Uncommonly Taught Languages

The development of high school Japanese language programs (JLPs) in Oregon has been remarkable since the 1980s. However, high school students educated in Japanese face problems of articulation as they enter the JLP at the University of Oregon. Because little attention has been paid to the problem of articulation, a study of these students ' problems is necessary. This thesis presents statistical and analytical interpretations of the situation, focusing on how high school students function in high school JLPs and how high school Japanese educated students perform in college. Survey data were collected from students and teachers i