Learning context
Language assistants provide significant contributions to language learning in Australian schools.
In collaboration with qualified teachers, language assistants can:
- expand opportunities for students to interact with speakers of the target language
- give students confidence to use and develop their language skills (perhaps in individual or small group settings, including for senior exam preparation, school trips, language competitions etc)
- assist in Languages classes and support differentiation opportunities
- provide feedback on student language use
- develop teaching materials including online resources
- create recordings in the language
- contribute to the language maintenance of teachers
- share contemporary knowledge of language and culture
- link to schools and communities where the target language is spoken.
In this video, Chinese language teacher Marnie Foster works with a language assistant to meet the diverse learning needs of her Year 10 class.
Supporting language assistants
The languages leader in the school is likely to be the person responsible for supporting the language assistant in their role.
For language assistants to be able to fulfil their role effectively, there are a number of important things that should be considered. These apply whether they are in a paid or volunteer position or assisting in a short term program or longer term.
- Develop a role statement which clearly outlines expectations so there is a shared understanding of the role of the assistant. Some useful things to consider in developing the role statement and an induction process could include:
- What are the hours that the assistant teacher is expected to be at school?
- What do assistant teachers do when there are no classes [pupil free days/sports day etc]
- Do the assistant teachers have to attend faculty and staff meetings?
- Do assistant teachers attend school events and activities outside of school hours?
- Who are key contacts for the assistant?
- What communication processes do they need to be aware of?
- Who do they contact if they are unwell/late etc?
- What protocols and procedures apply to leave?
- What is the role of assistant teachers when the regular classroom teacher is away?
- What level of access will be provided in terms of photocopying; use of the library, internet, school resources and telephone; access to stationery.
- Consider hosting a welcome lunch or dinner for the language assistant to get to know members of the school community.
- Schedule a weekly meeting to discuss the language assistant’s role including planning future tasks and responding to any questions/challenges.
- Explain school expectations and processes for managing student behaviour. Ensure the language assistant understands how to respond to any unacceptable behaviour. Remind language assistants that they should be friendly but not friends with students. They should be professional in dealings with both students and teachers.
- Provide the assistant with time to observe and assist in a range of classes so they can become familiar with the school culture and begin to know students.
- Support the assistant with appropriate strategies to effectively undertake their role. Some examples are included below for language leaders to explore and adapt to your context.
Strategies for assisting in the language classroom
Seek opportunities to interact with students in the target language:
- when entering the classroom
- during small-group activities
- outside of class.
Support students with understanding the language:
- point to visual cues and other clues
- encourage guessing the meaning
- repeat or simplify instructions.
Praise students when they are successful:
- look for opportunities to value and recognise great learning
- notice students who are ‘having a go’
- be impressed when students use the target language.
Assist students to work out how to respond:
- help students identify what resources are available to help them
- encourage students to try (even when unsure)
- explain, clarify or simplify the task
- provide an example response they could adapt.
Assist students to refine/extend their responses:
- model correct pronunciation, expression and grammar
- ask where, when, why and how.
Work with a small group:
- to extend/scaffold learning
- build confidence.
Supporting assistants when working with senior students on oral language development
Many language assistants will be involved in providing senior students with support with oral exam preparation. Some useful strategies for working with these students include:
- Review some key vocabulary/phrases that relate to the focus topic or will be useful in the specific task.
- Ask questions related to the topic/task.
- Give students time to respond.
- If students don’t understand, ask the question again.
- If students still don’t understand, ask the question again using simpler language.
- If a student answers incorrectly, repeat the answer to them, correcting mistakes. (Make sure you have discussed the most appropriate ways to correct a student's mistakes with the teacher prior to beginning your work with classes.)
- Ask the student the question again.
- Encourage students to respond (even with simple language).
- If appropriate, encourage students to extend/elaborate on their response.
- Note down some words/expressions that students had difficulty with or new words which emerged.
- Provide students with feedback by identifying what they did well and giving some encouragement and some tips on some specific things they could improve.
Additional references
Teaching and Learning Languages with a Native Speaker Assistant is a 50-page guide for teachers with practical guidelines and suggestions to support teachers in working with assistants.
The Japanese assistant teacher program in Western Australia: A consideration of the pros and cons is an article by Hiroshi Hasegawa about a preliminary study exploring the experiences and impact of Japanese Assistant Teachers in schools in Western Australia.