The problem of articulation is examined, including attempts that have been made to resolve it and new proposals for its resolution. In order for the discussion to be meaningful, several relevant terms are defined: articulation, horizontal articulation, vertical articulation, inter-/multidisciplinary articulation, level, learner outcomes, and performance objectives. While literature suggests that the problem is basically one of vertical articulation, this discussion examines both vertical and horizontal articulation according to specificity in stating outcomes, different teaching strategies and materials, and the need for systematic evaluation. Inter-/multidisciplinary articulation is discussed outside of these categories. Solutions are offered related to dialogue and action, the curricular process, coordination of programs, individualized instruction, textbook selection, placement of students in college classes, and achievement tests. New proposals are offered related to: (1) the statement of language proficiency outcomes, (2) the communication of expected language-proficiency outcomes between and among schooling levels and disciplines, and (3) the development of instruments and/or procedures to evaluate the proficiencies. (AMH)