Exploring the transition from primary to secondary school: Insights into the perspectives of young foreign language learners
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Abstract
Many European countries prioritize early foreign language exposure. In Austria, primary school pupils start learning English from year one. However, transitioning to secondary school poses challenges including limited communication between primary and secondary teachers, widespread heterogeneity in language levels, and an abrupt shift in teaching methods. In this study, we sought to accompany 35 young learners in their experiences of the transition from primary to secondary in a qualitative case study drawing on a participatory approach using focus groups in order to facilitate learners’ agency. Thus, students’ voices shaped the research focus, enabling a co-constructed understanding of knowledge in an iterative cycle. The findings show that the socialisation process within this transition phase affected all children in terms of adjusting to new rules, organization, orientation, teachers, and breaks. The data also revealed some domain-specific factors in respect to English as a foreign language, such as a lack of preparedness as well as a shift of methods, didactics, materials and intensity. The data suggest that future transition programmes should focus not only on academic preparedness but also on social and emotional support for young learnerss during this critical phase. Early exposure also facilitates the initiation of collaboration, co-production, and communication between schools and teachers. It also allows for a smoother transition and helps meet young learners where they are, considering their individual realities, expectations, and preferences, which in turn mitigates stressful moments in a phase of changes.
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