Cover not available

In:Early Language Education in Instructed Contexts: Current issues and empirical insights into teaching and learning languages in primary school
Edited by Stefanie Frisch and Karen Glaser
[Language Learning & Language Teaching 62] 2025
► pp. 306–327

Get fulltext
PDF logo with download linkDownload Chapter PDF
EPUB logo with download linkDownload Chapter EPUB

Chapter 14
The transition from primary school bilingual programmes to regular foreign language lessons in secondary school

A longitudinal perspective

 | Friedrich-Alexander-Universität Erlangen-Nürnberg
 | Julius-Echter-Gymnasium Elsenfeld
 | Friedrich-Alexander-Universität Erlangen-Nürnberg
Open Access logo
Available under the Creative Commons Attribution-NonCommercial-NoDerivatives (CC BY-NC-ND) 4.0 license.

For any use beyond this license, please contact the publisher at rights@benjamins.nl.

Published online: 22 May 2025
DOI logo with link
https://doi.org/10.1075/lllt.62.14ste
Abstract
Due to changes in teaching and assessment, the transition from primary to secondary school may significantly affect pupils’ proficiency in and their attitudes towards English as a foreign language. This longitudinal study followed 69 pupils moving from bilingual CLIL programmes in primary school to regular English (EFL) lessons in Years 5 to 7. Questionnaire data revealed that these pupils maintained positive attitudes towards both CLIL programmes and EFL lessons. Additionally, 81 secondary school EFL teachers reported that their CLIL pupils continued to outperform peers from non-CLIL programmes in English listening, reading, and speaking skills by Year 7. The results suggest that primary school CLIL programmes may have long-term positive effects when pupils subsequently receive adequate support in secondary school EFL lessons.
Article outline
  • 1.Introduction
  • 2.Theoretical background
    • 2.1The transition from primary to secondary school
    • 2.2The transition from bilingual primary school
      to EFL secondary school programmes
    • 2.3Questionnaire data on foreign language learning and teaching in primary and secondary schools
  • 3.Research aims and methodology
    • 3.1Research questions
    • 3.2The context of the present study
    • 3.3Data collection
    • 3.4Participants
    • 3.5Test materials
    • 3.6Data analysis
  • 4.Results
    • 4.1CLIL pupils’ attitudes towards CLIL lessons in primary school
      and EFL lessons in secondary school
      • 4.1.1CLIL pupils’ retrospective attitude towards bilingual learning in primary school
      • 4.1.2CLIL pupils’ current attitude towards English and EFL lessons in secondary school
      • 4.1.3CLIL pupils’ preferred activities in EFL lessons
    • 4.2EFL teachers’ rating of CLIL programmes
      and CLIL pupils’ FL competences
      • 4.2.1EFL teachers’ rating of CLIL programs
      • 4.2.2EFL teachers’ rating of CLIL pupils’ FL competences
  • 5.Discussion
    • 5.1CLIL pupils’ responses regarding CLIL lessons in primary school and EFL lessons in secondary school
    • 5.2EFL teachers’ responses on CLIL pupils’ FL competences
    • 5.3Limitations of the study and suggestions for further research
  • 6.Conclusion and implications for early language learning and teaching
  • References
References (53)
References
Arribas, M. (2016). Analysing a whole CLIL school: Students’ attitudes, motivation, and receptive vocabulary outcomes. Latin American Journal of Content and Language Integrated Learning, 9, 267–292. Google Scholar logo with link to Google Scholar
Bastkowski, M. (2022). The EFL transition from primary to secondary school. In T. Summer & H. Böttger (Eds.), English in primary education: Concepts, research, practice (pp. 91–115). University of Bamberg Press. [URL].
Bayerisches Staatsministerium für Unterricht & Kultus (2022a). Bayerns Schulen in Zahlen 2021/2022. Reihe A, Heft 73. [URL]
(2022b). Der beste Bildungsweg für mein Kind. Informationen zum Übertritt von der Grundschule an weiterführende Schulen. [URL]
Bayern Bilingual (n.d.). Bilingualer Unterricht in Bayern. [URL]
BIG-Kreis (2009). Fremdsprachenunterricht als Kontinuum. Der Übergang von der Grundschule in die weiterführenden Schulen. Domino.Google Scholar logo with link to Google Scholar
Böttger, H., & Müller, T. (2020). Schulversuch Lernen in zwei Sprachen. Bilinguale Grundschule Englisch Bayern. Abschlussbericht der wissenschaftlichen Evaluation. [URL]
(2023). Learning in two languages: A long-term study at Bavarian bilingual elementary schools. In J. Estrada Chichón & F. Zayas Martínez (Eds.), Handbook of research on training teachers for bilingual education in primary schools (pp. 208–236). IGI Global. Google Scholar logo with link to Google Scholar
Böttger, H. (2009). Verbindungsanfragen: Teaching English im Übergang von der Grundschule zur Sekundarstufe I. What’s new? Das Englisch-Magazin, 4, 12–13.Google Scholar logo with link to Google Scholar
Brunsmeier, S. (2019a). Der Übergang von Klasse 4 nach 5 aus der Sicht von Lehrkräften. In A. Kolb & M. Legutke (Eds.), Englisch ab Klasse 1 — Grundlage für kontinuierliches Fremdsprachenlernen (pp. 189–209). Narr Francke.Google Scholar logo with link to Google Scholar
(2019b). Der Übergang von Klasse 4 nach 5 aus der Sicht von Schüler*innen. In A. Kolb & M. Legutke (Eds.), Englisch ab Klasse 1 — Grundlage für kontinuierliches Fremdsprachenlernen (pp. 155–188). Narr Francke.Google Scholar logo with link to Google Scholar
Busse, V. (2017). Plurilingualism in Europe: Exploring attitudes toward English and other European languages among adolescents in Bulgaria, Germany, the Netherlands, and Spain. The Modern Language Journal, 101, 566–582. Google Scholar logo with link to Google Scholar
Chambers, G. (2016). Modern languages transition from primary to secondary school: The German pupils’ voice. Literacy Information and Computer Education Journal, 7, 2284–2294. Google Scholar logo with link to Google Scholar
Council of Europe (2018). Common European Framework of Reference for Languages: Learning, teaching and assessment. Language Policy Unit.Google Scholar logo with link to Google Scholar
Courtney, L. (2017). Transition in modern foreign languages: a longitudinal study of motivation for language learning and second language proficiency. Oxford Review of Education, 43, 462–481. Google Scholar logo with link to Google Scholar
Dausend, H. (2017). Übergänge im frühen Englischunterricht. Fremdsprachen Lehren und Lernen, 46, 70–84.Google Scholar logo with link to Google Scholar
DESI-Konsortium (Eds., 2008). Unterricht und Kompetenzerwerb in Deutsch und Englisch. Ergebnisse der DESI-Studie. Beltz.
Gardner, R. C. (1985). Social psychology and second language learning. Edward Arnold.Google Scholar logo with link to Google Scholar
Haß, F. (2016). Fachdidaktik Englisch: Tradition — Innovation — Praxis (2nd ed.). Klett.Google Scholar logo with link to Google Scholar
Helmke, A., Schrader, F., Wagner, W., Nold, G., & Schröder, K. (2008). Selbstkonzept, Motivation und Englischleistung. In DESI-Konsortium (Eds.), Unterricht und Kompetenzerwerb in Deutsch und Englisch. Ergebnisse der DESI-Studie (pp. 244–257). Beltz.Google Scholar logo with link to Google Scholar
Hempel, M., Kötter, M., & Rymarczyk, J. (2017). Fremdsprachenunterricht in der Grundschule in den Bundesländern Deutschlands: Eine Bestandsaufnahme des Status quo und seiner gewünschten Weiterentwicklung. Peter Lang. Google Scholar logo with link to Google Scholar
Höfener, J., Hüninghake, R., & Ritterfeld, U. (2019). Wie entwickelt sich die Motivation von Schülerinnen und Schülern zum Englischlernen im ersten Jahr der Sekundarstufe I? Zeitschrift für Fremdsprachenforschung, 30, 97–116.Google Scholar logo with link to Google Scholar
ISB (Staatsinstitut für Schulqualität und Bildungsforschung München 2023). LehrplanPlus Bayern. [URL]
Jaekel, N. (2015). Use and impact of language learning strategies on language proficiency: Investigating the impact of individual difference variables and participation in CLIL streams. [URL]
Jaekel, N., van Ackern, I., Schurig, M., & Ritter, M. (2021). Investigating the transition from primary to secondary school: student perspectives of the continuum and receptive language proficiency. The Language Learning Journal, 50, 747–762. Google Scholar logo with link to Google Scholar
Kersten, K., & Rohde, A. (2013). On the road to nowhere: The transition problem of bilingual teaching programmes. In D. Elsner & J.-U. Keßler (Eds.), Bilingual learning and CLIL in primary school (pp. 93–117). Narr.Google Scholar logo with link to Google Scholar
Klimova, B. (2021). An insight into online foreign language learning and teaching in the era of COVID-19 pandemic. Procedia Computer Science, 192, 1787–1794. Google Scholar logo with link to Google Scholar
KMK (Kultusministerkonferenz) (2013). Fremdsprachen in der Grundschule — Sachstand und Konzeptionen 2013. [URL]
Kolb, A. (2011). Kontinuität und Brüche: Der Übergang von der Primar- in die Sekundarstufe im Englischunterricht aus der Perspektive von Lehrkräften. Zeitschrift für Fremdsprachenforschung, 22, 145–175.Google Scholar logo with link to Google Scholar
Kunter, M., & Pohlmann, B. (2009). Lehrer. In E. Wild (Ed.), Pädagogische Psychologie (pp. 261–282). Springer. Google Scholar logo with link to Google Scholar
Lasagabaster, D., & Sierra, J. M. (2009). Language attitudes in CLIL and traditional EFL classes. International CLIL Research Journal, 1, 4–17.Google Scholar logo with link to Google Scholar
Lee, J., Lee, H., & Lo, Y. (2023). Effects of EMI-CLIL on secondary-level students’ English learning: A multilevel meta-analysis. Studies in Second Language Learning and Teaching, 13, 317–345. Google Scholar logo with link to Google Scholar
Möller, J., Fleckenstein, J., Hohenstein, F., Preusler, S., Paulick, I., & Baumert, J. (2018). Varianten und Effekte bilingualen Lernens in der Schule. Zeitschrift für Erziehungswissenschaft, 21, 4–28. Google Scholar logo with link to Google Scholar
Muñoz, C. (2017). The development of language awareness at the transition from primary to secondary school. In M. García Mayo (Ed.), Learning foreign languages in primary school: Research insights (pp. 49–68). Multilingual Matters. Google Scholar logo with link to Google Scholar
Pfenninger, S. E. (2014). The misunderstood variable: Age effects as a function of type of instruction. Studies in Second Language Learning and Teaching, 4, 529–556. Google Scholar logo with link to Google Scholar
Pfenninger, S. E., & Lendl, J. (2017). Transitional woes: On the impact of L2 input continuity from primary to secondary school. Studies in Second Language Learning and Teaching, 7, 443–469. Google Scholar logo with link to Google Scholar
Pfenninger, S., & Singleton, D. (2019). Making the most of an early L2 starting age. Journal of Language Teaching for Young Learners, 1, 111–138. Google Scholar logo with link to Google Scholar
Roters, B., & Trautmann, M. (2014). Professionalität von (Fremdsprachen-)Lehrkräften — Theoretische Zugänge und empirische Befunde. Fremdsprachen Lehren und Lernen, 43, 51–65.Google Scholar logo with link to Google Scholar
Rumlich, D. (2016). Evaluating bilingual education in Germany: CLIL students’ general English proficiency, EFL self-concept and interest. Peter Lang. Google Scholar logo with link to Google Scholar
Schurtz, I., & Artelt, C. (2014). Die Entwicklung des Fachinteresses Deutsch, Mathematik und Englisch in der Adoleszenz: Ein personenzentrierter Ansatz. Journal of Childhood and Adolescence Research, 3, 285–301. Google Scholar logo with link to Google Scholar
Steiner, E., & Benesch, M. (2021). Der Fragebogen: Von der Forschungsidee zur SPSS-Auswertung (6th ed.). UTB. Google Scholar logo with link to Google Scholar
Steinlen, A., Schürmann, J., & Piske, T. (2023). Wie geht es in Klasse 5 weiter? Vorläufige Ergebnisse der Anschlussuntersuchung zur Bilingualen Grundschule Englisch. In H. Böttger & N. Schlüter (Eds.), Fortschritte im frühen Fremdsprachenlernen (pp. 227–236). Schriftbild.Google Scholar logo with link to Google Scholar
Steinlen, A. & Piske, T. (2022). Bilingual programmes in primary schools. In T. Summer & H. Böttger (Eds.), English in primary education: concepts, research, practice (pp. 69–90). University of Bamberg Press. Google Scholar logo with link to Google Scholar
(subm.). Anschlussuntersuchung zum Schulversuch Lernen in zwei Sprachen — Bilinguale Grundschule Englisch: Abschlussbericht. FAU Erlangen-Nürnberg.
Stiftung Bildungspakt Bayern (n.d.). Bilinguale Grundschule Englisch — Lernen in zwei Sprachen. [URL]
Stöckli, G. (2004). Motivation im Fremdsprachenunterricht. Eine theoriegeleitete empirische Untersuchung in 5. und 6. Primarschulklassen mit Unterricht in Englisch und Französisch. Sauerländer.Google Scholar logo with link to Google Scholar
Sullivan, A. L., & Weeks, M. R. (2019). Differentiated instruction for young English learners. In S. Garton & F. Copland (Eds.), The Routledge handbook of teaching English to young learners (pp. 125–137). Routledge.Google Scholar logo with link to Google Scholar
Thaler, E. (2012). Englisch unterrichten: Grundlagen, Kompetenzen, Methoden. Cornelsen.Google Scholar logo with link to Google Scholar
Trentlage, J. (2019). BRITIBI: Eine Studie zur Ermittlung des Bedarfs bilingualer Unterrichtsangebote ab Klasse 5. University of Braunschweig. Google Scholar logo with link to Google Scholar
Uka, A. & Uka, A. (2020). The effect of students’ experience with the transition from primary to secondary school on self-regulated learning and motivation. Sustainability, 12, 8519. Google Scholar logo with link to Google Scholar
Wesche, M. B. (2002). Early French immersion: How has the original Canadian model stood the test of time? In P. Burmeister; T. Piske & A. Rohde (Eds.), An integrated view of language development (pp. 357–379). WVT.Google Scholar logo with link to Google Scholar
Wilden, E. & Porsch, R. (2020). Teachers’ self-reported L1 and L2 use and self-assessed L2 proficiency in primary EFL education. Studies in Second Language Learning and Teaching, 10, 631–655. Google Scholar logo with link to Google Scholar
Zaunbauer, A., Gebauer, S., Retelsdorf, J., & Möller, J. (2013). Motivationale Veränderung von Grundschulkindern in Englisch, Deutsch und Mathematik im Immersions- und Regelunterricht. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 45, 91–102. Google Scholar logo with link to Google Scholar
Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue