Informacja

Drogi użytkowniku, aplikacja do prawidłowego działania wymaga obsługi JavaScript. Proszę włącz obsługę JavaScript w Twojej przeglądarce.

Przeglądasz jako GOŚĆ
Tytuł pozycji:

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

Tytuł :
The Teachers' Voice in Saxony-Anhalt: Perspectives on Transition from Primary to Secondary School
Autorzy :
Chambers, Gary
Źródło :
Language Learning Journal, v46 n2 p186-200 2018. 15 pp.
Dostępność :
Not available from ERIC
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
URL :
http://dx.doi.org/10.1080/09571736.2015.1017519
Recenzowane naukowo :
Y
ISSN :
0957-1736
Deskryptory :
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
Abstractor :
As Provided
Liczba referencji :
29
Język :
English
Liczba stron :
15
Education Level :
Elementary Secondary Education
Typ publikacji :
Journal Articles; Reports - Research; Tests/Questionnaires
Kod czasopisma :
JAN2020
Data wpisu :
2018
Numer akcesji :
EJ1172658
Czasopismo naukowe
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.

Ta witryna wykorzystuje pliki cookies do przechowywania informacji na Twoim komputerze. Pliki cookies stosujemy w celu świadczenia usług na najwyższym poziomie, w tym w sposób dostosowany do indywidualnych potrzeb. Korzystanie z witryny bez zmiany ustawień dotyczących cookies oznacza, że będą one zamieszczane w Twoim komputerze. W każdym momencie możesz dokonać zmiany ustawień dotyczących cookies