| Popis: |
The thesis explores the experiences and beliefs of pupils and teachers for languages at the primary to secondary school transition in England. The academic aspects of transition (for languages and more broadly) are examined in the literature review and emerge as areas of concern and inadequacy with issues relating to progression, continuity, appropriateness of pedagogy and cross-phase communication and liaison. This exploratory case study adopts an interpretivist paradigm to investigate pertinent aspects of language learning including the perceived aims of Primary Languages; current provision, liaison and assessment activity; and pupils’ self-efficacy and enjoyment of languages as they transfer from primary to secondary school. The study focuses on pupils’ beliefs and experiences of language learning in four cases, each comprising one secondary school and two feeder primary schools. Pupil and teacher questionnaires and semi-structured interviews were administered at three points during this transition: the end of pupils’ final year in primary school, and the beginning and end of their first year at secondary school. Whilst pupils’ transition for languages emerged as patchy, inconsistent, and inadequate in three of the four cases, pupils in one case had a contrasting experience and exhibited higher levels of enjoyment and self-efficacy for languages than in the other cases. The work contributes knowledge about pupils’ beliefs of language learning at a pivotal period in their language education. The case studies and cross-case analysis offer a novel exploration of the important issues in transition for languages and relationships between these issues. In the conclusion, the thesis gives critical consideration to how the findings might inform current and future practices and debates relating to transition for languages and successful language learning in primary schools at the advent of compulsory language learning for all pupils in state-maintained schools in England in Key Stage 2 (aged 7-11 years). |
