Investigating the Transition from Elementary to Secondary School: Student Perspectives of the Continuum and Receptive Language Proficiency

Autor/inn/en	Jaekel, Nils; van Ackern, Isabelle; Schurig, Michael; Markus, Ritter
Titel	Investigating the Transition from Elementary to Secondary School: Student Perspectives of the Continuum and Receptive Language Proficiency
Quelle	In: Language Learning Journal, 50 (2022) 6, S.747-762 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jaekel, Nils) ORCID (Schurig, Michael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2021.1879906
Schlagwörter	Second Language Learning; Language Proficiency; Elementary School Students; FLES; Student Characteristics; Secondary School Students; Student Attitudes; Teaching Methods; Alignment (Education); Foreign Countries; Receptive Language; English (Second Language); Prior Learning; Cognitive Ability; Expectation; Anxiety; Learning Experience; Student Needs; Germany + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Sekundarschüler; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Rezeptive Kommunikationsfähigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Vorkenntnisse; Denkfähigkeit; Expectancy; Erwartung; Angst; Lernerfahrung; Deutschland
Abstract	With the growing popularity of early foreign language learning (EFLL) programmes in elementary schools, the transition to secondary school constitutes a crucial bridge. Ensuring a smooth transition that builds on students' L2 language proficiency and gradually shifts pedagogical approaches is key for long-term success. The present study examines students' perceptions of the transition (N = 763) two months after they switched to secondary school in Germany. Analyses included descriptive statistics and logistic regression, which controlled for the impact of individual learner characteristics. Students' receptive language proficiency was assessed to investigate its relationship with students' perceptions at this early stage of the transition. Results showed that few students perceived the transition as a disruption from their prior experience, while 43% identify both similarities and changes. Looking forward to English in secondary school and higher cognitive functions decreased the odds of perceiving the transition as a disruption. Students with lower receptive language proficiency were more likely to perceive the transition as a disruption. Pedagogical implications include policymakers providing better guidance on expectations. Initial language assessments at the beginning of the transition, paired with questionnaires gauging students' expectations, fears and prior experience, may support teachers in better addressing their students' language needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01