Source: European Journal of Teacher Education, Volume 30, Issue 3 August 2007, pages 319 – 341
This article compares the organization and practice of primary English language teaching in Norway and The Netherlands, considering the strengths and weaknesses of the respective systems. It is based on surveys carried out in each country.
Several issues considered essential to the success of a primary EFL program are addressed, such as starting age, contact hours, teacher competence, teaching priorities, classroom practice, the use of the target language as the language of instruction , and materials used.
Special attention is given to the transition from the primary to secondary level. Although both countries share common challenges and problems, these appear to be far greater in the Netherlands than in Norway, especially with regard to continuity from primary to secondary
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