Transition in Modern Languages from Primary to Secondary School: The Challenge of Change

Autor/in	Chambers, Gary
Titel	Transition in Modern Languages from Primary to Secondary School: The Challenge of Change
Quelle	In: Language Learning Journal, 42 (2014) 3, S.242-260 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2012.708052
Schlagwörter	Modern Languages; Second Language Learning; Second Language Instruction; Teacher Attitudes; Educational Policy; Educational Change; Change Strategies; Instructional Leadership; Articulation (Education); Elementary Education; Secondary Education; Interviews; Familiarity; Foreign Countries; Language Teachers; United Kingdom (England) + Suchen Sie Ihr Suchwort? Gegenwartssprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Lehrerverhalten; Politics of education; Bildungspolitik; Bildungsreform; Lösungsstrategie; Instruction; Leadership; Bildung; Erziehung; Führung; Articulation; Artikulation (Ling); Artikulation; Aussprache; Elementarunterricht; Sekundarbereich; Interviewing; Interviewtechnik; Ausland; Language teacher; Sprachunterricht
Abstract	This article reports on in-depth interviews conducted with 12 teachers of modern languages in relation to how they dealt with the challenge of transition from primary to secondary school, with special reference to modern foreign languages. Findings suggest that only one of the 12 secondary schools was well placed to facilitate a smooth transition, with appropriate communication and collaboration strategies in place. The remainder of the sample, however, showed evidence of problematic issues such as poor liaison between primary and secondary schools leading to ill-informed arrangements for transition. Teachers' perception of any identifiable policy in relation to transition seems to be unclear. Practice appears generally ineffective. The literature of leadership of large-scale educational change is exploited in an attempt to find out why. The teachers interviewed provide an evidence base to inform a realistic and urgently needed transition strategy. This article contains important messages for a global readership about transition specifically and approaches to change implementation more generally. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10