Transition Course as a Pedagogical Strategy for an Equitable Transition to English Language Learning in Secondary School

Abstract

Entry into secondary education reveals differences in English proficiency resulting from unequal learning opportunities during basic education. These differences, rather than reflecting students' individual abilities, reflect heterogeneous learning trajectories related to curriculum implementation and the conditions of each school context. The objective of this chapter was to theoretically support the relevance of an induction course that fosters a more equitable transition to English language learning in secondary school. To this end, a narrative theoretical review with a critical-interpretive approach was conducted, based on scientific literature and normative documents on educational policy, school transition, inclusive education, and English language teaching. The analysis made it possible to identify that the transition between primary and secondary school is the moment when these inequalities become most visible. Based on this, an induction course is proposed, grounded in principles of inclusive education and various learning theories, as a pedagogical strategy to recognize students' prior knowledge and facilitate their incorporation into the English curriculum under more equitable conditions. The novelty of the analysis lies in articulating these perspectives to explain the origin of heterogeneous English learning trajectories.