Investigating the transition from elementary to secondary school: student perspectives of the continuum and receptive language proficiency
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Investigating the transition from elementary to secondary school : student perspectives of the continuum and receptive language proficiency. / Jaekel, Nils ; van Ackern, Isabelle; Schurig, Michael; Markus, Ritter.
I: Language Learning Journal, Bind 50, Nr. 6, 2022, s. 747-762.Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt
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TY - JOUR
T1 - Investigating the transition from elementary to secondary school
T2 - student perspectives of the continuum and receptive language proficiency
AU - Jaekel, Nils
AU - van Ackern, Isabelle
AU - Schurig, Michael
AU - Markus, Ritter
N1 - Publisher Copyright: © 2021 Association for Language Learning.
PY - 2022
Y1 - 2022
N2 - 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.
AB - 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.
KW - Early foreign language learning
KW - individual differences
KW - transition
UR - http://www.scopus.com/inward/record.url?scp=85101230195&partnerID=8YFLogxK
U2 - 10.1080/09571736.2021.1879906
DO - 10.1080/09571736.2021.1879906
M3 - Journal article
AN - SCOPUS:85101230195
VL - 50
SP - 747
EP - 762
JO - Language Learning Journal
JF - Language Learning Journal
SN - 0957-1736
IS - 6
ER -
ID: 362228643