The Achievement Level for English in Dutch Primary Schools.

A study examined the differences in the way teachers use grammar-based courses and communicative courses of English language instruction in Dutch primary schools, and the differences in the achievement levels of children taught by the various methods. Eight standard curricula commonly used in Dutch schools and using either communicative or grammar-based approaches or a combination of the two were included in the investigation. For each curriculum, the classroom techniques, themes, and topics were compared and a score reflecting tae degree of communicative approach used was calculated. Student achi,.avement levels on proficiency tests in listening, reading, writing, and speaking based on the content of the eight courses were compared. Results suggest that it does not make much difference which curriculum is used for English instruction at the primary level, but that the amount of time spent on English does matter. Teacher proficiency and experience are also seen as significant factors in student achievement. (MSE) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ***********************************************************************