Cable, Carrie
(2004).
| DOI (Digital Object Identifier) Link: | https://doi.org/10.1080/0140672042000277134 |
|---|---|
| Google Scholar: | Look up in Google Scholar |
Abstract
In recent years there has been a considerable growth in the number of teaching assistants (teacher aides in the USA) in UK schools and in the diversity and range of their roles and responsibilities. Although these roles vary in different parts of the UK, an increasing number of assistants now work alongside teachers to support children’s learning. Some teaching assistants and instructors are bilingual in the languages spoken by children in their schools and draw on their knowledge of other languages in providing support for children’s cognitive and language development. Many bilingual teaching assistants carry out similar roles to their monolingual colleagues but, in addition, are involved in facilitating communication and mediating interaction between home, school and local communities. However, their roles and contribution to children’s learning are often not clearly defined and are certainly under-researched.
| Item Type: | Journal Item |
|---|---|
| Copyright Holders: | 2004 Taylor & Francis Ltd |
| ISSN: | 1470-1359 |
| Keywords: | teaching assistants; bilingual teaching assistants; learrning; mediation; |
| 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) |
| Item ID: | 6416 |
| Depositing User: | Carrie Cable |
| Date Deposited: | 25 Jan 2007 |
| Last Modified: | 01 May 2019 13:16 |
| URI: | http://oro.open.ac.uk/id/eprint/6416 |
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