This so called "transition" is not easy for both students and teachers, and frequently depend on the goodwill of all.
It is important to institutionally address transition between stages of primary and secondary education in order to provide continuity and consistency to ESl curriculum. In addition, there are many difficulties at the primary and secondary schools to coordinate and host transition programs, and lots of problems appear in students and families. Finally, it summarizes the set of objectives and actions should include preventive programs such as the experience gained by the authors in their respective institutes.
The School of Languages and Social Sciences, Aston University, UK, in conjunction with the British Council is carrying out survey of teachers’ experiences of teaching English to children between the ages of approximately 9 and 14 as they move from their initial level of compulsory schooling (usually primary/elementary school, Level 1) to the next level of the school curriculum (Level 2).
If you teach English to "transition" students at Level 1 or Level 2, may you interested in participating in this 20 minutes survey, with the aim develop a preventive program and to make recommendations for improving the experience of this transition period for children and teachers and to offer practical suggestions for making the transition easier.
Link to the survey Transition in ELT.
The survey is anonymous. However, if you are willing to be contacted by a follow-up discussion or would like to receive a copy of the outcomes, you can give your contact details at the end of the survey.
The study is lead by Professor Anne Burns (firstname.lastname@example.org) and Dr Muna Morris-Adams (email@example.com). This study will take a first step towards addressing key factors in transition by looking at international policy and practices, in order to answer the following questions:
- How do ELT curriculum/policy documents inform transition from primary to secondary levels?
- What are the main teaching and learning issues that primary and secondary teachers perceive about transition?
- What are ELT teachers’ perceptions of their roles and responsibilities in relation to transition and what challenges do they face?
- What similarities and differences in transition issues can be identified across different international contexts?
The answer to these questions will contribute towards answering two further questions:
- What local solutions to transition issues have the potential for international relevance?
- How can these solutions be used to inform teacher education and training for transition?
This is a "tough cookie" and any help will be very appreciated!