This chapter reports on research into the expectations and experience of Native Language Assistants (or near-native) conducted via interviews in a series of schools in Northern Italy. The research is part of a project on CLIL in early learners, and considers the role that Native Language Assistants (NLAs) play in CLIL activities, supporting the subject teachers in all aspects of language, from lexis to pronunciation, in cultural knowledge and realia, and functional classroom language. It reveals the desire on the part of NLAs to have more time to plan activities, and a certain lack of clarity about what exactly is expected of them.
Murphy, A. C., Costa, F. G., The Role of the Native Language Assistant, in Costa, F., Cucchi, C., Mair, O., Murphy, A. (ed.), English for Young Learners from Pre-School to Lower Secondary: A CLIL Teacher Training Project in Two Italian Schools, Universitas Studiorum S.r.l. Casa Editrice, Mantova 2018: 55- 76 [http://hdl.handle.net/10807/122808]
The Role of the Native Language Assistant
Murphy, Amanda Clare
Secondo
Writing – Review & Editing
;Costa, Francesca GiuseppinaPrimo
Writing – Review & Editing
2018
Abstract
This chapter reports on research into the expectations and experience of Native Language Assistants (or near-native) conducted via interviews in a series of schools in Northern Italy. The research is part of a project on CLIL in early learners, and considers the role that Native Language Assistants (NLAs) play in CLIL activities, supporting the subject teachers in all aspects of language, from lexis to pronunciation, in cultural knowledge and realia, and functional classroom language. It reveals the desire on the part of NLAs to have more time to plan activities, and a certain lack of clarity about what exactly is expected of them.
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