Many foreign language departments have developed innovative curricula with the goal of overcoming two-tiered structures that often separate language instruction at the lower levels from upper division content coursework. However, language departments rarely extend their articulation efforts to include pre-collegiate experiences even though recent educational reforms have significantly altered not only the skill sets, but also needs and expectations of students entering college. In addition to attending to vertical interfaces, successful language curricula integrate horizontally with academic and professional units outside the language department. This volume furthers the existing knowledge base on the collegiate foreign language curriculum by providing a K-20 perspective on the achievement of curricular coherence. It is intended for a broad audience, but in particular language program directors, to help them address the critical transitions that language learners face during their progression from public schools through undergraduate programs and into graduate education.

Acknowledgments.
Editorial Board.
Annual Volumes of Issues in Language Program Direction.
Abstracts.
INTRODUCTION.
Beyond the Collegiate Foreign Language Department: Horizontal and Vertical Transitions for 21st Century Learners (Per Urlaub - University of Texas-Autsin & Johanna Watzinger-Tharp – University of Utah).
PART I: HORIZONTAL ARTICULATION.
Internationalizing the Curriculum at Home: Transcultural Exploration in a French-German Course (Sébastien Dubreil & Maria Stehle). The Shared Course Initiative: Curricular Collaborations Across Institutions (Nelleke Van Deusen-Scholl & Stephane Charitos). Connection-Making in Foreign Language Learning: Structured Reflection in a Collegiate German Program (Cori Crane). High School Students’ Perceptions of Language Learning in a Spanish Immersion Program (Lucy Johnson).
PART II: VERTICAL ARTICULATION.
Implications of the AP World Language Tenets for University Programs (Christina Frei, Glenn Levine, Heather Willis Allen, & Bridget Swanson). A Proficiency-based Articulation Project between Postsecondary Institutions (Jane Hacking & Fernando Rubio). The Roadmap to Mainstreaming Dual Language Immersion in Rhode Island (Sigrid Berka & Erin Papa). Confronting Literacy in Chinese as a Foreign Language (Michael Everson)

Many foreign language departments have developed innovative curricula with the goal of overcoming two-tiered structures that often separate language instruction at the lower levels from upper division content coursework. However, language departments rarely extend their articulation efforts to include pre-collegiate experiences even though recent educational reforms have significantly altered not only the skill sets, but also needs and expectations of students entering college. In addition to attending to vertical interfaces, successful language curricula integrate horizontally with academic and professional units outside the language department. This volume furthers the existing knowledge base on the collegiate foreign language curriculum by providing a K-20 perspective on the achievement of curricular coherence. It is intended for a broad audience, but in particular language program directors, to help them address the critical transitions that language learners face during their progression from public schools through undergraduate programs and into graduate education.