The Teachers' Voice in Saxony-Anhalt: Perspectives on Transition from Primary to Secondary School

Autor/in	Chambers, Gary
Titel	The Teachers' Voice in Saxony-Anhalt: Perspectives on Transition from Primary to Secondary School
Quelle	In: Language Learning Journal, 46 (2018) 2, S.186-200 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2015.1017519
Schlagwörter	Elementary Secondary Education; Modern Languages; Second Language Learning; Second Language Instruction; Articulation (Education); Transitional Programs; Semi Structured Interviews; Secondary School Teachers; Professional Continuing Education; Teacher Attitudes; English (Second Language); German; Educational Practices; Educational Cooperation; Teacher Collaboration; Information Dissemination; Knowledge Base for Teaching; Competence; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Gegenwartssprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Articulation; Artikulation (Ling); Artikulation; Aussprache; Berufsfeldbezogener Unterricht; Weiterbildung; Lehrerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Deutscher; Bildungspraxis; Education; cooperation; Kooperation; Lehrerkooperation; Informationsverbreitung; Teaching theory; Theory of teaching; Unterrichtstheorie; Kompetenz; Ausland; Deutschland
Abstract	Preparation and provision for transition between primary and secondary school get mixed reviews across all subjects. The literature suggests that modern languages is an area deserving particular attention. There are examples of good practice in transition, but the general picture is, at best, patchy. Researchers [e.g. Blondin, C., M. Candelier, P. Edelenbos, R. Johnstone, A. Kubanek-German, and T. Taeschner. 1998. "Foreign Languages in Primary and Pre-school Education." London: Centre for Information on Language and Teaching Research; Hill, K., A. Davies, J. Oldfield, and N. Watson. 1998. "Questioning an early start: the transition from primary to secondary foreign language learning." "Melbourne Papers in Language Testing" 6, no. 2: 21-36; Rosenbusch, M. 1995. "Language learners in the elementary school: investing in the future." In "Foreign language learning: The Journey of a Lifetime," ed. R. Donato and R. Terry, 1-32. Lincolnwood, IL: National Textbook] confirm that this is not a country-specific issue, but one which crosses borders of countries and continents. The purpose of this article is to report on how schools in Saxony-Anhalt, Germany, have dealt with the challenge of transition. The outcomes of semi-structured interviews with 25 secondary schools teachers suggest that many of the problems in Saxony-Anhalt are the same as for other countries, not least in relation to communication between secondary and primary schools and the exchange of information on individual pupils. Our German neighbours offer models of good practice in relation to continuing professional development, clearly defined and understood teaching content and methods and the avoidance of any need for pupils to start their modern language learning experience afresh on arrival at secondary school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01