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4 - What Pupils Say about Transition (KS2–3) and What This Might Mean for CLIL

from Part II - Current Aspects of Practice in CLIL

Published online by Cambridge University Press:  27 July 2020

By
Gary N. Chambers
Edited by
Kim Bower ,
Do Coyle ,
Russell Cross  and
Gary N. Chambers
Kim Bower
Affiliation:
Sheffield Hallam University
Do Coyle
Affiliation:
University of Edinburgh
Russell Cross
Affiliation:
University of Melbourne
Gary N. Chambers
Affiliation:
University of Leeds
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Summary

This chapter addresses the following questions:

  • Why is transition important?

  • What factors need to be taken into account when considering CLIL and transition?

The proposed answers are informed by research carried out in the north of England and in Saxony-Anhalt in Germany, which gave the learners, the key stakeholders, a voice.

Research on foreign language teaching in primary schools from the 1960s to more recent times identifies transition from primary school to secondary school in this subject area as a problematic issue. CLIL, as a possible solution to the problems associated with transition, is not without its challenges. However, these are challenges worth confronting. CLIL gives real meaning to learning a foreign language and offers learners the opportunity to combine foreign language learning with the learning of other subjects. This facilitates the exploitation of the limited space on the school timetable – the primary school timetable in particular.

Keywords

transitionCLILGermanyEnglandstudent voice
Type
Chapter
Information
Curriculum Integrated Language Teaching
CLIL in Practice
 , pp. 63 - 92
Publisher: Cambridge University Press
Print publication year: 2020

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