Language Assistants in bilingual schools

Language Assistants in Bilingual Schools in Andalucía José Antonio Alcalde, Bilingual Coordinator Elizabeth Therese Gaughan, Language Assistant La Arboleda Secondary School, Lepe (Huelva) SPAIN Importance of Language Assistants  Language assistants are valuable as native speakers of the target language. They effortlessly model correct English and are able to pick up on errors or unnatural speech that a nonnative teacher may not notice.  Language assistants are especially important as speaking and pronunciation models. Through language assistants, students are exposed to native accents, natural intonations, and authentic vocabulary and usage.  Language assistants serve as a primary source on the culture of their home countries. Conversations and lessons about holidays, customs, and history are much more interesting coming from someone with personal experience.  Language assistants assist teachers by collaborating to plan lessons, create materials, and teach in class. They also provide language and moral support in the classroom and help teachers in improving their language competence.  Language assistants bring fresh ideas and techniques to the school. They can draw on their own experiences both as students and teachers to share suggestions for activities, games, strategies, and projects that may be different and new for the teachers and students. Qualities of an Outstanding Language Assistant  Desirable qualities in a language assistant are that they are personable and outgoing.  Language assistants should be openminded in regard to new ideas and cultural differences.  It’s important to be flexible. Schedules change, lessons don’t go right, and technology doesn’t cooperate… language assistants need to be ready to go with the flow!  Language assistants should be proactive and participative. The teachers and students will appreciate fresh, new ideas!  Creativity is key. Language assistants generally are involved in creating a lot of materials and must find different ways to adapt language and locate and implement resources.  Language assistants should like being around children. Whether assigned to a primary or secondary school, they will be around kids all day.  It’s helpful to have an interest and/or experience in teaching or working with young people.

Programs that Provide Assistantships  Though there are different ways for language assistants enter the program, their duties are the same regardless.  CIEE—Council on International Educational Exchange  Ministry of Education of Spain  Regional Education Departments  Comenius Programme 20092010 Statistics  The total number of language assistants in Andalucía for the 20092010 school year is 1037. This number is going up every year.  Number of language assistants in each province: Almería: 96 Córdoba: 96 Huelva: 89 Málaga: 170 Cádiz: 146 Granada: 112 Jaén: 103 Sevilla: 203  Number of language assistants according to language: English: 820 French: 148 German: 38 Others: Italian, Chinese  The most typical countries of origin are the United States, United Kingdom, France, Germany, Belgium, Ireland, and Austria. Duties  The general purpose of a language assistant is to share their language and culture throughout the school. This is done both in class with students and in simply socializing with coworkers.  Language assistants have a 12 hour weekly schedule from October to May. These hours are usually spread over three or four days a week. The schedule is arranged with the bilingual coordinator at the beginning of the school year and is made to best suit both the assistant and the school.  Language assistants cooperate with teachers in bilingual classes, prepare materials, and conduct conversation lessons. They may also be asked to give presentations, chaperone school trips, and help with student exchanges. During special events like multicultural week, science fair, etc., additional help from language assistants is always appreciated. Prior to Arrival  Using this time to thoroughly prepare will make things go much smoother upon arrival.  During the summer, it’s a good idea for schools to provide language assistants with a Welcome Pack by internet. The Welcome Pack should contain information about their assigned school and town, the duties they will be

expected to carry out, and some suggestions for things to do in their free time. The Welcome Pack should also explain bureaucratic issues like obtaining identification and opening a bank account.  Language assistants and their host schools can make their first contact by email. They can use this time to introduce themselves to their host school, inquire about materials that they should bring, and find out more information about their destination.  It’s important for language assistants to plan their budget as it takes at least a month to receive their first payment. They should bring enough money to pay for their rent, food, telephone, etc. for one or two months. Getting Settled  Language assistants can find housing with the help of past language assistants, new contacts at school, and internet/paper advertisements. Some language assistants book a hostel or other shortterm lodging for a week or two until they get settled. Facebook can be a very useful tool for finding a place to live and getting in contact with other assistants who have been assigned to the same place.  Language assistants must register as foreign residents. They are provided with instructions on how to do this at the provincial orientation meeting at the beginning of October. It’s important to settle this as soon as possible to avoid complications with opening a bank account.  Language assistants need to set up a bank account to receive their monthly payment. They can get a debit card linked to the account which can be used to withdraw money and to pay in establishments that accept credit cards.  The language assistant grant includes health insurance. Language assistants will receive a health insurance card and a packet that explains where they can obtain healthcare.  When in doubt, language assistants should never hesitate to ask for help or advice from their coordinator at their host school. Starting at School  There is a provincial orientation meeting during the first week in October. This generally involves some presentations from people involved in the bilingual program and distribution of important paperwork. This is also a great opportunity for language assistants to meet each other, exchange contact information, and even find flatmates.  First impressions are very important. This is the time for language assistants to show their enthusiasm and interest in the work they will be carrying out. Any questions or concerns about the job are best asked during the first weeks. During this week, language assistants meet with their bilingual coordinator to learn about their job. They tour the school, organize their schedule, and meet the teachers and students they will be working with.  It’s a good idea to observe lessons during the first weeks. The classroom environment may be very different from what language assistants are accustomed to in their countries, so it’s wise to get a feeling for things before jumping in. Language assistants should feel free to talk to the teachers about what they observe.

Working with Teachers  Language assistants and their cooperative teachers must plan ahead, establish responsibilities, and coordinate who will do what. It can take a considerable amount of time to prepare materials, so it’s important to plan ahead and schedule when language assistants and teachers can meet to discuss and plan their classes.  Language assistants and the teachers they collaborate with form a symbiotic relationship. They work together to find and create materials, help each other by giving reciprocal feedback, and learn from each other’s strengths and weaknesses.  It’s important to communicate about the teacher’s expectations for the language assistant. Not all teachers want the same things from their assistants, so it’s essential to develop clear communication. Working with Students  Language assistants interact with students in the target language, both in class and throughout the school. As young foreigners, language assistants tend to be very popular with the students, which they can take advantage of to give students a positive attitude towards the language they are learning. Visuals are very helpful when communicating with students. Realia, body language, whiteboard, etc. can be used to support language and ensure understanding. It’s important to have realistic expectations about student abilities. Language assistants need to understand that learning a language is a slow process and that the students are not going to be bilingual after a few months or even years in the program. On the other hand, if expectations are too low, students will not feel challenged and will become unmotivated.  Language assistants must learn to adapt strategies to different age groups and ability levels. They should keep the age and language level of their students in mind when preparing topics and activities. When in doubt, they can always ask other teachers for advice. Keeping Connected  Language assistants connect with each other at the provincial orientation meeting.  It’s a good idea to maintain social relationships to avoid isolation.  They can share ideas and advice, both personal and professional.  Facebook, blogs, and social networking sites are great ways to keep in touch.  Language assistants have a great opportunity to make friends from other countries and cultures. It’s important to get out and meet people! Free Time  Some language assistants choose to take a language course during their stay. Universities, official language schools, independent language schools, and private lessons are all options in most major cities.

 Many language assistants travel on weekends. With the occasional school holidays, there’s plenty of time to visit places both near and far. Language assistants can plan ahead to find the best prices for the places they’d like to visit. For traveling within Andalucía and Spain, the public transportation system is quite economical.  There are lots of opportunities to participate in cultural activities like dance classes, festivals, and gastronomical events. These are fun ways to learn more about the culture and are especially enlightening when attended with Spanish coworkers and friends. Every city and most towns have a tourism center with information on main sights and events.  Many language assistants join a gym to keep in shape and meet new people. This is a great way to balance the enjoyment of delicious Spanish food! Lasting Effects  Language assistants’ work paves the way for future assistants. Materials created by them, especially digital materials, can be used year after year and the experience that students and teachers have had with their language assistants will facilitate the work they do with subsequent assistants.  Language assistants serve as contacts to further resources in their home countries. In the future they might help to arrange penpals, school exchanges, or other international projects. They may also be able to mail useful realia from their countries. Benefits for Language Assistants  Language assistants can greatly improve their Spanish language skills by socializing and participating in activities in and out of school. Their understanding of the culture is also deepened as cultural immersion provides learning that can’t be gained from books.  Language assistants gain teaching and work experience to add to their portfolios and résumés. They can also ask for reference letters from the teachers they have worked with when they are applying for jobs or graduate school. Useful Links Plurilingualism Promotion Plan in Andalusia: http://www.juntadeandalucia.es/averroes/html/portal/com/bin/contenidos/B/InnovacionEInvestigacion/ProyectosInnovadore s/Plurilinguismo/Portada/1182945265640_wysiwyg_planing.pdf North American Language Assistants: http://www.mepsyd.es/exterior/usa/en/programs/us_assistants/default.shtml British Council Language Assistants: http://www.britishcouncil.org/languageassistants CIEE Language Assistants: http://www.ciee.org/teach/spain/index.html

Sample Welcome Pack: http://www.slideshare.net/josezubia/welcomepacklgassistants?type=document Education System in Spain: http://www.slideshare.net/josezubia/sistemaeducativopresentation English Language Assistants in France: http://www.ielanguages.com/assistant.html

Language Assistants in bilingual schools

by José Antonio Alcalde López

Accessibility

Categories

Upload Details

Usage Rights

2 Embeds 11

Statistics