Teacher perceptions on the role of language assistants in bilingual physical education

The inclusion of Language Assistants as teaching support in different subjects has acquired a unique value up to the point of becoming a key element in different bilingual education programs such as that of the Community of Madrid. In this Community, this leading figure has acquired such relevance a...

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Detalles Bibliográficos
Autores: Ordóñez Dios, Alfonso Francisco, Polo Recuero, Beatriz
Tipo de recurso: artículo
Fecha de publicación:2020
País:España
Institución:Universidad de Alcalá (UAH)
Repositorio:e_Buah Biblioteca Digital Universidad de Alcalá
Idioma:inglés
OAI Identifier:oai:ebuah.uah.es:10017/46871
Acceso en línea:http://hdl.handle.net/10017/46871
Access Level:acceso abierto
Palabra clave:Physical education
Language assistants
Roles
Bilingualism
Teacher perceptions
Educación física
Auxiliares de conversación
Bilingüismo
Percepciones del profesorado
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spelling Teacher perceptions on the role of language assistants in bilingual physical educationPercepciones del profesorado sobre el rol del auxiliar de conversación en la educación física bilingüeOrdóñez Dios, Alfonso FranciscoPolo Recuero, BeatrizPhysical educationLanguage assistantsRolesBilingualismTeacher perceptionsEducación físicaAuxiliares de conversaciónRolesBilingüismoPercepciones del profesoradoThe inclusion of Language Assistants as teaching support in different subjects has acquired a unique value up to the point of becoming a key element in different bilingual education programs such as that of the Community of Madrid. In this Community, this leading figure has acquired such relevance and presence that it is necessary to carry out studies to describe its impact on specific subjects like Physical Education as it is one of the most selected subjects to be taught in a foreign language within the bilingual program of this region. In this research, an ‘ad hoc’ questionnaire has been designed, validated and administered to 87 Physical Education specialists who carried out this subject in a foreign language and co-taught with Language Assistants in bilingual public schools during 2018-19 school year. Teachers recognized, among other things, poor knowledge of Language Assistants’ roles, linguistic support for teachers as their main role, the assistant’s lack of knowledge of Physical Education contents as the most restricting reason for their involvement in class, and a general view of scarce help in this subject. These results should draw teachers and administration attention requiring improvements not only in their employment in class but also in the process of hiring them to maximize their potential in this subject and justify the monetary effort.La incorporación de Auxiliares de Conversación como apoyo al profesorado especialista de las distintas materias ha adquirido un valor singular hasta el punto de llegar a ser un elemento clave en los diferentes programas de enseñanza bilingüe como el de la Comunidad de Madrid. En esta Comunidad, esta figura ha adquirido tal relevancia y presencia que resulta necesaria la realización de estudios que describan el impacto de esta figura en materias concretas como la asignatura de Educación Física al ser una de las más seleccionadas para ser impartida en otra lengua dentro de su Programa Bilingüe. Para esta investigación se ha diseñado, validado y administrado un cuestionario ‘ad hoc’ a 87 especialistas de Educación Física que desarrollaron esta asignatura en una lengua extranjera y colaboraron con Auxiliares de Conversación en colegios e institutos públicos bilingües durante el curso 2018-19. El profesora-do encuestado reconoció, entre otras cosas, un escaso conocimiento de las funciones atribuidas a estas figuras, el apoyo lingüístico al profesorado como su principal función, la falta de conocimiento de los contenidos específicos de la materia como motivo más limitante para su aprovechamiento y una visión generalizada de poca ayuda. Estos resultados deberían ser motivo de cierta atención requiriendo la realización inmediata de mejoras no solo en el empleo sino también en el proceso de contratación de estas figuras para aprovechar al máximo su valor potencial en esta asignatura.Universidad de Alcalá. Centro Universitario Cardenal Cisneros20202020-01-01journal articlehttp://purl.org/coar/resource_type/c_6501NAhttp://purl.org/coar/version/c_be7fb7dd8ff6fe43info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10017/46871reponame:e_Buah Biblioteca Digital Universidad de Alcaláinstname:Universidad de Alcalá (UAH)Inglésengopen accesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:ebuah.uah.es:10017/468712026-06-18T11:13:07Z
dc.title.none.fl_str_mv Teacher perceptions on the role of language assistants in bilingual physical education
Percepciones del profesorado sobre el rol del auxiliar de conversación en la educación física bilingüe
title Teacher perceptions on the role of language assistants in bilingual physical education
spellingShingle Teacher perceptions on the role of language assistants in bilingual physical education
Ordóñez Dios, Alfonso Francisco
Physical education
Language assistants
Roles
Bilingualism
Teacher perceptions
Educación física
Auxiliares de conversación
Roles
Bilingüismo
Percepciones del profesorado
title_short Teacher perceptions on the role of language assistants in bilingual physical education
title_full Teacher perceptions on the role of language assistants in bilingual physical education
title_fullStr Teacher perceptions on the role of language assistants in bilingual physical education
title_full_unstemmed Teacher perceptions on the role of language assistants in bilingual physical education
title_sort Teacher perceptions on the role of language assistants in bilingual physical education
dc.creator.none.fl_str_mv Ordóñez Dios, Alfonso Francisco
Polo Recuero, Beatriz
author Ordóñez Dios, Alfonso Francisco
author_facet Ordóñez Dios, Alfonso Francisco
Polo Recuero, Beatriz
author_role author
author2 Polo Recuero, Beatriz
author2_role author
dc.subject.none.fl_str_mv Physical education
Language assistants
Roles
Bilingualism
Teacher perceptions
Educación física
Auxiliares de conversación
Roles
Bilingüismo
Percepciones del profesorado
topic Physical education
Language assistants
Roles
Bilingualism
Teacher perceptions
Educación física
Auxiliares de conversación
Roles
Bilingüismo
Percepciones del profesorado
description The inclusion of Language Assistants as teaching support in different subjects has acquired a unique value up to the point of becoming a key element in different bilingual education programs such as that of the Community of Madrid. In this Community, this leading figure has acquired such relevance and presence that it is necessary to carry out studies to describe its impact on specific subjects like Physical Education as it is one of the most selected subjects to be taught in a foreign language within the bilingual program of this region. In this research, an ‘ad hoc’ questionnaire has been designed, validated and administered to 87 Physical Education specialists who carried out this subject in a foreign language and co-taught with Language Assistants in bilingual public schools during 2018-19 school year. Teachers recognized, among other things, poor knowledge of Language Assistants’ roles, linguistic support for teachers as their main role, the assistant’s lack of knowledge of Physical Education contents as the most restricting reason for their involvement in class, and a general view of scarce help in this subject. These results should draw teachers and administration attention requiring improvements not only in their employment in class but also in the process of hiring them to maximize their potential in this subject and justify the monetary effort.
publishDate 2020
dc.date.none.fl_str_mv 2020
2020-01-01
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
NA
http://purl.org/coar/version/c_be7fb7dd8ff6fe43
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10017/46871
url http://hdl.handle.net/10017/46871
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution-NonCommercial-NoDerivatives 4.0 International
http://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution-NonCommercial-NoDerivatives 4.0 International
http://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidad de Alcalá. Centro Universitario Cardenal Cisneros
publisher.none.fl_str_mv Universidad de Alcalá. Centro Universitario Cardenal Cisneros
dc.source.none.fl_str_mv reponame:e_Buah Biblioteca Digital Universidad de Alcalá
instname:Universidad de Alcalá (UAH)
instname_str Universidad de Alcalá (UAH)
reponame_str e_Buah Biblioteca Digital Universidad de Alcalá
collection e_Buah Biblioteca Digital Universidad de Alcalá
repository.name.fl_str_mv
repository.mail.fl_str_mv
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