Modern Languages Transition from Primary to Secondary School: The German Pupils’ Voice

Abstract

Transition from primary to secondary school poses a range of challenges for children, parents and teachers. Transition in relation to modern languages, given the subject’s comparatively new place on the timetables of primary schools in England, raises its own specific issues. The purpose of this British Academy funded study was to find out what pupils in Saxony-Anhalt, Germany, thought about transition. The same 34 pupils were interviewed in Year 4 (age 10) at primary school and again in Year 5 (age 11) at secondary school. They reported their enjoyment of English lessons at both primary and secondary school, although work got harder following transition. Provision was consistent across primary and secondary schools. English was the language taught in all primary schools. Teachers had undergone English-specific training, including time spent in England. Regular assessment ensured that pupils were aware of their attainment in English. Participation in Open Days at the secondary school led to primary pupils feeling comfortable about the transfer to secondary school. Well managed though transition appeared to be, this study identified some areas where improvements could be made, for example, in relation to communication and collaboration between primary and secondary colleagues.