Chambers, GN orcid.org/0000-0002-6076-5211 (2018) The Teachers’ voice in Saxony-Anhalt: perspectives on transition from primary to secondary school. The Language Learning Journal, 46 (2). pp. 186-200. ISSN 0957-1736
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 (eg Blondin et al., 1998; Hill et al., 1998; Rosenbusch, 1995) 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.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2015 Association for Language Learning. This is an Accepted Manuscript of an article published by Taylor & Francis in The Language Learning Journal on 18th March 2015, available online: http://www.tandfonline.com/10.1080/09571736.2015.1017519. |
Keywords: | transition; Saxony-Anhalt; teachers' voice; primary modern foreign languages; teacher beliefs |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 02 Nov 2016 16:29 |
Last Modified: | 13 Mar 2018 16:17 |
Status: | Published |
Publisher: | Taylor and Francis |
Identification Number: | 10.1080/09571736.2015.1017519 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:106490 |