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Early L2 start - Coggle Diagram
Early L2 start
Transition from primary to secondary school
successful transition depends on
motivation
continuous development
can be problematic
possible problematic aspects
instruction not matched to proficiency level
lack of communication between primary and secondary school teachers
abrupt shift from student-centred to teacher-directed lessons
different proficiency outcomes from primary schools
primary school L2 teachers might not be well-trained enough
Nikolov (2017)
raising interest is easier than keeping motivation
Pfenninger and Lendl’s (2017)
students tested at the end of primary school and at the beginning of secondary school
no problem with the change of teaching
Does a new start equal to the loss of "old" knowledge?
undervaluing the brough L2 knowledge
repetition of primary school content and activities
students' sense of progress
enjoying English at the same time
secondary school might reduce inequalities between groups
variability in the amount and quality of FL teaching at primary school
possibility of having to start instruction all over again from sratch
What does display a significant role in primary school data?
school diversity
class diversity
mixed ability classes
individual variation
implicit-explicit dichotomy
learning, teaching or knowledge?
implicit
automatic and powerful mechanism
knowledge that can be assessed quickly
inferring the rules without awareness
intensive exposure is still needed
explicit
consciously understanding the material
resource-intensive
attention needed
processing of information in the working memory
more mature learners have been considered better learning explicitly
Intensity versus quantity of instruction
few hours a week of exposure to a new language does not get you a high level of L2
a shift from low-input to intensive programs
classes lasting of several hours a day
different names, length
CLIL as a general construct
'bilingual' exposure as an intensive exposure
CLIL as immersion
proficiency in both the language and the subject
consensus: higher level of L2
Netten and Germain’s (2004)
intensive VS non-intensive L2 French programs
intensive programs as more effective
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immersion students
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Why CLIL?
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