Völlig überraschend fordert auch ein Lehrervertreter noch mehr Weiterbildung. Er findet die vorgeschlagenen Massnahmen "ausgezeichnet".
Nicht die Politiker, nicht die Fachleute der PH, nicht die Projektleitung, nicht die Lehrmittel, nicht die Schüler ... nein: Die Lehrer sind verantwortlich für die mageren Kenntnisse in den Frühfremdsprachen, Bild: Keystone
Frühenglisch: Schüler haben "big problems", Neue Luzerner Zeitung, 6.11.
Kommentar von JayneH
AntwortenLöschenAfter reading this post many questions ran through my mind
In fact,the problem could lie with any of the following facets:
1. The concept of 'Frühenglisch' (how many languages can a child be exposed to, in the case of foreign children, English could be their fourth foreign language after their mother-tongue, Swiss-German, High German),
2. The training and motivation of the teachers who, on top of all the other subjects they have to teach, they are suddenly asked to teach English as a foregin language. No mean feat for a teacher who may themselves only have a limited command of English.
3. The course materials which do not motivate and stimulate the children enough for them to achieve the targets which have been set by the Kanton, with too little attntion paid to reading and listening.
4. Too high expectations of what 4 years of Frühenglisch can realistically produce with regards to the CEFR.
Or perhaps a combination of all the above-mentioned factors, which leads me to suggest Cantons need to re-evaluate their policies with regards to early English and set more realistic targets, and invest in the right kind of training for their teachers and motivating course materials.