Die Ausgestaltung einer Reform - Innensichten auf die Einführung von Englisch in Deutschschweizer Primar- und Sekundarschulen

Abstract

The article recaps key findings of the research project „Multilingualism, Identities and Language Learning in Swiss Schools and Communities“ and discusses selected practical implications. Transcribed sequences of classroom interaction highlight the distinction between content-focused and structure-oriented work. In order for the implementation of English in the primary schools to be successful in the long term, teaching methodology needs to be coherent and take pupils’ desire to engage with more substantive topics seriously. The transition between primary and secondary school deserves special attention if key promises of the reform, such as equal opportunity in foreign language learning, are to be fulfilled.