Exploratory study
Flemish young people start the English lessons in secondary education with a very diverse prior knowledge. But how diverse is this prior knowledge?
This exploratory research project examines what can be found in international research about the initial situation of children and young people prior to formal instruction.
In addition, it is examined what a test that wants to measure the initial situation of students could look like. This will be done through literature research (including research of existing tests) and discussions with stakeholders.
At the end of the project, a framework containing the conditions and characteristics of such an assessment will be drawn up.
Follow-up study
These students will take a proficiency test and a test that assesses receptive vocabulary knowledge. The students and parents will also complete a questionnaire that assesses the children's characteristics and environmental factors. During the project, there is regular coordination with various actors from the field.
Through this research, the prior knowledge of English of PE students (before the start of SE) will be systematically mapped for the first time.
The results of this descriptive research will lead to insights into the initial situation of children with regard to the school subject of English. A report is drawn up and policy recommendations are formulated. In addition, the results will be made public through an article and participation in a conference.
The results of this research will also influence various course units within the Bachelor of Education: Primary Education and Bachelor of Education: Secondary Education programmes.
Valorisation
The valorisation project False Beginners will draw up an overview document based on the main findings of the PWO project False Beginners. This checklist primarily wants to draw attention to productive skills (especially speaking) within initiation English in primary education.
With this overview, the primary education teacher (but also pedagogical supervisors and primary education policy makers) can concretely start making targeted English initiation teaching material. To clarify the checklist, we also make three language activities that serve as an illustration, as a clear example of the characteristics of good language initiation.
Research realisations and publications
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