Impressions of our Canadian language assistant Andre Bramble 22/23

 Here are the impressions of our language assistant Andre Bramble. It has been a pleasure meeting and working with him. He was and outgoing and friendly person , besides being a hardworking and devoted  language assistant  Thanks Andre , we will miss you a lot next year and I am sure that with the attitude you have shown us , you will succeed in life . Don't forget us .  

INFORMATION SHEET IES PUNTA DEL VERDE

INFORMATION SHEET FOR LANGUAGE ASSISTANTS

 

ALEX GOODHOUSE - AMERICAN LANGUAGE ASSISTANT SCHOOL YEAR 2021-2022

 

This was my second year as an auxiliar. I came to IES Punta del Verde from a high school in Córdoba. Both years were challenging and rewarding in their own ways. And I’m grateful to the teachers and staff at both of my host schools for welcoming and supporting me during these two years of a global health crisis.

 

I decided to renew for a second year to learn more about the Spanish education system and in particular the role of English in school. I have a Masters degree in English language teaching and I was curious to compare my experience and my studies at home with what goes on inside the classroom here. I’ve learned a lot about the realities of the AICLE approach—called CLIL, in English, it stands for Content and Language Integrated Learning. In a few words, it means that content classes like Biology, History, Math, and even Physical Education, are taught at least partially in English. This approach has the really inspiring potential of transforming English from an object of study into a means of communication; that is, it gives students the chance to use English, not just memorize it!

 

Of course there is a “but...” There are some obstacles, the biggest being organization. Language learning doesn’t just happen. It requires a lot of structured planning to coordinate content learning objectives and language learning objectives, and to differentiate learning tasks for large classes with students at a range of proficiency levels. Coordinating these concerns across ten different subjects was beyond my role as a language assistant—and beyond my powers as a teacher!

 

Another obstacle is student motivation. This was an area that I could help with. “Profesor, en español...” This was my favorite refrain from students. It sounded not so much like a complaint but a challenge. Can I make it fun to speak in English? Can I reduce the embarrassment and anxiety that students feel around making a mistake or sounding silly in front of their friends and their teacher (who might be grading them)? To use Krashen’s language, can I lower their affective filters and create a playful, welcoming classroom atmosphere?

 

After two years, I can say that I had a lot of success, thanks to some brave students and inspiring colleagues. And now that masks are coming off in the classroom, we can finally share a real smile!

 

Thanks, IES PdV!

 

Alex Goodhouse

MY EXPERIENCE AT IES PUNTA DEL VERDE, BY LINDSAY STURNICK

 

Some of the language assistants that worked at our school

       

WE HAVE HAD GREAT LANGUAGE ASSISTANTS AT OUR SCHOOL . 

IAN MORRIS, OUR AUSTRALIAN LANGUAGE ASSISTANT WHO WAS WITH US FOR TWO YEARS. HE LOVES OUR CITY AND OUR CULTURE. HE TOLD ME ONCE THAT HE WILL COME BACK TO RESUME HIS FLAMENCO LESSONS. 

BEN FOLKMAN WHO WAS FROM IOWA . HE REALLY GOT ON WELL WITH OUR STUDENTS

LINDSAY STURNICK  FROM NEW YORK. SHE CAME TO STAY WITH US. AND NOW SHE IS HAPPILY MARRIED TO A SPANISH GUY

THANKS BEN FOR THE NICE WORDS YOU WROTE ABOUT US