Both SKH Yan Laap Primary School and SKH Lam Woo Memorial Secondary School aspired to boost the English proficiency of their senior primary and junior secondary students respectively.
The two schools believed that “Learning is by no means limited to the classroom and levels.” and “the more able students should stretch their ability to acquire knowledge and skills beyond what they learn in the classroom.” (English Language Education Key Learning Area Curriculum Guide). The two schools also agreed that “to help create a language rich environment to support life-wide learning”, they needed to “provide opportunities for learners to interact with one another in English”.
Both schools were keen on organising some enrichment classes for their students.However, human resource constraints are always a brain teaser. To maximise existing human resources to further develop students’ English language proficiency, the two neighbouring schools decided to work collaboratively on a cross –key stage reading programme. The secondary students became the reading tutors for the primary students.
The two schools aimed at:
- developing students’ reading, speaking and thinking skills;
- further improving the English proficiency of their higher ability students;
- motivating their students to read more English books;
- helping the primary students to meet the challenges of the secondary curricula which involve lots of reading of significantly longer and more complicated texts;
- providing opportunities for primary students to learn with/ from the secondary students and consolidating secondary students’ language skills through tutoring;
- providing opportunities for primary and secondary English teachers to communicate.
The aims of our action research project were to investigate the extent to which cross-age tutoring could benefit both the secondary students (tutors) and the primary students (tutees) and whether the programme could help the primary students develop useful reading skills to help them bridge the gap between primary and secondary school of the secondary curricula (using English as medium of instruction).
Strategies used
1. Cross-age tutoring
Definition
Cross-age tutoring involves higher grade level students (usually better readers who are two or three grades older), under the teachers’ guidance, helping younger students (little readers) (Cairo & Craig, 2005; Cohen, 1986; Fager, 1996; Gaserta-Henry, 1996; Gaustad, 1992, 1993; Haluska & Gillen, 1995; Juanita, 2004; Juel, 1991; Lancy & Nattiv, 1992; Newell, 1996; Rekrut, 1994; Topping, 1988).
Benefits of using cross-age tutoring
Research studies show that cross-age tutoring is an effective learning tool by which both the tutors and tutees can flourish. The following table was adapted from Cairo & Craig, 2005; Cohen, 1986; Fager, 1996; Gaserta-Henry, 1996; Gaustad, 1992, 1993; Haluska & Gillen, 1995; Juanita, 2004; Juel, 1991; Lancy & Nattiv, 1992; Newell, 1996; Rekrut, 1994; Topping, 1988:
Benefits tutors receive |
Benefits tutees receive |
- positive reading attitudes and habits
- an authentic reason for practicing in order to improve their reading performance
- opportunities to practice and improve communication skills
|
- increased academic mastery (organizing materials to teach facilitates long-term retention, aids in the formation of a more comprehensive and integrated understanding, reinforces knowledge base and skills)
- increased self-esteem, confidence, and sense of adequacy as a result of making a meaningful contribution and being named a tutor
- a new or increased sense of responsibility and awareness for what teachers must do to transmit knowledge to students
|
- increased academic mastery
- increased self-esteem as a result of having an older, higher-status friend
- increased praise, feedback, and encouragement over what they might receive from one teacher
- skills demonstrated instead of just verbalized
- immediate feedback, answers to questions and corrections
|
2. Cross-key stage tutoring
One of the greatest academic demands made of the S1 students is English proficiency. Students think that the S.1 textbooks are too difficult. This is due to the fact that the amount of English taught and used in primary schools is usually very much less than that used in secondary schools where the curriculum, or at least parts of it is delivered through the medium of English (Bridging English across Primary and Secondary Education,1996, P.3-5).
To help the students deal with the problem of inadequate English proficiency to handle the secondary curricula, additional learning opportunities outside the classroom such as “big sister/brother” schemes, or tutorials led by senior students to help the weaker groups’ can be adopted (Bridging English across Primary and Secondary Education, 1996. P.12-13).
3. An enrichment programme which consists of reading & speaking elements
If the students are very bright and if the teachers want to help prepare these students for a change in the medium of instruction in S1, it is suggested that teachers can find out from the S1 curriculum the reading and writing skills required in the various subjects, and give extra guidance and assignments to develop these skills. Reading clubs or reading sessions with various activities such as recital practices, or shared-reading, provide students with extra opportunities for speaking English (Bridging English across Primary and Secondary Education, 1996, P.23). |
