The Problem of Continuity in FLT between Primary and Secondary Education in the Netherlands

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  • オランダの初等・中等教育における英語教育の連携問題
  • オランダ ノ ショトウ チュウトウ キョウイク ニ オケル エイゴ キョウイク ノ レンケイ モンダイ

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Abstract

Foreign Language Teaching (FLT) in primary education is now widely practised all over the world. As a result, many countries have to consider the question of continuity in FLT from primary to secondary education. The Netherlands introduced 'English' in primary education as a compulsory subject in 1986, but since then the problem of continuity from primary to secondary education has been the subject of much criticism. To solve this problem, the Dutch have been taking a multilateral approach. This paper describes chronologically the various facts which are relevant to this problem in the Netherlands, in order to provide basic materials for considering the same problem with respect to Japan, where FLT in primary education is about to begin. In particular, this paper deals with the issues of attainment targets, national assessment of proficiency levels and the development of textbooks. In respect of textbooks, a task analysis showed that, generally speaking, the characteristics of tasks have been made more uniform between the final level of primary education and the first level of secondary education.

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