THE ROLE OF LANGUAGE ASSISTANTS: A GUIDE FOR SUCCESFUL STRATEGIES
Víctor Pavón Vázquez [email protected]
Jornada d’Acollida i Orientació
Auxiliars de Convers Curs 2018-2019
DIRECCIÓN GENERAL DE POLÍTICA EDUCATIVA Servicio de Educación Plurilingüe
Valencia, 17 d’octubre de 2018
Road map
1. Contextualization
2. Defining roles and functions
3. Fitting into the programme
4. Performance
5. Additional activities
Structure and organization
3-level coordination: language-content, content-content, language- language
+ language assistants (LAs) All stakeholders
and subjects
involved: attention to subject-specific languages and genres
Proffering effective and homogeneous methodology (and evaluation)
The pedagogical dimension of CLIL
“CLIL (Content and Language Integrated Learning) involves a methodological style that
encourages to use the language as a means of communication, thus promoting language and content development in the process.”
Pavón, V. & Gerdes, T. 2008. “Talking CLIL”, It’s for Teachers Magazine, 110: 14- 17
“CLIL describes a pedagogic approach in which language and subject area content are learnt in combination, where the language is used as a tool to develop new learning from a subject area or theme”
Coyle, D., B. Holmes, L. King. 2009.
Towards an Integrated Curriculum. CLIL National Statements and Guidelines.
London: The Languages Company, p. 6.
Lesson pedagogy
Objectives
To help develop the foreign language
Acculturation purposes
Increasing exposure to the L2
To enhance learning outcomes
Improving quality of teaching
All of them…maybe?
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Defining roles and functions: preliminary questions
• Culture? Language? Both?
• Linguistic assistance or linguistic guidance?
• Foreign language or content lessons?
Background and training
Contextualised training
LAs are informed of the characteristics of
the school bilingual programme and of the
local sociocultural factors
Coordination and supervision
With coordinator/tutor
With language teachers
With content teachers
Mentoring plan
Planning
Building their own space
Performance models
One teaches, one drifts: one teacher keeps responsibility and the other provides unobtrusive assistance.
Parallel teaching: teaching
simultaneously to a larger and a smaller group divided on purpose.
Team teaching: both teachers
delivering instruction at the same time.
Moving around the class: helping students working individually, in pairs or in groups.
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Activities in the language class
Activities in the content class
Feedback and evaluation
Additional activities
victor.pavon @uco.es
Jornada d’Acollida i Orientació
Auxiliars de Convers Curs 2018-2019
DIRECCIÓN GENERAL DE POLÍTICA EDUCATIVA Servicio de Educación Plurilingüe
Valencia, 17 d’octubre de 2018
