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THE ROLE OF LANGUAGE ASSISTANTS: A GUIDE FOR SUCCESFUL STRATEGIES

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THE ROLE OF LANGUAGE ASSISTANTS: A GUIDE FOR SUCCESFUL STRATEGIES

Víctor Pavón Vázquez 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

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Road map

1. Contextualization

2. Defining roles and functions

3. Fitting into the programme

4. Performance

5. Additional activities

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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)

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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.

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Lesson pedagogy

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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?

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Background and training

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Contextualised training

LAs are informed of the characteristics of

the school bilingual programme and of the

local sociocultural factors

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Coordination and supervision

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With coordinator/tutor

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With language teachers

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With content teachers

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Mentoring plan

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Planning

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Building their own space

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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

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Activities in the content class

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Feedback and evaluation

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Additional activities

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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

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