Entrevista en español

What is the purpose and focus of your research?

The purpose of my PhD research is to better understand what English-speaking language assistants (LAs) are currently doing in bilingual school classrooms in order to find best practices and propose solutions for the difficulties that some are experiencing. Teachers and LAs from public and private primary schools throughout the Community of Madrid participated from 2013 to 2015. I asked them about their expectations at the beginning of the school year, then about their experiences halfway through the year to compare the two. I later held focus groups with LAs and teachers to discuss the results and propose solutions to the problems that were reported.

What led you to conduct this research?

I was a language assistant in the 2005-2006 school year at a CAM bilingual school during its first year in the program. I saw that my colleagues had varied experiences in different schools and with different teachers. I also felt that neither teachers nor LAs were fully prepared for their roles in a shared classroom, and we didn’t have much time to plan activities together. Since then I’ve had contact with LAs and teachers in public and private programs and have heard many different stories of successes, failures and everything in between. I wanted to get a better picture of what was going on and collect some helpful advice and good practices to offer to the teachers, LAs and administrators of the programs.

In your opinion, what are the three most important measures to be taken to improve the LA programs?

In my opinion, training should be the top priority, both for LAs and for teachers. LAs come to Spain with all sorts of previous experiences; they may or may not have experience with children, teaching or life in Spain. Therefore, the programs should make every effort to provide solid basic training regarding their role in the classroom, cultural differences between Spain and English-speaking countries, basic classroom management skills, and a toolbox of activities that could be employed in the classroom. Also, teachers should be further trained in the effective use of LAs, cultural differences and project work.

Second, there ought to be a mentor program in place to support LAs in and outside the school. Since LAs are generally young people who may not have much experience in a foreign country or as a teacher, they often need guidance, especially at the beginning of their post. Each LA should be assigned to a teacher from their school, someone other than the bilingual coordinator, who can help them with logistics (housing, medical assistance, etc.), introduce them to the school staff, and support them throughout the year.

Finally, communication should be improved throughout the programs. It would be helpful if program administrators provided a more specific description of the LA’s role and suggestions regarding the use of LAs to schools. There ought to be more consistent coordination between teachers in the same school about how they use the LA and to provide links between subjects. And, of course, there needs to be more fluid communication between teachers and LAs. A weekly planning hour should be built into schedules, and used, to allow for more frequent coordination and feedback. Technology can also aid this relationship, providing opportunities for asynchronous communication.

According to your research, what are the most common uses of LAs in the classroom?

Both teachers and LAs said that the most important contribution to the classroom was the LA as a language and pronunciation model for both teachers and students. They also reported that LAs add a cultural aspect to language and CLIL lessons and help to motivate students. Most teachers referred to making use of the LA in everyday classroom activities such as celebrating festivities, games, conversation classes, role plays, reading aloud, cultural activities and art activities. Many teachers and LAs also mentioned carrying out projects involving language or culture, and often LAs referred to playing a role in student assessment and external exam preparation.

What are the most common difficulties reported by LAs and teachers?

In this study, about 80% of LAs reported experiencing difficulties in the classroom or school while only 40% of teachers said the same, which demonstrates a difference in perspective. Many LAs described situations in which they took on excessive responsibility with students (such as teaching the class alone) or were used very little in the classroom. They often gave accounts of a lack of communication with teachers and a lack of preparation and training for their role. On the other hand, many teachers reported that LAs were not properly trained or prepared for their role and that some LAs displayed little interest and self-implication. Overwhelmingly, both teachers and LAs suggested better and more frequent communication as the best remedy for these problems. A significant number of teachers also advocated for stricter requirements and hiring processes for the LAs in order to ensure that the LAs that are hired are ready and willing to take an active role in the classroom.

How can your research findings help teachers make better use of LAs?

Taking into account the experiences reported by teachers and LAs and my research of similar programs around the world, I’ve compiled a list of the Top ten tips for teachers with LAs Teachers can use this list to compare with their current practice and consider applying those measures that aren’t yet in place. I’m also currently in contact with different LA program administrators to share the conclusions from my study and the resulting recommendations for improvements to the programs. I hope that this information will lead to positive changes that affect classroom practice.

Do you have any advice for teachers and LAs?

Take the time to have coffee together occasionally and get to know each other. Teachers should see that every LA has something to contribute, regardless of his or her level of teaching experience. Give your students the opportunity to learn from this unique person and a reason to speak English in the classroom. And to LAs, take advantage of the invaluable experience of working in a foreign school: learn how things work, be open to different ways of doing things, and offer your skills and experiences to students and teachers. Also, seek out training opportunities and the chance to learn from other LAs about what they’ve done in their schools. This program has the potential to be profoundly enriching to everyone involved.

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CONTENIDOS RELACIONADOS

Top ten tips for teachers with LAs

Professional profile of Lyndsay R. Buckingham