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Subido el 5 de septiembre de 2016 por Gestiondgmejora

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In what ways was your work in the Language Assistant Program an effective tool for students aged 12 to 16?

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In what ways was your work in the language assistant program an effective tool for students aged 12 to 16? 00:00:01

Well, I think that the program, in general, it's an enriching program because most of the TAs that come, or the language assistants that come, they tend to be very young. 00:00:12

So I feel like, in a sense, they're mentoring the students, and they get to exchange with the students different ideas. 00:00:25

They get to learn about the culture, and then they see exactly the benefits of going abroad 00:00:33

because they get to learn about the different experiences from someone from a different region. 00:00:42

And I think this is just an effective tool because you get to speak with someone firsthand about their own experiences, 00:00:49

and they exchange ideas and learn about current news. 00:00:57

and I think this is makes it a very effective tool because you get to talk to someone firsthand. 00:01:01

So I think there's a lot of reasons why my work as a language assistant is an effective tool. 00:01:08

For me I think the most important is adding an extra dimension to the class. 00:01:14

So my students are really used to coming into class and doing the same activities every day 00:01:19

and having a language assistant is new and exciting for them. We can play games with them, 00:01:24

we can do activities with them, we can teach them about our culture or our country, 00:01:29

and I think that helps engage them more than maybe their normal grammar exercise. 00:01:34

Also, I take a lot of small groups out of the classroom, 00:01:39

and I think this is a really amazing tool because my collaborating teachers work with 30 to 35 students, 00:01:43

and there's no way that all those students can practice speaking in 50 minutes. 00:01:50

So when they come with me, it's sometimes their only chance to practice their speaking skills. 00:01:55

What is the most helpful collaboration of language assistants to help students improve their English language skills? 00:02:03

What are some of the difficulties encountered? 00:02:10

Students, because at least in my institute, a lot of us had classes that overlapped. 00:02:17

So some of us had, you know, third SO for biology, but another class had third SO also for biology. 00:02:23

So what we would do, we would share information regarding the students' mood, what they were learning, and then we would share presentations. 00:02:33

So if we had something to do that overlapped, we would share information so we could collaborate and figure out how to most effectively help the students. 00:02:40

In terms of what the difficulties were, is if we only had a class once a week or something like that, 00:02:51

and no one else had that class, it would be sometimes a little bit more difficult 00:02:59

to figure out what those students' personalities were, stuff like that. 00:03:03

So it was harder to tailor presentations to them and share information. 00:03:09

How can a language assistant help students to improve their learning skills 00:03:17

in other subjects taught through English? 00:03:22

What are some of the difficulties encountered? 00:03:24

I think one of the great things about the bilingual program is that most language assistants are placed in more than just English classes. 00:03:33

And so if you come from a background of history or political science or physical sciences, 00:03:42

you have a real opportunity to build upon what you've studied in college with your students in high schools. 00:03:47

Some of the difficulties of that are just establishing a common vocabulary. 00:03:54

So there's a lot of terminology that English speakers are used to using in history to talk about politics, 00:03:59

to talk about science that don't enter into typical English language textbooks for students. 00:04:07

for students. And so one thing that I noticed this year giving classes in fourth of ESSO history and 00:04:15

social science is that I had to be very careful to make sure that the terminology that I was using 00:04:22

to talk about the Enlightenment or liberalism or the American Revolution was a terminology that was 00:04:28

usable for my students, not just that they could understand me, but so that later they could 00:04:36

put that information into their own words. And I think the best thing about that part of the 00:04:42

program is that you're really seeing them use a more technical English and something that might 00:04:49

serve them further down the road, not just to pass the language exam, not just to go through their 00:04:56

normal day-to-day English courses, but conversations that they'll have on the street with their 00:05:05

friends or in other settings and may interest them down the road. Yeah, so I think one of the 00:05:12

biggest trends that I kind of noticed at this school is the difference in the English language 00:05:20

ability of the English teachers and then the bilingual teachers that are responsible for 00:05:26

teaching other subjects. So obviously the English teachers, they have been studying English language 00:05:32

and grammar and all of these difficult structures for so long, 00:05:38

whereas teachers in other subjects, 00:05:43

although they have a command of the English language, 00:05:45

it's definitely not to the same degree. 00:05:47

So I think a lot of times they really do struggle 00:05:49

to describe some of these concepts, 00:05:51

whether it's the anatomy of the human body 00:05:55

or whether it's the history of the colonization of America. 00:05:58

I think it's hard for them in English sometimes 00:06:03

to describe these concepts, 00:06:05

So I think this is where it's really important for the teaching assistant to come in. 00:06:06

And even if you don't have the strongest background of that subject, just to be able to maybe explain different concepts in different words for the students. 00:06:11

Also, I know that I've had the opportunity to lead some reviews and things outside of the classroom time that I think have really helped students. 00:06:19

So a couple of weeks ago, I led a science review during the break time. 00:06:27

And I think it does kind of help for the material to just be reiterated in a different way. 00:06:31

So I think those are my, almost like the key classes where assistants are needed. 00:06:35

Well, there are a lot of difficulties trying to teach a subject that is not English specifically. 00:06:40

For example, there are subjects such as history and science and geography taught in English, 00:06:46

and so the vocabulary is very different from that that you would learn in an original classroom of just English. 00:06:52

And so I think that the best way to go about that is to create a foundation with the vocabulary 00:07:00

in order for them to really understand what they're learning in the other subjects. 00:07:06

I think what you compromise when you're teaching a subject that's not particularly English, for example history, 00:07:11

you compromise that maybe they don't necessarily understand all of the words associated. 00:07:19

And so I think that the most important thing is to create a solid foundation of the vocabulary. 00:07:24

So I think that being able to teach English or teach other subjects in these 00:07:30

schools in the English language is a great opportunity and I think that it 00:07:36

should be taken advantage of if there are subjects that you would like to 00:07:41

teach. For example in my school I teach English but in addition to that I teach 00:07:45

biology, music, and physical education and these are all subjects that I love and 00:07:51

especially biology, which make up half of my classes, 00:07:58

I've found that it's really rewarding 00:08:02

to be able to teach students vocabulary 00:08:06

outside of the normal English vocabulary 00:08:09

that they learn in their English language classes. 00:08:12

When a student is in a biology class, for example, 00:08:16

there is so much vocabulary, so many concepts 00:08:18

that they don't really get 00:08:22

in a normal English language class, and it's fun to be able to teach that alongside the 00:08:26

subject. That being said, it is a bit difficult. Sometimes it can get a little frustrating 00:08:32

as progress seems to go very slowly, but I think I have to keep reminding myself that 00:08:38

it's because they're learning both a language and a subject at the same time, which is a 00:08:44

very difficult thing to do, to ask these students to do, and the fact that they're able to do 00:08:50

is pretty admirable and I think it's just to maintain perspective on how much 00:08:55

they're expected to learn in a short amount of time and with that perspective 00:09:00

I think comes the enjoyment of being able to teach both at the same time. 00:09:06

Idioma/s:
Materias:: Inglés
Autor/es:: SGPI
Subido por:: Gestiondgmejora
Licencia:: Reconocimiento - No comercial - Compartir igual
Visualizaciones:: 20
Fecha:: 5 de septiembre de 2016 - 11:50
Visibilidad:: Público
Centro:: C RECURSOS Dirección General del Mejora. Gestión de Aplicaciones
Duración:: 09′ 20″
Relación de aspecto:: 4:3 Hasta 2009 fue el estándar utilizado en la televisión PAL; muchas pantallas de ordenador y televisores usan este estándar, erróneamente llamado cuadrado, cuando en la realidad es rectangular o wide.
Resolución:: 640x480 píxeles
Tamaño:: 35.42 MBytes