Native English Speakers in Madrid’s Classrooms: Difficulties Reported by Assistants / Hablantes nativos de inglés en las aulas de Madrid: Dificultades señaladas por auxiliares
Dificultades señaladas por auxiliares
DOI:
https://doi.org/10.17398/1988-8430.31.47Palabras clave:
Bilingual Education; Teacher Aides; English (Foreign Language); Native Speakers.Resumen
This article examines difficulties encountered by 40 native English-speaking language assistants working in classrooms in the Madrid region, as reported in their teaching portfolios, a requirement of the Master’s degree programs they completed during the same period. The 187 comments obtained were analyzed by sorting them according to theme; the findings confirm those of prior studies while bringing to light challenges not mentioned to date in research. Some aspects discussed by the native English speakers were differences in classroom methodology and discipline, the need for increased communication with local teachers, the policy to use only English at the schools, an inability to help students with special needs effectively, and responsibilities that go beyond those of a language assistant.
Abstract
This article examines difficulties encountered by 40 native English-speaking language assistants working in classrooms in the Madrid region, as reported in their teaching portfolios, a requirement of the Master’s degree programs they completed during the same period. The 187 comments obtained were analyzed by sorting them according to theme; the findings confirm those of prior studies while bringing to light challenges not mentioned to date in research. Some aspects discussed by the native English speakers were differences in classroom methodology and discipline, the need for increased communication with local teachers, the policy to use only English at the schools, an inability to help students with special needs effectively, and responsibilities that go beyond those of a language assistant.
Keywords: Bilingual Education; Teacher Aides; English (Foreign Language); Native Speakers.
Referencias
Ahn, S. W., Park, M. R., & Ono, S. (1998). A comparative study of the EPIK and the JET program. English Teaching, 53 (3), 241-267.
Alderson, J. C., Pizorn, K., Zemva, N., & Beaver, L. (Eds.) (2001). The Language Assistant Scheme in Slovenia: A Baseline Study. Ljubljana: The British Council.
Benke, E., & Medgyes, P. (2005). Differences in teaching behaviour between native and non-native speaker teachers: As seen by the learners. In E. Llurda (Ed.), Non-Native Language Teachers: Perceptions, Challenges and Contributions to the Profession (pp. 195-215). New York: Springer.
Boyle, J. (1997). Native-speaker teachers of English in Hong Kong. Language and Education, 11 (3), 163-181.
Breckenridge, Y., & Erling, E. (2011). The native speaker English teacher and the politics of globalization in Japan. In P. Seargeant (Ed.). English in Japan in the Era of Globalization (pp. 80-100). Houndsmills, Basingstoke: Palgrave Macmillan.
British Council (2019). Teach abroad as an English language assistant. Retrieved from https://www.britishcouncil.org/study-work-abroad/outside-uk/english-language-assistants.
Buckingham, L. R. (2018). Defining the role of language assistants in the bilingual classroom. TCyE, 9¸ 38-49.
Buckingham, L. R. (2016). The role of language assistants in a bilingual primary school: Theory, practice and recommendations. Unpublished doctoral dissertation. Universidad de Alcalá, Spain.
Canagarajah, A. S. (1999). Interrogating the ‘native speaker fallacy’: Non-linguistic roots, non-pedagogical results. In G. Braine (Ed.). Non-Native Educators in English Language Teaching (pp. 77-92). Mahwah, NJ: Erlbaum.
Carless, D. R. (2006). Good practices in team teaching in Japan, South Korea and Hong Kong. System, 34, 341-351. doi:10.1016/j.system.2006.02.001.
Colegios Bilingües Cooperativos (n.d.). Auxiliares de conversación nativos como embajadores de su cultura. Retrieved from https://colegiosbilinguescooperativos.com/auxiliares-conversacion/.
Consejería de Educación, Juventud y Deportes de la Comunidad de Madrid (2019). Auxiliares de conversación. Retrieved from https://comunidadbilingue.educa2.madrid.org/solicitudes.
Copland, F., Davis, M., Garton, S., & Mann, S. (2016). Investigating NEST Schemes around the World: Supporting NEST/LET Collaborative Practices. London: British Council.
Coşkun, A. (2013). Native speakers as teachers in Turkey: Non-native pre-service English teachers’ reactions to a nation-wide project. The Qualitative Report, 18, 1-21.
Cots, J. M., & Díaz, J. M. (2005). Constructing social relationships and linguistic knowledge through non-native-speaking teacher talk. In E. Llurda (Ed.), Non-Native Language Teachers: Perceptions, Challenges and Contributions to the Profession (pp. 85-105). New York: Springer.
Council of Europe Committee of Ministers (1998). Recommendation No. R (98) 6 of the Committee of Ministers to Member States concerning Modern Languages (Adopted by the Committee of Ministers on 17 March 1998 at the 623rd meeting of the Ministers' Deputies). Retrieved from https://rm.coe.int/16804fc569.
Dafouz, 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. https://doi.org/10.1111/j.1540-4781.2013.12026.x.
Dirección General de Innovación, Becas y Ayudas a la Educación, Comunidad de Madrid (2018a). Guía del Auxiliar de la Comunidad de Madrid Curso 2018-2019. Retrieved from https://comunidadbilingue.educa2.madrid.org/web/educamadrid/principal/files/8c5dec3a-4665-4b9d-a373-46ab12fbef6b/Documentos/Gu%C3%ADa%20del%20Auxiliar%20de%20conversaci%C3%B3n%202018_19%20optimizada.pdf.
Dirección General de Innovación, Becas y Ayudas a la Educación, Comunidad de Madrid (2018b). Programa Auxiliares de Conversación 2018-2019 Guía del Centro. Retrieved from http://innovacion.educa.madrid.org/auxmadrid/docs/guia_del_centro_2018_2019.pdf.
Dormer, J. E. (2010). Strength through difference: Optimizing NEST/NNEST relationships on a school staff. In A. Mahboob (Ed.), The NNEST Lens: Non-Native English Speakers in TESOL (pp. 285-304). Newcastle upon Tyne: Cambridge Scholars Publishing.
Egginton, A. (1997). Looking Forward. The JET Program: Ten Years and Beyond. Tokyo: Ministry of Home Affairs.
Fernández, R., & Halbach, A. (2010). Analyzing the situation of teachers in the CAM bilingual project after four years of implementation. In Y. Ruiz de Zarobe, J.M. Sierra & F. Gallardo del Puerto (Eds.), Content and Foreign Language Integrated Learning: Contributions to Multilingualism in European Contexts (pp. 241-264). Bern: Peter Lang.
Garton, S. (2013). Unresolved issues and new challenges in teaching English to young learners: The case of South Korea. Current Issues in Language Planning, 15 (2), 201-219. http://dx.doi.org/10.1080/14664208.2014.858657.
Gerena, L. & Ramirez Verdugo, M. D. (2014). Analyzing teaching and learning in bilingual education in Madrid, Spain: A Fulbright scholar collaborative research project. Gist Education and Learning Research Journal, 8, 118-136.
Herbert, P. & Wu, C. H. F. (2009). Cultural diversity in the classroom: Shortcomings and successes of English co-teaching programs in East Asia. Zeitschrift fur Interkulturellen Fremdsprachenunterricht, 14 (1), 11-S.
Hibler, A. (2010). Effective collaboration between native and non-native speakers in the Spanish CLIL context: The case of the language assistants in primary education. Unpublished Master’s thesis, Universidad Complutense de Madrid, Spain. Retrieved from http://eprints.ucm.es/12796/1/Hibler_Abbie.pdf.
Houghton, S., & Rivers, D. (Eds.). (2013). Native-Speakerism in Japan: Intergroup Dynamics in Foreign Language Education. Bristol: Multilingual Matters.
Jenkins, J. (2007). English as a Lingua Franca: Attitude and Identity. Oxford: Oxford University Press.
Jeon, M. (2009). Globalization and native English speakers in English Programme in Korea (EPIK). Language, Culture and Curriculum, 22 (3), 231-243. http://dx.doi.org/10.1080/07908310903388933.
Kachru, B. B. (1992). Teaching world Englishes. In B. B. Kachru (Ed.), The Other Tongue: English across Cultures, 2nd ed. (pp. 355-366). Urbana and Chicago: University of Illinois Press.
Lasagabaster, D. & Sierra, J. M. (2005). What do students think about the pros and cons of having a native speaker teacher? In E. Llurda (Ed.), Non-Native Language Teachers: Perceptions, Challenges and Contributions to the Profession (pp. 217-241). New York: Springer.
Lasagabaster, D. & Sierra, J. M. (2002). University students’ perceptions of native and non- native speaker English teachers of English, Language Awareness, 11, 132–42. https://doi.org/10.1080/09658410208667051.
Lincoln, Y. S. & Guba, E. G. (1985). Naturalistic Inquiry. Newbury Park, California: Sage.
Lova Mellado, M., Bolarín Martínez, M. J., & Porto Currás, M. (2013). Programas bilingües en educación primaria: Valoraciones de docentes. Porta Linguarum, 20, 253-268.
Llurda, E. (Ed.) (2005). Non-Native Language Teachers: Perceptions, Challenges and Contributions to the Profession. New York: Springer.
Luo, W. H. (2010). Collaborative teaching of EFL by native and non-native English-speaking teachers in Taiwan. In A. Mahboob (Ed.), The NNEST Lens: Non-Native English Speakers in TESOL (pp. 263-284). Newcastle upon Tyne: Cambridge Scholars Publishing.
Macaro, E. (2005). Codeswitching in the L2 classroom: A communication and learning strategy. In E. Llurda (Ed.), Non-Native Language Teachers: Perceptions, Challenges and Contributions to the Profession (pp. 63-84). New York: Springer.
Medgyes, P. (1994). The Non-Native Teacher. London: Macmillan.
Medgyes, P. (1992). Native or non-native: Who’s worth more? ELT Journal, 46 (4), 340-349.
Meerman, A. D. (2003). The impact of foreign instructors on lesson content and student learning in Japanese junior and senior high schools. Asia Pacific Education Review, 4 (1), 97-107.
Mendez García, M. C., & Pavón Vázquez, V. (2012). Investigating the coexistence of the mother tongue and the foreign language through teacher collaboration in CLIL contexts: Perceptions and practice of the teachers involved in the plurilingual programme in Andalusia. International Journal of Bilingual Education and Bilingualism 15 (5), 573-592. http://dx.doi.org/10.1080/13670050.2012.670195.
Ministerio de Educación (n.d.). North American language and culture assistants in Spain: Frequently asked questions 2019-2010. Retrieved from http://www.educacionyfp.gob.es/eeuu/dam/jcr:f15f27bf-18c1-438d-bb28-973fd8cc0634/faq-2019-20.pdf.
Nunan, D., & Bailey, K. M. (2009). Exploring Second Language Classroom Research: A Comprehensive Guide. Boston: Heinle, Cengage Learning.
OECD. (2009). Creating Effective Teaching and Learning Environments: First Results from TALIS. Retrieved from http://www.oecd.org/edu/school/creatingeffectiveteachingandlearningenvironmentsfirstresultsfromtalis.htm.
Ortega Cebreros. A. (2000). Factores sociopsicológicos implicados en el contexto de interacción hablada entre el alumno y el auxiliar de conversación en lengua extranjera. Unpublished doctoral dissertation, University of Granada, Spain. Retrieved from http://hdl.handle.net/10481/14584.
Park, J. E. (2014). English co-teaching and teacher collaboration: A micro-interactional perspective. System, 44, 34-44. http://dx.doi.org/10.1016/j.system.2014.02.003.
Rámila Díaz, N. (2009). A comparative study of native and non-native teachers’ scaffolding techniques in SLA at an early age. Estudios Ingleses de la Universidad Complutense, 17, 57-73.
Sánchez Torres, J. (2014). Los papeles que desempeña el ‘auxiliar de conversación’ y el ‘profesor-coordinador’ en centros bilingües español/inglés en Sevilla: Un estudio de casos. Unpublished doctoral dissertation, University of Seville, Spain. Retrieved from https://idus.us.es/xmlui/handle/11441/31276.
Sauciuc, A. & Vescan, I. (n.d.). Working with language assistants. In M. Irún, A., Sauciuc, A. & I. Vescan (Eds.), Let’s CLIL (pp. 45-60). Madrid: Richmond Santillana. Retrieved from https://clil.santillana.es/file/repository/Lets_CLIL_sample.pdf.
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. Unpublished Master’s thesis, Universidad International de la Rioja, Spain. Retrieved from http://www.mecd.gob.es/dctm/sede/catalogo-tramites/profesores/extranjeros/auxilares-conversacion-espana/2011-proyec-investiga-candy-scobling-sobre-auxiliares-conversacion.pdf?documentId=0901e72b810b75ce.
Seargeant, P. (Ed.) (2011). English in Japan in the Era of Globalization. Houndsmills, Basingstoke: Palgrave Macmillan.
Seargeant, P. (2009). The Idea of English in Japan: Ideology and the Evolution of a Global Language. Bristol: Multilingual Matters.
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.
Tobin, N. A. & Abello-Contesse, C. (2013). The use of native assistants as language and cultural resources in Andalusia’s bilingual schools. In C. Abello-Contesse, P. M. Chandler, M.D. López Jimenez & R. Chacón Beltrán (Eds.), Bilingual and Multilingual Education in the 21st Century: Building on Experience (pp. 203-230). Bristol: Multilingual Matters.
Wang, L. Y. (2013). Non-native EFL teacher trainees’ attitude towards the recruitment of NESTs and teacher collaboration in language classrooms. Journal of Language Teaching and Research 4 (1), 12-20. doi:10.4304/jltr.4.1.12-20
Widdowson, H. (1994). The ownership of English. TESOL Quarterly, 28, 377–89.
Alderson, J. C., Pizorn, K., Zemva, N., & Beaver, L. (Eds.) (2001). The Language Assistant Scheme in Slovenia: A Baseline Study. Ljubljana: The British Council.
Benke, E., & Medgyes, P. (2005). Differences in teaching behaviour between native and non-native speaker teachers: As seen by the learners. In E. Llurda (Ed.), Non-Native Language Teachers: Perceptions, Challenges and Contributions to the Profession (pp. 195-215). New York: Springer.
Boyle, J. (1997). Native-speaker teachers of English in Hong Kong. Language and Education, 11 (3), 163-181.
Breckenridge, Y., & Erling, E. (2011). The native speaker English teacher and the politics of globalization in Japan. In P. Seargeant (Ed.). English in Japan in the Era of Globalization (pp. 80-100). Houndsmills, Basingstoke: Palgrave Macmillan.
British Council (2019). Teach abroad as an English language assistant. Retrieved from https://www.britishcouncil.org/study-work-abroad/outside-uk/english-language-assistants.
Buckingham, L. R. (2018). Defining the role of language assistants in the bilingual classroom. TCyE, 9¸ 38-49.
Buckingham, L. R. (2016). The role of language assistants in a bilingual primary school: Theory, practice and recommendations. Unpublished doctoral dissertation. Universidad de Alcalá, Spain.
Canagarajah, A. S. (1999). Interrogating the ‘native speaker fallacy’: Non-linguistic roots, non-pedagogical results. In G. Braine (Ed.). Non-Native Educators in English Language Teaching (pp. 77-92). Mahwah, NJ: Erlbaum.
Carless, D. R. (2006). Good practices in team teaching in Japan, South Korea and Hong Kong. System, 34, 341-351. doi:10.1016/j.system.2006.02.001.
Colegios Bilingües Cooperativos (n.d.). Auxiliares de conversación nativos como embajadores de su cultura. Retrieved from https://colegiosbilinguescooperativos.com/auxiliares-conversacion/.
Consejería de Educación, Juventud y Deportes de la Comunidad de Madrid (2019). Auxiliares de conversación. Retrieved from https://comunidadbilingue.educa2.madrid.org/solicitudes.
Copland, F., Davis, M., Garton, S., & Mann, S. (2016). Investigating NEST Schemes around the World: Supporting NEST/LET Collaborative Practices. London: British Council.
Coşkun, A. (2013). Native speakers as teachers in Turkey: Non-native pre-service English teachers’ reactions to a nation-wide project. The Qualitative Report, 18, 1-21.
Cots, J. M., & Díaz, J. M. (2005). Constructing social relationships and linguistic knowledge through non-native-speaking teacher talk. In E. Llurda (Ed.), Non-Native Language Teachers: Perceptions, Challenges and Contributions to the Profession (pp. 85-105). New York: Springer.
Council of Europe Committee of Ministers (1998). Recommendation No. R (98) 6 of the Committee of Ministers to Member States concerning Modern Languages (Adopted by the Committee of Ministers on 17 March 1998 at the 623rd meeting of the Ministers' Deputies). Retrieved from https://rm.coe.int/16804fc569.
Dafouz, 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. https://doi.org/10.1111/j.1540-4781.2013.12026.x.
Dirección General de Innovación, Becas y Ayudas a la Educación, Comunidad de Madrid (2018a). Guía del Auxiliar de la Comunidad de Madrid Curso 2018-2019. Retrieved from https://comunidadbilingue.educa2.madrid.org/web/educamadrid/principal/files/8c5dec3a-4665-4b9d-a373-46ab12fbef6b/Documentos/Gu%C3%ADa%20del%20Auxiliar%20de%20conversaci%C3%B3n%202018_19%20optimizada.pdf.
Dirección General de Innovación, Becas y Ayudas a la Educación, Comunidad de Madrid (2018b). Programa Auxiliares de Conversación 2018-2019 Guía del Centro. Retrieved from http://innovacion.educa.madrid.org/auxmadrid/docs/guia_del_centro_2018_2019.pdf.
Dormer, J. E. (2010). Strength through difference: Optimizing NEST/NNEST relationships on a school staff. In A. Mahboob (Ed.), The NNEST Lens: Non-Native English Speakers in TESOL (pp. 285-304). Newcastle upon Tyne: Cambridge Scholars Publishing.
Egginton, A. (1997). Looking Forward. The JET Program: Ten Years and Beyond. Tokyo: Ministry of Home Affairs.
Fernández, R., & Halbach, A. (2010). Analyzing the situation of teachers in the CAM bilingual project after four years of implementation. In Y. Ruiz de Zarobe, J.M. Sierra & F. Gallardo del Puerto (Eds.), Content and Foreign Language Integrated Learning: Contributions to Multilingualism in European Contexts (pp. 241-264). Bern: Peter Lang.
Garton, S. (2013). Unresolved issues and new challenges in teaching English to young learners: The case of South Korea. Current Issues in Language Planning, 15 (2), 201-219. http://dx.doi.org/10.1080/14664208.2014.858657.
Gerena, L. & Ramirez Verdugo, M. D. (2014). Analyzing teaching and learning in bilingual education in Madrid, Spain: A Fulbright scholar collaborative research project. Gist Education and Learning Research Journal, 8, 118-136.
Herbert, P. & Wu, C. H. F. (2009). Cultural diversity in the classroom: Shortcomings and successes of English co-teaching programs in East Asia. Zeitschrift fur Interkulturellen Fremdsprachenunterricht, 14 (1), 11-S.
Hibler, A. (2010). Effective collaboration between native and non-native speakers in the Spanish CLIL context: The case of the language assistants in primary education. Unpublished Master’s thesis, Universidad Complutense de Madrid, Spain. Retrieved from http://eprints.ucm.es/12796/1/Hibler_Abbie.pdf.
Houghton, S., & Rivers, D. (Eds.). (2013). Native-Speakerism in Japan: Intergroup Dynamics in Foreign Language Education. Bristol: Multilingual Matters.
Jenkins, J. (2007). English as a Lingua Franca: Attitude and Identity. Oxford: Oxford University Press.
Jeon, M. (2009). Globalization and native English speakers in English Programme in Korea (EPIK). Language, Culture and Curriculum, 22 (3), 231-243. http://dx.doi.org/10.1080/07908310903388933.
Kachru, B. B. (1992). Teaching world Englishes. In B. B. Kachru (Ed.), The Other Tongue: English across Cultures, 2nd ed. (pp. 355-366). Urbana and Chicago: University of Illinois Press.
Lasagabaster, D. & Sierra, J. M. (2005). What do students think about the pros and cons of having a native speaker teacher? In E. Llurda (Ed.), Non-Native Language Teachers: Perceptions, Challenges and Contributions to the Profession (pp. 217-241). New York: Springer.
Lasagabaster, D. & Sierra, J. M. (2002). University students’ perceptions of native and non- native speaker English teachers of English, Language Awareness, 11, 132–42. https://doi.org/10.1080/09658410208667051.
Lincoln, Y. S. & Guba, E. G. (1985). Naturalistic Inquiry. Newbury Park, California: Sage.
Lova Mellado, M., Bolarín Martínez, M. J., & Porto Currás, M. (2013). Programas bilingües en educación primaria: Valoraciones de docentes. Porta Linguarum, 20, 253-268.
Llurda, E. (Ed.) (2005). Non-Native Language Teachers: Perceptions, Challenges and Contributions to the Profession. New York: Springer.
Luo, W. H. (2010). Collaborative teaching of EFL by native and non-native English-speaking teachers in Taiwan. In A. Mahboob (Ed.), The NNEST Lens: Non-Native English Speakers in TESOL (pp. 263-284). Newcastle upon Tyne: Cambridge Scholars Publishing.
Macaro, E. (2005). Codeswitching in the L2 classroom: A communication and learning strategy. In E. Llurda (Ed.), Non-Native Language Teachers: Perceptions, Challenges and Contributions to the Profession (pp. 63-84). New York: Springer.
Medgyes, P. (1994). The Non-Native Teacher. London: Macmillan.
Medgyes, P. (1992). Native or non-native: Who’s worth more? ELT Journal, 46 (4), 340-349.
Meerman, A. D. (2003). The impact of foreign instructors on lesson content and student learning in Japanese junior and senior high schools. Asia Pacific Education Review, 4 (1), 97-107.
Mendez García, M. C., & Pavón Vázquez, V. (2012). Investigating the coexistence of the mother tongue and the foreign language through teacher collaboration in CLIL contexts: Perceptions and practice of the teachers involved in the plurilingual programme in Andalusia. International Journal of Bilingual Education and Bilingualism 15 (5), 573-592. http://dx.doi.org/10.1080/13670050.2012.670195.
Ministerio de Educación (n.d.). North American language and culture assistants in Spain: Frequently asked questions 2019-2010. Retrieved from http://www.educacionyfp.gob.es/eeuu/dam/jcr:f15f27bf-18c1-438d-bb28-973fd8cc0634/faq-2019-20.pdf.
Nunan, D., & Bailey, K. M. (2009). Exploring Second Language Classroom Research: A Comprehensive Guide. Boston: Heinle, Cengage Learning.
OECD. (2009). Creating Effective Teaching and Learning Environments: First Results from TALIS. Retrieved from http://www.oecd.org/edu/school/creatingeffectiveteachingandlearningenvironmentsfirstresultsfromtalis.htm.
Ortega Cebreros. A. (2000). Factores sociopsicológicos implicados en el contexto de interacción hablada entre el alumno y el auxiliar de conversación en lengua extranjera. Unpublished doctoral dissertation, University of Granada, Spain. Retrieved from http://hdl.handle.net/10481/14584.
Park, J. E. (2014). English co-teaching and teacher collaboration: A micro-interactional perspective. System, 44, 34-44. http://dx.doi.org/10.1016/j.system.2014.02.003.
Rámila Díaz, N. (2009). A comparative study of native and non-native teachers’ scaffolding techniques in SLA at an early age. Estudios Ingleses de la Universidad Complutense, 17, 57-73.
Sánchez Torres, J. (2014). Los papeles que desempeña el ‘auxiliar de conversación’ y el ‘profesor-coordinador’ en centros bilingües español/inglés en Sevilla: Un estudio de casos. Unpublished doctoral dissertation, University of Seville, Spain. Retrieved from https://idus.us.es/xmlui/handle/11441/31276.
Sauciuc, A. & Vescan, I. (n.d.). Working with language assistants. In M. Irún, A., Sauciuc, A. & I. Vescan (Eds.), Let’s CLIL (pp. 45-60). Madrid: Richmond Santillana. Retrieved from https://clil.santillana.es/file/repository/Lets_CLIL_sample.pdf.
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. Unpublished Master’s thesis, Universidad International de la Rioja, Spain. Retrieved from http://www.mecd.gob.es/dctm/sede/catalogo-tramites/profesores/extranjeros/auxilares-conversacion-espana/2011-proyec-investiga-candy-scobling-sobre-auxiliares-conversacion.pdf?documentId=0901e72b810b75ce.
Seargeant, P. (Ed.) (2011). English in Japan in the Era of Globalization. Houndsmills, Basingstoke: Palgrave Macmillan.
Seargeant, P. (2009). The Idea of English in Japan: Ideology and the Evolution of a Global Language. Bristol: Multilingual Matters.
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.
Tobin, N. A. & Abello-Contesse, C. (2013). The use of native assistants as language and cultural resources in Andalusia’s bilingual schools. In C. Abello-Contesse, P. M. Chandler, M.D. López Jimenez & R. Chacón Beltrán (Eds.), Bilingual and Multilingual Education in the 21st Century: Building on Experience (pp. 203-230). Bristol: Multilingual Matters.
Wang, L. Y. (2013). Non-native EFL teacher trainees’ attitude towards the recruitment of NESTs and teacher collaboration in language classrooms. Journal of Language Teaching and Research 4 (1), 12-20. doi:10.4304/jltr.4.1.12-20
Widdowson, H. (1994). The ownership of English. TESOL Quarterly, 28, 377–89.
Descargas
Publicado
2019-12-09
Número
Sección
Artículos
Licencia
Tejuelo se publica bajo una licencia Creative Commons Reconocimiento-NoComercial-SinObraDerivada 3.0 España.
Cómo citar
Native English Speakers in Madrid’s Classrooms: Difficulties Reported by Assistants / Hablantes nativos de inglés en las aulas de Madrid: Dificultades señaladas por auxiliares: Dificultades señaladas por auxiliares. (2019). TEJUELO. Didáctica De La Lengua Y La Literatura. Educación, 31, 47-76. https://doi.org/10.17398/1988-8430.31.47
.jpg)
