Working with adults other than teachers
Learning support
Papers & recommended reading | Editorial reviews | Task for traineesSupported access to modern
foreign language lessons (pdf document)
Chambers, G.N. and Pearson, S. (2004) Language Learning Journal,
29, pp 32-41
What is the extent of access to modern languages lessons by SEN pupils? What are good examples of collaborative practice in the classroom between teachers and teaching assistants? What can be learned from the findings of this study?
Recently there has been an increasing number of teaching assistants in schools, and their contribution takes place in all subjects, including modern languages classes.
In the study interviews with pupils and discussions with staff were conducted. The findings are gathered under six headings, as provided by Working with teaching assistants: a good practice guide (DfEE, 2000): translating policies into practice, professional development for TAs, effective practice, the TA as role model, planning, and the sharing of views.
The findings show positive views on support by all parties: TAs, pupils
and teachers.
However there are not always opportunities for subject training or time
to prepare to work collaboratively, and a chance to evaluate practice would
be a plus.
Video material as a support to developing effective collaboration between teachers and teaching assistants. Pearson, S., Chambers, G.N., Hall, K. Support for Learning, Volume 18, Number 2, NASEN pp.83-87
This article studies how the recording on video, of teachers’ and teaching assistants’ interaction with pupils and each other, contributed to full and frank discussion of aspects of the working relationship. As these discussions unfold, it becomes clear that various ways in which staff in both roles operate, and particularly in respect of the TA role, have not been previously considered or even agreed; conflict between the two roles is identified as possible, so too are the potential benefits – to teachers, TAs and pupils – of closer collaboration. Significantly, enhanced awareness has been effected by viewing, analysis and discussion of the video recordings. This suggests teachers and TAs train together, reacting to similarly stimulating and intensely visual material, in order to promote the detailed observation and critical reflection necessary for the enhancement of the mutual understanding between the roles.
