Selection, setting and streaming in language teaching

Abstract

The progress of fourth-year pupils in two neighbouring schools was assessed over a full academic year. Within each school the gains made by an upper set were compared with those made by a lower set. In the grammar school, where sets were formed on entry to the school, the lower set's performance was inferior to that of the pupils of the comprehensive school—where mixed ability groups were kept through the first two years of French. In both schools the lower groups made gains which were just as impressive as those made by the upper groups; although of course these gains were from a lower starting base. Lower group pupils in both schools were found to be as proficient as the upper group pupils in certain skills; but these skills, largely receptive, are undervalued by present examinations. In consequence, subsequent examination results will appear to support the schools' criteria for forming sets. A relationship between attitudes, motivation and proficiency was clearly evident. Although the conclusions are based on a specific schools system, their implications have much wider applicability.