Native English Speakers in Madrid’s Classrooms: Difficulties Reported by Assistants

• Mary Frances Litzler ^[1]
  1. [1] Universidad de Alcalá

     Universidad de Alcalá

     Alcalá de Henares, España

     
• Localización: Tejuelo: Didáctica de la Lengua y la Literatura. Educación, ISSN-e 1988-8430, Nº. 31, 2020 (Ejemplar dedicado a: Interfaces in Language Teaching), págs. 47-76
• Idioma: inglés
• DOI: 10.17398/1988-8430.31.47
• Títulos paralelos:
  • Hablantes nativos de inglés en las aulas de Madrid: dificultades señaladas por auxiliares
• Enlaces
  • Texto completo  1    2  
• Dialnet Métricas: 4 Citas
• Resumen
  • español

    Este artículo trata las dificultades encontradas por 40 auxiliares de conversación hablantes nativos de inglés que trabajaban en centros de enseñanza en la Comunidad de Madrid, según ellos informaron en sus portafolios durante los programas de Máster que realizaron en el mismo periodo. Los 187 comentarios obtenidos se analizaron para clasificarlos en grupos temáticos; los resultados confirman ideas de estudios previos, a la vez que remarcan retos no mencionados hasta la fecha. Algunos aspectos señalados fueron diferencias en las metodologías y la disciplina en el aula, la necesidad de una mayor comunicación con los profesores de los centros, la política de emplear sólo el inglés en las escuelas, una falta de capacidad para ayudar a los alumnos con necesidades especiales de forma eficaz, y responsabilidades que sobrepasan el papel del auxiliar.

  • English

    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.

• Referencias bibliográficas
  • 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:...
  • Benke, E., & Medgyes, P. (2005). Differences in teaching behaviour between native and non-native speaker teachers: As seen by the learners....
  • 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...
  • 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...
  • Canagarajah, A. S. (1999). Interrogating the ‘native speaker fallacy’: Non-linguistic roots, non-pedagogical results. In G. Braine (Ed.)....
  • 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...
  • Coşkun, A. (2013). Native speakers as teachers in Turkey: Non-native pre-service English teachers’ reactions to a nation-wide project. The...
  • Cots, J. M., & Díaz, J. M. (2005). Constructing social relationships and linguistic knowledge through non-native-speaking teacher talk....
  • Council of Europe Committee of Ministers (1998). Recommendation No. R (98) 6 of the Committee of Ministers to Member States concerning Modern...
  • Dafouz, E., & Hibler, A. (2013). ‘Zip your lips’ or ‘Keep quiet’: Main teachers’ and language assistants’ classroom discourse in CLIL...
  • Dirección General de Innovación, Becas y Ayudas a la Educación, Comunidad de Madrid (2018a). Guía del Auxiliar de la Comunidad de Madrid Curso...
  • Dirección General de Innovación, Becas y Ayudas a la Educación, Comunidad de Madrid (2018b). Programa Auxiliares de Conversación 2018-2019...
  • Dormer, J. E. (2010). Strength through difference: Optimizing NEST/NNEST relationships on a school staff. In A. Mahboob (Ed.), The NNEST Lens:...
  • 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....
  • Garton, S. (2013). Unresolved issues and new challenges in teaching English to young learners: The case of South Korea. Current Issues in...
  • Gerena, L. & Ramirez Verdugo, M. D. (2014). Analyzing teaching and learning in bilingual education in Madrid, Spain: A Fulbright scholar...
  • Herbert, P. & Wu, C. H. F. (2009). Cultural diversity in the classroom: Shortcomings and successes of English co-teaching programs in...
  • Hibler, A. (2010). Effective collaboration between native and non-native speakers in the Spanish CLIL context: The case of the language assistants...
  • Houghton, S., & Rivers, D. (Eds.). (2013). Native-Speakerism in Japan: Intergroup Dynamics in Foreign Language Education. Bristol: Multilingual...
  • 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),...
  • Kachru, B. B. (1992). Teaching world Englishes. In B. B. Kachru (Ed.), The Other Tongue: English across Cultures, 2nd ed. (pp. 355-366). Urbana...
  • Lasagabaster, D. & Sierra, J. M. (2005). What do students think about the pros and cons of having a native speaker teacher? In E. Llurda...
  • Lasagabaster, D. & Sierra, J. M. (2002). University students’ perceptions of native and non- native speaker English teachers of English,...
  • 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....
  • 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...
  • Macaro, E. (2005). Codeswitching in the L2 classroom: A communication and learning strategy. In E. Llurda (Ed.), Non-Native Language Teachers:...
  • 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....
  • Mendez García, M. C., & Pavón Vázquez, V. (2012). Investigating the coexistence of the mother tongue and the foreign language through...
  • Ministerio de Educación (n.d.). North American language and culture assistants in Spain: Frequently asked questions 2019-2010. Retrieved from...
  • 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...
  • 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...
  • Sánchez Torres, J. (2014). Los papeles que desempeña el ‘auxiliar de conversación’ y el ‘profesor-coordinador’ en centros bilingües español/inglés...
  • Sauciuc, A. & Vescan, I. (n.d.). Working with language assistants. In M. Irún, A., Sauciuc, A. & I. Vescan (Eds.), Let’s CLIL (pp....
  • Scobling, C. (2011). El auxiliar de conversación como herramienta de motivación en la enseñanza y aprendizaje de lenguas extranjeras en la...
  • 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),...
  • Tobin, N. A. & Abello-Contesse, C. (2013). The use of native assistants as language and cultural resources in Andalusia’s bilingual schools....
  • Wang, L. Y. (2013). Non-native EFL teacher trainees’ attitude towards the recruitment of NESTs and teacher collaboration in language classrooms....
  • Widdowson, H. (1994). The ownership of English. TESOL Quarterly, 28, 377–89.