Teacher perceptions on the role of language assistants in bilingual physical education
DOI:
https://doi.org/10.58265/pulso.4800Keywords:
Physical education, Language assistants, Roles, Bilingualism, Teacher perceptionsAbstract
The inclusion of Language Assistants as teaching support in different subjects has acquired a unique value up to the point of becoming a key element in different bilingual education programs such as that of the Community of Madrid. In this Community, this leading figure has acquired such relevance and presence that it is necessary to carry out studies to describe its impact on specific subjects like Physical Education as it is one of the most selected subjects to be taught in a foreign language within the bilingual program of this region. In this research, an ‘ad hoc’ questionnaire has been designed, validated and administered to 87 Physical Education specialists who carried out this subject in a foreign language and co-taught with Language Assistants in bilingual public schools during 2018-19 school year. Teachers recognized, among other things, poor knowledge of Language Assistants’ roles, linguistic support for teachers as their main role, the assistant’s lack of knowledge of Physical Education contents as the most restricting reason for their involvement in class, and a general view of scarce help in this subject. These results should draw teachers and administration attention requiring improvements not only in their employment in class but also in the process of hiring them to maximize their potential in this subject and justify the monetary effort.
Downloads
References
B.O.C.M. (2009). Orden 2670/2009, de 5 de junio, por la que se regula la actividad de los auxiliares de conversación seleccionados por el Ministerio de Educación y por la Comisión de Intercambio Cultural, Educativo y Científico entre España y los Estados Unidos de América, en centros docentes públicos de la Comunidad de Madrid. Boletín Oficial de la Comunidad de Madrid, 9 July 2009, Núm. 161, pp. 18-21
B.O.E. (2019). Extracto de la Resolución de la Secretaría de Estado de Educación y Formación Profesional, por la que se convocan plazas para auxiliares de conversación extranjeros para el curso académico 2020-2021. Boletín Oficial del Estado, 24 de diciembre de 2019, Núm. 308, pp. 72221 a 72221.
Buckingham, L. (2016). The role of language assistants in a bilingual primary school: theory, practice and recommendations. (Tesis Doctoral). Madrid: Universidad de Alcalá de Henares.
Buckingham, L. (2018a). Defining the role of language assistants in the bilingual classroom. Revista Tecnología, Ciencia y Educación, 9, 38-49. Retrieved from: https://dialnet.unirioja.es/servlet/articulo?codigo=6247302. DOI: https://doi.org/10.51302/tce.2018.173
Buckingham, L. R. (2018b). Language assistants’ views on the training provided by bilingual programs in Madrid. PULSO. Revista de Educación, 41, 225-250. Retreived from: https://revistas. cardenalcisneros.es/index.php/PULSO/article/view/305. DOI: https://doi.org/10.58265/pulso.5174
Caparros-Cabezas, C. (2010). El auxiliar de conversación: una figura necesaria. Espiral. Cuadernos del profesorado, 3(5): 36-43. Retrieved from: http://repositorio.ual.es/bitstream/handle/10835/5627/902-3266-1-PB.pdf?sequence=1. DOI: https://doi.org/10.25115/ecp.v3i5.902
Carless, D. (2006). Collaborative EFL teaching in primary schools. ELT Journal, 60(4), 328-335. doi:10.1093/elt/ccl023. DOI: https://doi.org/10.1093/elt/ccl023
Carless, D. & Walker, E. (2006). Effective team teaching between local and native-speaking English teachers. Language and Education, 20(6), 463-477. doi:10.2167/le627.0. DOI: https://doi.org/10.2167/le627.0
Castañeda, M., Cabrera, A., Navarro, Y. & De Vries, W. (2010). Procesamiento de datos y análisis estadísticos utilizando SPSS. Porto Alegre: Edipucrs.
Codo, E. & McDaid, J. (2019). English language assistants in the 21st century: Nation-state soft power in the experience economy. Language, Culture and Society, 1(2). John Benjamins. DOI: https://doi.org/10.1075/lcs.00017.cod
Comunidad de Madrid. (2019). Languague Assistant Handbook. School Year 2019-2020. D.G. de Bilingüismo y Calidad de la EnseñanzaConsejería de Educación y Juventud.
Cook, L., & Friend, M. (1995). Co-teaching: Guidelines for creating effective practices. Teaching Exceptional Children, 28, 1-16. DOI: https://doi.org/10.1177/004005999502800121
Dafouz Milne, E. & Hibler, A. (2013). ‘Zip your lips’ or ‘Keep quiet’: Main teachers’ and language assistants’ classroom discourse in CLIL settings. The Modern Language Journal, 97(3), 655-669. doi:10.1111/j.1540-4781.2013.12026.x. DOI: https://doi.org/10.1111/j.1540-4781.2013.12026.x
Fernandez-Fernández, R. & Halbach, A. (2011). Analysing the situation of teachers in the Madrid bilingual project after four years of implementation. En Ruiz de Zarobe, Y., Sierra-Del Plo, J.M.,
Gallardo del Puerto, F. (Eds). Content and foreign language integrated learning. Contributions to multilingualism in European contexts, (241-270). Bern: Peter Lang.
Garcia-Ferrando, M.; Alvira Martín, F. & Ibáñez Alonso, J. (2010). El análisis de la realidad social: Métodos y técnicas de investigación (3º Edic). Madrid, España: Alianza Editorial.
Gerena, L. & Ramírez-Verdugo, M.J. (2014). Analyzing Bilingual Teaching and Learning in Madrid, Spain: A Fulbright Scholar Collaborative Research Project. GIST Education and Learning Research Journal, 0 (8 Jan-Jun), 118–136. Retrieved from: https://dialnet.unirioja.es/servlet/ articulo?codigo=4774797. DOI: https://doi.org/10.26817/16925777.117
Gómez-Parra, M. E. (2020). Measuring Intercultural Learning through CLIL. Journal of New Approaches in Educational Research, 9(1), 43-56. DOI: https://doi.org/10.7821/naer.2020.1.457
Gorsuch, G. (2002). Assistant foreign language teachers in Japanese high schools: Focus on the hosting of Japanese teachers. Jalt Journal, 24(1), 5-32. DOI: https://doi.org/10.37546/JALTJJ24.1-1
Hernando-Garijo, A., Hortigüela-Alcala D. & Perez-Pueyo, A. (2018). Percepción de coordinadores de programas bilingües y docentes de Educación Física en inglés en secundaria sobre el proceso de implantación y desarrollo del bilingüismo en la Comunidad de Castilla y León. Retos: nuevas tendencias en educación física, deporte y recreación, (33), 63-68. Retrieved from: https://dialnet.unirioja.es/servlet/articulo?codigo=6367727. DOI: https://doi.org/10.47197/retos.v0i33.54423
Im, S. & Martin, S. N. (2015). Using cogenerative dialogues to improve coteaching for language learner (LL) students in an inclusion science classroom. Asia-Pacific Journal of Teacher Education, 43(4), 355-369. DOI: https://doi.org/10.1080/1359866X.2015.1060295
Laorden-Gutierrez, C. & Peñafiel-Pedrosa, E. (2010). Proyectos bilingües en los centros de la Comunidad de Madrid: Percepción de los equipos directivos. Revista de Investigación Educativa, 28(2), 325-344. Retrieved from: https://revistas.um.es/rie/article/view/98101.
Liu, L. (2008). Co-teaching between native and non-native English teachers: An exploration of co-teaching models and strategies in the Chinese primary school context. Reflections on English Language Teaching, 7(2), 103-118.
Llaneza-Villanueva, J. A. (2016). El ayudante lingüístico en los primeros años de la implantación de un programa AICLE y su proyección en el aula de primaria. (Tesis Doctoral). Madrid: Universidad Complutense de Madrid.
Lova-Mellado, M. & Bolarin-Martinez, M. (2015). La coordinación en programas bilingües: las voces del profesorado. Aula Abierta, 43(2), 102-109. doi:10.1016/j.aula.2015.03.001. DOI: https://doi.org/10.1016/j.aula.2015.03.001
Martin-Jones, M. & Saxena, M.(2003). Bilingual resources and ‘Funds of Knowledge’ for teaching and learning in multi-ethnic classrooms in Britain. International Journal of Bilingual Education and Bilingualism6 (3-4), 267–82. doi:10.1080/13670050308667785. DOI: https://doi.org/10.1080/13670050308667785
Ministerio de Educacióny Formación Profesional (2019). Guía del Auxiliar. Auxiliares de Conversación en España 2019-20. Gobierno de España: Ministerio de Educación y Formación Profesinoal.
Ohtani, C. (2010). Problems in the Assistant Language Teacher System and English Activity at Japanese Public Elementary Schools. Educational Perspectives, 43, 38-45. Retrieved from: https:// eric.ed.gov/?id=EJ912113.
Perez-Cañado, M. L. (2016). From the CLIL craze to the CLIL conundrum: Addressing the current CLIL controversy. Bellaterra Journal of Teaching & Learning Language & Literature, 9(1), 9-31. Retrieved from: https://www.raco.cat/index.php/Bellaterra/article/view/306902. DOI: https://doi.org/10.5565/rev/jtl3.667
Ramos-Calvo, F., & Ruiz-Omeñaca, J. V. (2011). La educación física en centros bilingües de primaria inglés-español: de las singularidades propias del área a la elaboración de propuestas didácticas prácticas con AIBLE. Revista española de lingüística aplicada, (24), 153-170. Retrieved from: https://dialnet.unirioja.es/descarga/articulo/3886031.pdf.
Ruiz de Zarobe, Y., & Lasagabaster Herrarte, D. (2010). CLIL in Spain: Implementation, results and teacher training. Newcastle: Cambridge Scholars Publishing.
Salvador-Garcia, C., & Chiva-Bartoll, O. (2017). CLIL in teaching physical education: views of the teachers in the Spanish context. Journal of Physical Education and Sport (JPES), 17(3), 1130- 1138. doi: 10.7752/jpes.2017.03174. DOI: https://doi.org/10.7752/jpes.2017.03174
Salvador-Garcia, C., Chiva-Bartoll O. & Capella-Peris, C. (2019). Bilingual physical education: the effects of CLIL on physical activity levels. International Journal of Bilingual Education and Bilingualism, 1-10. doi: 10.1080/13670050.2019.1639131. DOI: https://doi.org/10.1080/13670050.2019.1639131
Scobling, C. [2011]: El auxiliar de conversación como herramienta de motivación en la enseñanza y aprendizaje de lenguas extranjeras en la educación secundaria y bachillerato en España, Universidad Internacional de La Rioja. Retrieved from: http://bit.ly/2oh6Tme [Search: September 29, 2019].
Tajino, A. & Tajino, Y. (2000). Native and non-native: What can they offer? Lessons from team-teaching in Japan. ELT Journal, 54(1): 3-11. doi: 10.1093/elt/54.1.3. DOI: https://doi.org/10.1093/elt/54.1.3
Thousand, J. S., Villa, R. A. & Nevin, A. I. (2006). The many faces of collaborative planning and teaching. Theory into practice, 45(3), 239-248. DOI: https://doi.org/10.1207/s15430421tip4503_6
Tobin, N. A., & Abello-Contesse, C. (2013). The Use of Native Assistants as Language and Cultural Resources in Andalusia’s Bilingual Schools. Bilingual and Multilingual Education in the 21st Century: Building on Experience. U.K.: Multilingual Matters. DOI: https://doi.org/10.21832/9781783090716-014
Tucker, S. (2009). Perceptions and reflections on the role of teaching assistant in the classroom environment. Pastoral Care in Education An International journal of Personal, Social Emotional Development, 27(4), 291–300. doi: 10.1080/02643940903349294. DOI: https://doi.org/10.1080/02643940903349294
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Pulso. Revista de educación
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 Unported License.
This journal offers immediate open access to its content based on the idea that offering readers free access to research favours a global exchange of knowledge.
Papers are published in the electronic version of the journal under a Creative Commons License: Attribution-NonCommercial-No derivatives 4.0 International
Authors are allowed and encouraged to promote the post-print version (reviewed and accepted for publication version) of their work online before publishing them. This favours their earlier circulation and dissemination and thus a possible increase in their citation and reach among the academic community.
