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Teaching assistants and support for literacy and language development

Cable, C.; Eyres, I. and Hancock, R. (2006). Teaching assistants and support for literacy and language development. In: BERA Annual Conference, 06-09 Sep 2006, University of Warwick.

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Through an examination of writing done by teaching assistants for an Open University course, this paper examines assistants’ perceptions of their role in children’s learning within the context of the Literacy Hour. There is an analysis of three themes arising from the data i.e. assistants’ practice aimed at increasing children’s participation; assistants’ pedagogic and subject knowledge; and the nature of assistants’ team working with teachers. The data suggests that teaching assistants are very involved in working with the most vulnerable and ‘difficult to teach’ children and that they use a range of intermediary techniques and pedagogic strategies to enable these children to participate in the Literacy Hour. The data lends support to the official view of the role of teaching assistants i.e. that, guided by teachers, they ‘enable the teacher to teach’ and ‘support children’s learning’. However, the data also suggests that teaching assistants teach too, sometimes with a degree of independence. Indeed, the variety (and in some cases sophistication) of ways in which teaching points are developed by them with children appears to signify a clear pedagogic role in terms of extending children’s knowledge of literacy.

Item Type: Conference or Workshop Item
Copyright Holders: 2006 Not known
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Faculty of Wellbeing, Education and Language Studies (WELS)
Research Group: Centre for Research in Education and Educational Technology (CREET)
Education Futures
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Item ID: 24223
Depositing User: Users 9543 not found.
Date Deposited: 28 Mar 2011 08:31
Last Modified: 22 Apr 2018 22:18
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