A Dedicated English Portfolio for a Bilingual Primary School. A Project-in-Progress to Address the Transition Challenge and Augment the Agency of Learners at a Bilingual Primary School (and Other Primary Schools)

Skorge P (2020)
PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung 2(4): 11-25.

Zeitschriftenaufsatz | Veröffentlicht | Englisch
 
Download
OA 1.02 MB
Abstract / Bemerkung
A bilingual primary school has initiated a project to address the “transition challenge” the children at the school, all of whom have bilingual classes from the start of Year One on, will face in the subject English when they go to secondary school. Working with researchers, a teacher from the school is developing a flexible, easily adaptable self-assessment portfolio that learners are able to present at secondary school so that their new English teachers can build on what the children have learnt and can do. This contribution relates some of the decisions and experiences this project-in-progress entailed in its first implementation with children in Years One and Two. For example, the project team observed informally that working with the portfolio and reflecting on their learning process and progress promotes the children’s agency and autonomy. While the portfolio is a practical instrument initiated at grassroots level, the data gathered are undoubtedly of interest to researchers and provide evidence of the benefits of starting English in Year One, and of an inclusive, across-the-board, immersive bilingual policy.
Erscheinungsjahr
2020
Zeitschriftentitel
PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung
Band
2
Ausgabe
4
Seite(n)
11-25
eISSN
2629-5628
Page URI
https://pub.uni-bielefeld.de/record/2969099

Zitieren

Skorge P. A Dedicated English Portfolio for a Bilingual Primary School. A Project-in-Progress to Address the Transition Challenge and Augment the Agency of Learners at a Bilingual Primary School (and Other Primary Schools). PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung. 2020;2(4):11-25.
Skorge, P. (2020). A Dedicated English Portfolio for a Bilingual Primary School. A Project-in-Progress to Address the Transition Challenge and Augment the Agency of Learners at a Bilingual Primary School (and Other Primary Schools). PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung, 2(4), 11-25. https://doi.org/10.4119/pflb-3434
Skorge, Patricia. 2020. “A Dedicated English Portfolio for a Bilingual Primary School. A Project-in-Progress to Address the Transition Challenge and Augment the Agency of Learners at a Bilingual Primary School (and Other Primary Schools)”. PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung 2 (4): 11-25.
Skorge, P. (2020). A Dedicated English Portfolio for a Bilingual Primary School. A Project-in-Progress to Address the Transition Challenge and Augment the Agency of Learners at a Bilingual Primary School (and Other Primary Schools). PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung 2, 11-25.
Skorge, P., 2020. A Dedicated English Portfolio for a Bilingual Primary School. A Project-in-Progress to Address the Transition Challenge and Augment the Agency of Learners at a Bilingual Primary School (and Other Primary Schools). PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung, 2(4), p 11-25.
P. Skorge, “A Dedicated English Portfolio for a Bilingual Primary School. A Project-in-Progress to Address the Transition Challenge and Augment the Agency of Learners at a Bilingual Primary School (and Other Primary Schools)”, PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung, vol. 2, 2020, pp. 11-25.
Skorge, P.: A Dedicated English Portfolio for a Bilingual Primary School. A Project-in-Progress to Address the Transition Challenge and Augment the Agency of Learners at a Bilingual Primary School (and Other Primary Schools). PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung. 2, 11-25 (2020).
Skorge, Patricia. “A Dedicated English Portfolio for a Bilingual Primary School. A Project-in-Progress to Address the Transition Challenge and Augment the Agency of Learners at a Bilingual Primary School (and Other Primary Schools)”. PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung 2.4 (2020): 11-25.
Alle Dateien verfügbar unter der/den folgenden Lizenz(en):
Creative Commons Namensnennung - Weitergabe unter gleichen Bedingungen 4.0 International Public License (CC BY-SA 4.0):
Volltext(e)
Access Level
OA Open Access
Zuletzt Hochgeladen
2024-07-03T10:44:14Z
MD5 Prüfsumme
f2f34e48aaaa55f02ed58f8a21fe755d


Link(s) zu Volltext(en)
Access Level
OA Open Access

Export

Markieren/ Markierung löschen
Markierte Publikationen

Open Data PUB

Suchen in

Google Scholar