Transition Survey for Level 1 (primary/elementary/preparatory school) Teachers

The School of Languages and Social Sciences, Aston University, UK, in conjunction with the British Council is carrying out survey of teachers experiences of teaching English to children between the ages of approximately 9 and 14 as they move from their initial level of compulsory schooling (usually primary/elementary school, Level 1) to the next level of the school curriculum (Level 2). This move is often called transition. Transition takes place at different stages and at a variety of ages in different countries and may involve the move from: primary/elementary school to secondary school curriculum primary/elementary school to middle school curriculum primary/elementary school to high/junior high school curriculum preparatory school to lower secondary school curriculum Because of these differences from country to country, in this project, we refer to the last year of the initial level as Level 1 and the first year of the higher level as Level 2. If you teach English to transition students at Level 1 or Level 2, we would like to invite you to complete this survey. It should take you about 20 minutes. The aim of the project is to make recommendations for improving the experience of this transition period for children and teachers and to offer practical suggestions for making the transition easier. The survey is anonymous. However, if you are willing to be contacted by us for a follow-up discussion or would like to receive a copy of the outcomes, please give your contact details at the end of the survey. If you fully complete the survey, you will also have the chance to win one of the newest books on 'teaching listening': Burns, A. & J.C. Richards (2012). Tips for teaching listening: A practical approach. White Plains, NJ: Pearson. http://www.pearson.com.au/student/english-language/product-listing-page/product-details-pa ge/?isbn=9780132314831 You can find more details on the last page of the survey. You can find out more about the project at http://www1.aston.ac.uk/lss/research/centres-institutes/language-education-research If you have any questions, please contact: Professor Anne Burns (a.c.burns@aston.ac.uk) Dr Muna Morris-Adams (m.m.adams@aston.ac.uk) Please return the completed survey per email to j.schwarz@aston.ac.uk Or post to Dr Juliane Schwarz, Centre for Language Education Research at Aston CLERA), Room N911A, School of Languages and Social Sciences, Aston University, Aston Triangle, Birmingham B4 7ET, United Kingdom

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1. ABOUT YOU
1. Country where you work: ______________________________________ 2 Your nationality: _____________________________________________ 3 Your gender: male female

4. Have you had any special training to help your students move from level 1 (primary/elementary/preparatory school) to level 2 (secondary/middle/higher/junior high/lower secondary school) English? Yes No

5. If yes, please indicate the type of training you have had in helping your students to move from level 1 to level 2 (Please tick all that apply) A special course An external workshop As part of a teaching qualification School-based training Other (Please specify)

6. Please give some information about the content of training:

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7. Which students do you currently teach (Please select the ones you teach most often if you teach both)? Level 1 (final year of primary/elementary/preparatory school) Level 2 (first year at secondary/middle/higher/junior high/lower secondary school) please complete the survey for level 2 teachers

4. ENGLISH TEACHING AT LEVEL 1: ABOUT YOUR LOCAL CONTEXT

8. In your country, approximately how many hours of English do children have each week at level 1 (final year of primary/elementary/preparatory school)?

9. In your opinion, this is: The right amount Too little Too much 10. Are the English lessons at level 1: Mostly informal (games, songs, stories) Mostly formal (grammar and vocabulary exercises, reading and writing) Both formal and informal 11. Do children take English examinations at level 1? Yes No (please go to question 14) Not sure 12. If yes, do their English examination results influence which level 2 (first year at secondary/middle/higher/junior high/lower secondary) schools they can go to? Yes No Not sure
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13. Do their English examination results influence which English class they are placed in? Yes No Not sure 14. At what age do children move from level 1 to level 2 in your country?

15. Approximately how many different level 2 schools do the children go to?

16. In your view, does English teaching at level 1 in your country prepare the students well for level 2? Yes No Maybe Please give your reasons

17. Please add any further comments about learning English and the students move from level 1 to level 2 in your local context.

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5. ENGLISH TEACHING AT LEVEL 1: ABOUT YOUR STRATEGIES TO HELP STUDENTS MOVE

18. Do you use any of the following strategies to help students move from level 1 (final year of primary/elementary/preparatory school) to level 2 (first year at secondary/middle/higher/junior high/lower secondary school) English learning?
OFTEN SOME TIMES RARELY NEVER NOT POSSIBLE

1 I find out what course books are used to teach English at level 2 school(s). 2 I contact the level 2 teachers to get copies of the syllabus /materials they use teaching English. 3 I have discussions with my students about what they will learn at level 2 schools. 4 I ask my students to tell me what they would like to practice in preparation for learning level 2 school English. 5 I work with other teachers in my school to prepare students who are moving to level 2. 6 I work with teachers in other level 1 schools to prepare students who are moving to level 2. 7 I take my students to visit their new level 2 school(s) 8 I host visits from teachers who will be teaching my students English in level 2 school. 9 I provide information in the students first language about what they can expect in level 2 school. 10 I prepare students by revising the main language points before they leave. 11 I spend time explaining to my students the differences between learning English in level 1 school and learning English in level 2 school. 12 I go to the level 2 school and help to teach some lessons to students in their first year. 13 I go to the level 2 school and observe English lessons for first year students. 14 I invite children from the first year level 2 school classes to talk to my students. 15 I organise group information sessions for parents to discuss how they can help their children learn in level 2 school. 16 I organise individual sessions for parents to discuss how they can help their children learn in level 2 schools.

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19. From the answers in 18 above, write the numbers of the most useful ideas on the line. Most useful Second most useful Third most useful ______________________ ______________________ ______________________

6. ENGLISH TEACHING AT LEVEL1: YOUR SCHOOLS STRATGIES SUPPORTING TRANSITION

20. Does your school do any of the following to support the move towards level 2 (secondary/middle/higher/junior high/lower secondary) school English? (Please tick all that apply): Yes 1 Make contact with the level 2 school English teachers? 2 Organise meetings of level 1 and level 2 English teachers? 3 Develop materials to prepare students for learning at level 2? 4 Help English teachers prepare relevant teaching materials? 5 Provide the English syllabus used at level 2 schools? 6 Host visits for students from level 2 school classes? 7 Arrange for parents to visit level 2 schools? 8 Hold information meetings for parents of students who are moving? 9 Organise workshops for final year level 1 teachers? 10 Have a policy to help students who are moving? 11 Organise visits for children to level 2 schools? No

21. Please add any other strategies that you or your school use to help your students move to learning English at level 2 schools. In particular we are interested in examples of successful experiences.

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7. ENGLISH TEACHING AT LEVEL 1: ABOUT YOUR VIEWS

22. Which of the following statements reflect your views. Tick all that apply: Moving to level 2 school English is handled well in my teaching situation Moving to level 2 school is handled poorly in my teaching situation Learning English in level 1 schools is valuable preparation for level 2 English In level 2 school English, students can easily continue what they have already learned Students who have learned English in level 1 schools will do better in level 2 schools than those who have not Students who have not learned English in level 1 schools will do just as well as those who have 23. What is your biggest challenge in your teaching of English to students who are moving to level 2 schools?

24. What is the most positive aspect of teaching of English to students who are moving to level 2 schools?

25. If you could make one recommendation to your ministry of education about how to improve students move from level 1 to level 2 school English, what would it be?

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26. If you could make one recommendation to your school about how to improve students move from level 1 to level 2, what would it be?

27. If you have any other comments about students moving from level 1 to level 2 English, please add them here.

8. ENGLISH TEACHG AT LEVEL 1: MORE INFORMATION ABOUT YOU

28. Your age: _________________________ 29. Your highest level of education: Secondary Bachelors (1st level degree) Masters (2nd level degree) Doctorate Other please specify

30. Years of experience teaching English language: 0-4 5-9 10-14 15-19 20-24 25+

31. Years of experience teaching English at level1: 0-4 5-9 10-14 15-19 20-24 25+
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Transition Survey for Level 1 Teachers

32. Type of level 1 institution you teach English in most often: Private State Other (please specify)

33. Location of your institution: Urban area Rural area 34. What kind of training have you received for teaching English (Please tick all that apply) I received training as part of my university/college qualification I did a specialist course in addition to my university/college qualification I have attended less than 10 workshops in teaching English I have attended 10 and more workshops in teaching English None Other (please specify)

9. ENGLISH TEACHING AT LEVEL 1: ABOUT YOUR CLASSES

35. How many English classes (i.e. groups of students, not lessons) do you teach each week? _______________________________ 36. How many English classes in the last year of level 1 do you teach each week? ____________________________ 37. How many children are in the last year English classes on average? (Tick one) 1-10 11-20 21-30 31-40 41-50 50+

38. How is English teaching organised in your school? I teach all subjects, including English I teach English and some subjects I only teach English Other (please specify)

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10. YOUR CONTACT DETAILS

70. If you are willing to be contacted for a follow-up interview, please give your contact details: Name: ____________________ Email Address: ________________________ 71. If you would like to receive a copy of the outcomes of the project, please leave your contact details here: Name: _____________________ Email Address:___________________________ 72. If you would like to be entered in a prize draw to win: Tips for teaching listening: A practical approach by Professor Anne Burns and A. & J.C. Richards published 2012. Please enter your details below. We will contact the winner via email. Name:______________________ Email Address:__________________________

11. THANK YOU AND FURTHER CONTACT

PLEASE FEEL FREE TO ASK OTHER COLLEAGUES TEACHING STUDENTS MOVING FROM PRIMARY TO SECONDARY SCHOOL TO COMPLETE THIS SURVEY. You can find out more about the project at: http://www1.aston.ac.uk/lss/research/centres-institutes/language-education-research If you have any questions, please contact Professor Anne Burns (a.c.burns@aston.ac.uk) Dr Muna Morris-Adams (m.m.adams@aston.ac.uk) THANK YOU YOUR HELP IS MUCH APPRECIATED
Please return the completed survey per email to j.schwarz@aston.ac.uk Or post to Dr Juliane Schwarz, Centre for Language Education Research at Aston CLERA), Room N911A, School of Languages and Social Sciences, Aston University, Aston Triangle, Birmingham B4 7ET, United Kingdom

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