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Okay, so welcome.

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Thank you everyone for coming.

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And before I get started, I'd like to know a little bit about who I'm talking to.

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Primary teachers, can I get a hand?

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Primary teachers, secondary teachers, teachers who have worked with a language assistant

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in the past.

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Okay, great.

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Just to know a little bit about who I'm talking to.

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So today what I'm going to be talking about is the role of the language assistant working

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with the teacher in the classroom.

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First I'm going to talk a little bit about the roles that teachers take on together and

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the challenges of team teaching together.

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Then I'm going to talk a little bit about the methodology I used to do a study, about

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this very large study, about team teaching within the bilingual schools.

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Then I'm going to talk a little bit about how the best practice scenarios of team teaching

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directly relate to promoting CLIL dimensions.

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And I'll review CLIL dimensions before we get into it.

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So let's get started.

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Okay, so if anyone's unaware of who's team teaching in Madrid, who's working together,

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we have head teachers and language assistants, right?

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From now on you'll see HTs referred to as head teachers, the teachers, and LAs as language

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assistants.

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Head teachers are content teachers trained in the L2, L2 teachers trained in the content.

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As most of us know, science, physical education, arts and crafts, music and English are the

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subjects taught in English, right?

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I'm going to go down to the auxiliares de conversacion.

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So in Madrid, over 800 assistants.

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Next year it'll be more than that.

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Majority are North American college graduates in their 20s.

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The program budget requires over 6.5 million euros annually and a staff to manage these

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language assistants.

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The language assistants receive three informational training sessions a year, okay, three.

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And the LA can work for only two years in the CAM schools.

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I think many of you know that language assistants are in the schools for two years and then

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many go on and work in concertados.

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So basically in the CAM we're training them and then a lot of times they go on and work

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in the concertados.

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LAs can work for 16 hours a week in a school, right?

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So many times these 16 hours are divided into, can be up to 10 teachers, okay?

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So let's get into it.

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These are the LA functions according to the language assistant guide, the guidebook.

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Help teachers plan lessons, follow the indications of the teacher and collaborate with them,

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reinforce fundamental oral strengths of the students and promote cultural understanding,

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encourage and promote students' motivation and interest in both the LA's native language

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and country of origin.

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This as language assistants is all that you get.

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This as teachers is basically all you get too.

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One of the problematic areas within this is if someone tells you, follow the indications

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of the teacher and collaborate with them.

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What exactly does this mean?

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I'm going to collaborate with you.

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I'm going to reinforce your oral strengths.

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What does it mean to do this kind of stuff?

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You can't tell a person, this is what I want you to do.

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I want you to work on oral strengths.

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Whose oral strengths?

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How?

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How do we do this, right?

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That's what I wanted to study.

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Just so you know, this idea of putting a native speaker and a non-native speaker together

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is not new.

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It's happening in Slovenia.

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It's happening as a huge, huge program in Japan where, called the JET program, where

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it's over 20,000 native speakers are put in the classroom with the non-native speaking

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teacher.

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Interestingly, though, in Slovenia, in Greece, in Japan, most of these native speakers are

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working in the English classroom.

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The English classroom, like EFL classroom, right?

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They're not working in CLIL classrooms.

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In the Madrid context, we're really unique in that the language assistants are working

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in science, or physical education, or music.

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Let's just talk about, first, a little bit of the challenges, no?

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Roles.

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Any time you're team teaching, there's going to be an issue of roles.

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Who does what, when, and how?

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How do we put two adults in the same classroom together and make it work, right?

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Integration.

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How do we make the language assistant an integral and beneficial part of our classroom?

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How do we do this?

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Planning time.

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We don't have enough planning time as it is, and now we're planning for another person?

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How can we do this?

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Language issues, right?

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I'm more comfortable.

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I'm not a native Spanish speaker.

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I'm always going to be more comfortable teaching Spanish without all of you listening to me.

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That's just the way it goes.

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I'm going to mess up on my por empara every time.

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I'm going to use the subjunctive probably incorrectly 95% of the time.

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There's this issue that having a native speaker in the classroom is a bit nerve-wracking.

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Our students aren't going to notice our errors.

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A language assistant is going to notice our errors.

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Then we've got cultural differences, right?

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Educational context.

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The first time I was in the classroom, and one of the students was like,

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Oye, profe, ven.

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Oh my gosh.

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That's how they, you know, that first name basis.

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In the U.S., where I'm from, we don't call our teacher by their first name.

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It's Mrs. or Miss, however it may be.

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These kind of issues, for someone who's not been trained on this and don't know,

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they instantly think, oh my, what a lack of respect here.

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What's going on here?

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Why is a student calling the teacher by their first name, right?

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It's simple training issues, though.

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Just telling that this is the educational context here.

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It's natural, normal for students to call the teachers by their first names.

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Learning styles, right?

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Group learning, pair learning, project-based learning is not a typical, let's say, norm

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here in Spain.

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You know, in the British, students and teachers are used to doing almost everything in groups.

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So here it's kind of shocking when you see that there's not a lot of group work going

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on, right?

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Okay.

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And then, like I said before, the student-teacher relationship, it's a bit more informal.

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There's not the Mrs., Mr., etc.

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It's much better.

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Group work.

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We can do group work.

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We've got two adults in the classroom.

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Two adults.

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Higher levels of motivation.

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If any of you have worked with an auxiliar in the past, you know that students are motivated

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to work with the auxiliar most of the time.

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Authentic language, models of cooperation, lower student-teacher ratios, and more comprehensible

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input.

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The language assistance.

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I'm not going to talk about it in this presentation, but I've also looked at the discourse of the

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language assistance and how they are not just saying what the teacher says, but recasting

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and repeating it.

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So the kids are getting two inputs for everything going on in the classroom, if the language

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assistant is repeating and recasting.

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Okay, so these challenges and benefits, maybe you've all seen them in your classrooms.

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But they're universal, basically, when we have team teaching with a native and non-native

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speaker.

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These ones, these two studies that come from here are from Japan.

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So although they're really relative to us here in Madrid, they're from Japan.

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So this is universal when we're putting people together to teach.

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So quickly what I did for this study, because this doesn't really interest you.

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First I did a questionnaire, and I sent it around to as many language assistants and

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as many teachers as I possibly could.

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I got, there were 60 language assistants and 60 teachers who filled out this survey.

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Next I went and did observations and interviews.

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I was looking for styles of team teaching, didactic activities, eliminatory examples

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or brexit practice, and how best practice could.

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This is what I did for the whole study.

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It took me two years to get all this information and go through it.

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More about it.

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All right, so this is from the pilot questionnaire.

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These are some of the results from the pilot questionnaire.

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Like I said, 60 language assistants and 60 head teachers.

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So as we can see here, most teachers enjoy working with a language assistant, and most

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language assistants enjoy the program.

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I think this is a positive thing.

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This is saying that both head teachers and language assistants want that the language

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assistant be more involved, but maybe we're just not sure how to get there, right?

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But both parties want this.

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And then, this I think is just extremely telling.

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The last category we see, the head teacher has explained the expectations of the language

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assistant, what they want them to do.

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Yes.

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Over 80% saying that, right?

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Over 90% saying.

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Over 90% saying that they have explained what they want the language assistant to do, where

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about 65% of the language assistants are saying, I still feel lost.

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I'm not sure what to do in class.

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So somehow we're getting kind of a communication crossing, where someone's explaining what

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they want, but the language assistants are still not feeling that they know what to

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do.

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Okay?

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So.

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Here's a little qualitative data from these.

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In the questionnaire, kind of about opinions, and then the participants could write more.

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So I think these are some of the interesting quotes from some of the participants.

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For a language assistant saying, sometimes I get bored and feel the teacher didn't plan

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well to incorporate me, that the language assistant wants to be involved.

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Another language assistant saying that I have to improvise the class on the fly, true of

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all seven teachers they work with.

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Improvise on the fly.

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You know, they get there, they're not sure of what's going to go on in class, and the

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teacher's giving them a book saying, the water cycle, a la.

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And the language assistant, not sure how to teach the water cycle.

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Then, on the other hand, some head teachers saying, I think that only some are lazy.

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So there's this kind of, there's this kind of idea that the language assistants are lazy,

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they're here for a gap year, you know, woohoo, we're going to Seoul to have some beers.

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Not the case all the time.

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Maybe sometimes, but not always.

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So I think that only some are lazy.

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In many cases, teachers don't know what to do with them, and they're part of the furniture.

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What a pity.

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Another teacher saying, they're essential for children to listen to a native speaker,

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and for teachers, a great help in terms of language.

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Right?

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Teachers do see the benefit of them, that they're helping students' language and their

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own language.

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And they're not prepared to deal with kids.

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Right?

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That a lot of these language assistants are right out of college, and they haven't had

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any kind of educational experience since they were in school themselves as students, right?

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So, okay.

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From there, I moved on to what I did in the observation was I wanted to see, I should

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say this first before I go on.

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When I did the pilot study, the questionnaire, and sent it around to as many teachers as

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I possibly could, it wasn't at all focused, right?

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As many as, if you've got a friend and you can send it to 10 of them, send it to 10 friends.

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However many you can, just to collect data.

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Then when I did the observation, I observed classes of teachers that had been in a training

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session that I had conducted the summer before, who had said that they had had fabulous experiences

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with the language assistant program, and that they really enjoyed having the language assistant,

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and that they used the language assistant in what they thought were innovative ways.

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So it was a really, the observation was really quite focused.

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Okay, so when I was there, what I saw.

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Standard team teaching is the majority of what was going on.

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Standard team teaching is that the language assistant and the head teacher are interchanging

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roles all the time.

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You're talking, then I'm talking.

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You're talking, then I'm talking.

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This is what I would consider ideal team teaching.

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Right?

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Again, these are best practice scenarios.

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So standard team teaching was supportive.

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It's like standard team teaching that both teachers are together in the classroom, but

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there's one that definitely has the leader role, and there's one that has the supporter

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role.

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And they don't interchange, right?

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The one is always leading.

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The one is always supporting, okay?

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Parallel team teaching.

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This would be that you guys are one group, you guys are another group.

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You're going to be in charge of this group, you're in charge of this group.

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In the same activities, in the same classroom, but in two different groups.

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Each teacher responsible for their group.

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Okay.

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Differentiated and reinforcement out of the class.

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This is what I call pull-out style.

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I'm sure a lot of you who have worked with language assistants are aware of this style.

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You give the language assistant the material and out to the hall, right?

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This happens a lot during trinity testing, or whatever the testing may be.

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That the language assistant takes the students out into the hall and works with them, okay?

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Sometimes differentiated would mean that the groups are just at random.

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You four together.

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Sometimes with reinforcement, the groups are divided by level, right?

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That the students go in leveled groups, basically.

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Okay.

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And then, fabulous, wonderful results.

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Slim piece of the pie, in peach, inactive.

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That the language assistant is inactive, you know, standing off to the side.

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One of these kind of numbers, waiting to find out what to do.

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Very little of that in these cases, which is wonderful.

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Okay.

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Didactic methodology.

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I'm going to quickly run through this so I can get to more.

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The typical frontal teaching, yesterday in the, what was her name?

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The woman from the U.S., Pam Wrigley.

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When she was talking about teacher-fronted to student-fronted activities, right?

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People would be totally teacher-fronted.

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Down to individual, totally student-fronted, right?

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The majority of what was observed in the science class was frontal interactive.

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Because it didn't fit in frontal teaching.

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It's not just me lecturing to you.

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It's one of these, me talking a bit, you asking a question.

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Or you, me asking you a question.

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Or someone with their partner quickly talking about something.

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This was really, really common in the science class.

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Okay?

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Commenting on pictures.

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Commenting on the information.

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And then group and pair work.

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And then individual work.

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Okay.

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So, like I said, the majority is frontal interactive, is what's going on in the science class.

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Now, I'm going to skip this for a minute.

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I have five minutes.

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Okay.

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I'm going to quickly go through this.

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So, if anyone wants, you can send me an email and I will give you the whole PowerPoint so

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you can read it in a more relaxed way.

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What I came to the conclusion is that the didactic activity, right, is probably the

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most important thing in the classroom.

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If you're doing pair work or group work, these are the two key points in integrating the

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language assistant.

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So, the didactic activity basically dictates the team teaching style, right?

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If you're doing group work, you're most likely going to be doing standard team teaching.

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Both teachers are going to have an equal role in revolving, in circulating, in making sure

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the students are on task, doing what they needed to be doing during group and pair work.

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Conversely, if the students, if it's totally frontal teaching, that's when we have a lot

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of inactivity.

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Because one teacher talking doesn't, I mean, what is the other teacher going to do?

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Right?

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With these kind of activities that were totally teacher-fronted, that's where I saw a lot

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of the inactivity with language assistants.

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Which then, once the language assistant is integrated in the class, we've seen that they

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want that from the pilot study, you have the language assistant happy.

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Then you have both stakeholders, the teacher and the language assistant, even happier.

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Which then, from there, we can start promoting the CLIL dimensions, which I'm going to quickly

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run through.

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The CLIL dimensions, just to quickly say, culture, language, content, learning, environment.

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Typical CLIL dimensions.

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Okay?

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Like I said, if you want this, you can have it.

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I'm going to go quickly.

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These were, to promote those four dimensions, like I said, you can have this PowerPoint

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and I have to go quickly.

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Those dimensions, right, I took those to see how to use those dimensions with using a language

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assistant to promote these CLIL dimensions.

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One of the most wonderful examples I saw was what I consider promoting the language, culture,

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and learning dimensions.

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What the teacher and the language assistant had done, they had made a library.

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Not a library, but a library.

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Meaning the language assistant and head teacher had created a library, an English library.

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Students go to the library once a week.

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They take their library book, their library card, and book report form.

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The LA reads with the students.

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Students read with the LA.

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For the older kids, the LA corrects written language.

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The key point of this was that the LA needed to have individual space, and most importantly,

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the teacher thought that for the kids to take it seriously and not goof off with the LA

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and do whatever, like woohoo, we're going to the library to have fun.

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This needed to be included in the curriculum.

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The students, once they left the library, they had a piece of paper that they had to

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give to their teacher that reported how they did in library.

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That was part of their grade in class.

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It wasn't just going to go.

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It was that they actually had to go, and they got something out of it.

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I think both ways, for the language assistant, it made them feel like, hey, I'm really doing

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something here.

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What I'm doing counts.

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For the students, they enjoyed doing it.

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For the teacher, they actually got something out of it.

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The language assistant was really doing something with the students.

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How am I doing on time?

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Two minutes.

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All right.

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Okay.

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The next one, so that's one example.

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The next one was for content and learning.

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In this example, the LA was the LA scientist.

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Every unit, the language assistant was in charge of creating a science experiment.

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The teacher gave them the material, not the materials.

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The teacher gave them the content.

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We're working with the water cycle, whatever it may be.

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We're working with materials.

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Google search it, wherever you can, to find an experiment we can use in class and create

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that actual experiment.

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The day that I was observing, they were doing a materials test where the language assistant

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had created different tables, water on the table, checking if things were breakable,

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if they were waterproof.

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The language assistant had created the whole thing.

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The students watched as the language assistant and the teacher together demonstrated how

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to do it.

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Then, they modeled their behavior with both teachers then as the students were doing the

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experiment, walking around, making sure the students were on task, helping with language.

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All right.

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The last one, electronic PALS, was that one of the language assistants, this is head,

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students had pen PALS.

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The students prepare ICT-related projects for their PALS.

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All the correspondence took place virtually.

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The language assistant had used their contacts in the UK to make these connections with schools

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so that they could have these interactive PALS.

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Promoting the dimensions of CLIL, I mean ICT, cross-cultural and personal reflection.

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I love this.

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The day that I was there, they were thinking of making PowerPoints about Spain.

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The students said, well, I don't know what to write about.

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I don't know what to talk about of Spain.

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We always think of promoting cross-cultural, but we never think respectively about ourselves.

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The students were like, what did we do here that they don't do there?

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They came up with all kinds of fabulous ideas, bullfighting, Real Madrid, the tortilla batata,

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how to make it, the language of how to do it, how to flip it and put the plate on top.

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They gave these full instructions on how to do it.

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Language.

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In this aspect, authentic written language.

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Their pen PALS are writing to them with this authentic language.

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Hey, how are you?

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Not just the, how are you today?

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I am fine today.

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It's really authentic language, but written informal language.

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And technical vocabulary.

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During these presentations, the kids are doing PowerPoints.

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They're making videos.

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During this time, they're learning words like, put the USB in and upload the file.

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Right?

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Very, very specific technical vocabulary, which can be used later on in life.

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And, yeah, okay.

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My last thing I want to say is about language.

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A lot of times we think that the language assistant is there for the student's language.

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From what I've observed, in classes where the language assistant is really active and

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taking part in the classroom, from the interviews also, the teachers have said that they feel

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that maybe the language assistant scheme won't be forever.

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At some point the government might say, this is costing us too much money.

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We don't know.

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What the teachers feel is that, first of all, the language assistant is helping their language

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development.

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How do I say that the kid, me acordado, o sea, whatever they say in class, the teacher's

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asking the language assistant, how do I make them say that in English?

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Right?

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How do I say he cut the line?

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Right?

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These words that are always in Spanish.

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How do I say this?

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Esta mola un monton.

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How do I say that?

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How do I say that so the kids can actually say that in English?

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Then to student's language, which is what the language assistant does do, definitely.

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The last thing about cultural information, I put it in the pyramid at the top like that

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because having the language assistant in the classroom is not enough to say that just me

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being American standing here doesn't make me promote to you any kind of my culture.

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There has to be set objectives for us to know how to incorporate culture into our content

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classes, especially in science.

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One of the examples I saw in this was that when they were doing the temperature graphs,

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they had the temperature graph for Spain and one of the language assistants was from Wisconsin

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00:24:32,620 --> 00:24:38,220
and they had the temperature graph from Wisconsin so that they could use these cultural ideas

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in the science class.

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Like I said, I don't have enough time to talk about the whole study.

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If you want a copy of the PowerPoint, just email me.

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You have my email and you can read it having a coffee, relaxed.