How to make the most of the english language assistant in a secondary school. The case of IES Botànic Cavanilles
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comunitat-uji-handle2:10234/71345
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Título
How to make the most of the english language assistant in a secondary school. The case of IES Botànic CavanillesAutoría
Tutor/Supervisor; Universidad.Departamento
Ruiz Madrid, María Noelia; Universitat Jaume I. Departament d'Estudis AnglesosFecha de publicación
2021-10-27Editor
Universitat Jaume IResumen
With the view of English as a lingua franca and the increasing number of learners with
difficulties interacting in the English language, authorities have introduced foreign language
assistants (henceforth FLA) into ... [+]
With the view of English as a lingua franca and the increasing number of learners with
difficulties interacting in the English language, authorities have introduced foreign language
assistants (henceforth FLA) into the English language classroom. As it happened in IES
Botànic Cavanilles, this new member of the teaching staff is usually a young native speaker
who serves as a linguistic and cultural model for students. However, after having explored the
FLA’s role by means of an observation sheet and an analysis of the results obtained from a
questionnaire addressed to teachers of the school, it was found out that the FLA pedagogical
potential is under-exploited because of two main reasons: i) lack of pedagogical knowledge
and ii) a poor organisation and coordination with the English teacher. In order to improve this
situation, an intervention was planned: two meetings were arranged as well as the
coordination of a Task-based language teaching approach between the teachers and the FLA.
Accordingly, the FLA served as a linguistic model in the pre-task and assisted during the
main task by using a co-teaching model called Alternative Teaching. After administering a
second questionnaire to the four teachers involved in the study, it was found out that the FLA
improved in activities design, particularly in aspects such as adaptation to students’ level and
the presence of a clear communicative outcome. However, co-teaching was not enhanced as
few teachers used it in the classroom. Therefore, in order to approach students’ diversity
more appropriately, it is concluded that the FLA should not teach to more than ten groups, the
use of co-teaching and coordination meetings is also advisable, especially to provide
information about pedagogy and feedback so that FLAs’ activities can improve, and they can
make the most of their role. [-]
Palabras clave / Materias
Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyaments d'Idiomes | Máster Universitario en Profesor/a de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanzas de Idiomas | Master's Degree in Secondary Education, Vocational Training and Language Teaching | foreign language learning | foreign language assistants | task-based language teaching | co-teaching | secondary education
Descripción
Treball Final de Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyaments d'Idiomes. Codi SAP429. Curs: 2020/2021
Tipo de documento
info:eu-repo/semantics/masterThesisDerechos de acceso
info:eu-repo/semantics/openAccess
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