A British teacher and a Canadian language assistant explain how the British Council’s language assistant programme has benefited their classrooms and careers. UK teachers can apply by 7 June 2013 to have a language assistant next academic year.
An integral part of the classroom
Karen Boyland, Head of languages, St Hilda’s Church of England High School, Liverpool
We feel very lucky here at St Hilda’s to employ a French, Spanish and German-speaking foreign language assistant every year. We are a high-achieving department, and part of the reason for that success is undoubtedly down to the work of the foreign language assistants (FLAs). I would go as far as to say that they are integral to the teaching and learning process.
The work of the language assistants at St Hilda’s is varied. They work with small groups, and one-on-one, to develop speaking skills, improve grammar and build vocabulary. They also help prepare the GCSE pupils for their Controlled Assessments in Speaking and the sixth-formers for the AS and A2 oral examinations.
At times, the foreign language assistant supports the teacher in the classroom. This can take the form of helping less able pupils, extending the skills of more gifted linguists or adding a cultural context, for example. The FLAs are also indispensable when it comes to interventions with under-achieving pupils. They work, often one-to-one, on a set of targets drawn up by the pupil herself, in liaison with her classroom teacher.
We have lunch-time clubs run by the FLAs, which ensure that language learning is seen as fun and culturally interesting. It is at these clubs that the younger pupils in school have the opportunity to engage with the FLAs. The FLAs also accompany trips, sometimes abroad or to study days at the local universities, or at other times, taking sixth-formers in to a local primary school to help teach modern foreign languages.
Overall, the effect of the FLAs is multi-faceted. They build confidence in speaking foreign languages, a skill which many pupils find the most stressful of all. They build language skills, embedding grammar and vocabulary introduced in class, and they contribute to the exam successes of our students.
They also increase cultural awareness, giving both staff and students up-to-date knowledge of everyday life in their home country. Finally, foreign language assistants broaden the horizons of our pupils, showing them that a world exists outside of their own life, opening their minds and broadening their world views.
An international opportunity
Myriam Tremblay, Quebec, Canada, French language assistant, Altrincham Grammar School for Girls, Manchester
When I was a student at university, I always wanted to get work experience in a foreign country. I was going to apply to a similar foreign language teaching programme in Canada, but the moment I heard about the British Council’s language assistant programme in the UK, I applied immediately.
I didn’t study to become a teacher, but I knew that I had the skills to do that kind of job. I used to work as an interpreter during the summer, and I really liked working with children and teenagers.
Before I left for Manchester, I got in touch with the French language assistant who was there before me, who gave me good advice. She sent me some tips about the city, where to go and how to get around. She also told me about my school and what they really expected from me. We are still in touch and I even met her recently.
Also, we had a training day in Quebec before leaving, too, during which two past language assistants told us about their experience. One of them gave us some advice about what to bring to wear; I really appreciated that because I brought all my warm clothes. It’s so cold in England during the winter!
The language assistant programme represented exactly what I always wanted to do during my gap year after university. It was a great opportunity to develop my professional skills and get away from Quebec and travel around Europe.
Even if I don’t work as a teacher again, that job gave me very good skills. Now I am better prepared when I have to give presentations. I really improved my English, as well – even though I was a French assistant, most of the time I spoke English with my colleagues.
Having a job in a foreign country can be stressful with all the paperwork required and the challenges of opening a bank account and looking for a place to stay. I’m more confident in myself now as a result, and I know I could do it again.
Working as a language assistant gave me the chance to get out of my comfort zone; at the beginning it was very scary, but it was so rewarding at the end. I think the job gave me the opportunity to show how I can adapt to new situations quickly, wherever I am. An experience like that can be only positive for anyone!
Find out how to apply to be a Language Assistant.