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

1.6.1.7 Transfer to Secondary School

Records of achievement seem to be the main form of liaison between primary
and secondary schools with some mutual visits, taster lessons and
collaborative planning in some cases. However, the CILT report also stated
that in 47% ofthe LEAs there was no official liaison between primary and
secondary schools.

1.6.1.8 Conclusions Drawn from the CILT Report

The context in which some primary schools are offering 'some sort of provision'
would appear less than 'ideal'. There seems to be a clear lack of consensus on
aims and objectives and a lack of suitably qualified staff reflected in the wide
range of patterns of provision including aspects of European awareness,
language awareness and foreign language teaching. At present, there is little
continuity between primary and secondary schools. The reader might like to
compare the current scenario with the conditions identified by the Nuffield
Foundation in 1977 (see page 43) as necessary for the success of a scheme:

- clear short and long term aims and objectives
- a sufficient supply of adequately trained teachers
- adequate methodologies

- the integration of French into the whole primary school curriculum

- continuity of provision between primary and secondary school

- contact with the target culture

- the assessment of progress

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