The proficiency of English instruction in Switzerland's secondary education system.
In Switzerland, the landscape of English language education in public schools is as diverse as the country's mountains and landscapes. This diversity is reflected in the quality of English lessons, the number of hours dedicated to English, and the background of English teachers.
One striking feature is the predominance of non-native English speakers among English teachers. Most English teachers in Swiss public schools are native speakers of German, French, or Italian. However, some English teachers may also have a thick German accent, insisting on teaching UK English, as suggested by anecdotal evidence.
The Swiss obligatory school system, which includes two years of kindergarten and lasts for 11 years, sets the foundation for English language learning. English lessons begin in primary school, although the age varies across Switzerland. In most of the country, children start learning English from age 7 or 8, but in Geneva, they begin at age 11.
The number of hours of English lessons in secondary schools is not fixed. In Zurich's secondary schools, for instance, the weekly number of hours is not consistent, and it depends on the student's academic orientation. Similarly, in Geneva's secondary schools, the number of hours dedicated to English is not fixed either.
The quality of English lessons in Swiss secondary schools is a topic open for discussion, as views may vary. According to the EF English Proficiency Index, Switzerland is ranked as a 'high efficiency' nation in terms of English language skills. However, some argue that the simultaneous learning of two foreign languages, as required by Swiss law, might be a factor contributing to Switzerland not being on par with 'very high efficiency' countries.
The RTS public broadcaster conducted an analysis suggesting that this gap could be due to the simultaneous learning of two foreign languages. Studies show that students in Switzerland make up for any deficiencies in English proficiency later on. Teaching in Zurich's secondary schools, for example, centers on developing the four core English language skills: listening, speaking, reading, and writing.
The canton of Zurich has notably changed its education policy by stopping early French teaching in primary school and suggesting teaching French from secondary school. This implies different demands on language instruction hours, including English. Other cantons such as Appenzell have also taken similar steps. Zurich pioneered early English teaching but has faced criticism for the mix of languages and hours required.
This suggests variation among cantons in the amount and timing of English instruction, with Zurich and its neighboring cantons adjusting hours differently than others like Bern or Appenzell. As a result, there is no uniform answer to how well kids speak English when they leave school. Much depends on the level of instruction they received and their own learning capacities.
In conclusion, English language education in Swiss schools presents a diverse landscape, with varying hours of instruction, a mix of native and non-native English teachers, and a decentralized approach to teaching English due to the country's federal structure. Despite these challenges, students in Switzerland are able to make up for any deficiencies in English proficiency later on, demonstrating the resilience and adaptability of Swiss education.
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