A Critical Examination of the Beliefs about Learning a Foreign Language at Primary School

3.7.3 Continuity

What if there were continuity between primary and secondary schools?

The problem of continuity between primary and secondary schools has already
been mentioned in the opening chapter within the context of the Pilot Scheme
and the current situation in England. The fact that early starters are generally in
the same classes with children starting a foreign language at secondary school
is commonly regarded as one of the main 'obstacles' to success. However, it
was also reported earlier that researchers in Scotland found that the initial
'gains' did not last much beyond the first year at secondary school, one would
assume despite the fact that the Scottish Pilot endeavoured to guarantee
continuity as much as possible. The reader will remember that one of the Local
Education Authority advisers in the 1995 CILT survey had stated that by the end
of the first year the older starters have caught up with the early starters. There
is also much anecdotal evidence from colleagues in schools that by the end of
the first year at secondary school the later starters have usually caught up with
the early starters even in contexts where early starters have been taught
separately. In any case, the concept of 'continuity' would seem to require
further clarification in terms of ∞ntinuity of what? Language, methods or both?

3.7.4 Choice of Language

What if children had been learning a different language? It is commonly known
that not all children are equally motivated (or unmotivated) to Ieam a particular
foreign language. Children in primary schools normally do not choose a foreign
language but a language is chosen for them with, as has been seen, choice

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