Transition in modern languages from primary to secondary school: the challenge of change

Abstract

This article reports on in-depth interviews conducted with 12 teachers of modern languages in relation to how they dealt with the challenge of transition from primary to secondary school, with special reference to modern foreign languages. Findings suggest that only one of the 12 secondary schools was well placed to facilitate a smooth transition, with appropriate communication and collaboration strategies in place. The remainder of the sample, however, showed evidence of problematic issues such as poor liaison between primary and secondary schools leading to ill-informed arrangements for transition. Teachers’ perception of any identifiable policy in relation to transition seems to be unclear. Practice appears generally ineffective. The literature of leadership of large-scale educational change is exploited in an attempt to find out why. The teachers interviewed provide an evidence base to inform a realistic and urgently needed transition strategy. This article contains important messages for a global readership about transition specifically and approaches to change implementation more generally.

Acknowledgements

I should like to thank the school-based colleagues who gave up their valuable time to participate in this research project, as well as those students from the 2009/2010 PGCE cohort, whose assistance was invaluable. I should also like to thank my friends and colleagues, Simon Borg, Martin Wedell, David Sugden and Martin Lamb, for their help, guidance and encouragement.

Notes

1. Pupils in Year 11 (age 16) are given study leave in the second half of the summer term to prepare for external examinations, thus freeing up some time on their teachers’ timetable.