow from one to the next and have very clear implications for their implementation. Local conditions also play a large role in the implementation of any principles. Using local conditions to modulate the principles and their implications we can arrive at institution- specific programs that will share characteristics that make it possible for