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Working with English Language Learners - A Handbook for Teacher Aides and Bilingual Tutors

“Paraprofessionals often possess unique skills that help them know the students in a way that helps students learn. These unique skills are often the result of paraprofessionals’ spending more time with the students, knowing them from the community, and sometimes sharing the same culture and language. Positive school environments were characterised by paraprofessionals working as a team with teachers, being viewed as educators, being treated respectfully by all school personnel and parents, and feeling rewarded by their work with children. Those who thought their relationships with other school personnel were positive, saw it in the whole culture of the school.” Chopra. | elimu Working with English Language Learners MINISTRY OF EDUCATION Te Tãhuhu 0 te Mãtauranga ữ waxbarasho Ộ A Handbook for f Teacher Aides and Bilingual Tutors lengua 0Õpa30BaHHe 0800 800 675 info.esol@minedu.govt.nz www.minedu.govt.nz goto esol langue VALUING PARAPROFESSIONALS Paraprofessionals often possess unique skills that help them know the students in a way that helps students learn. These unique skills are often the result of paraprofessionals spending more time with the students knowing them from the community and sometimes sharing the same culture and language. Positive school environments were characterised by paraprofessionals working as a team with teachers being viewed as educators being treated respectfully by all school personnel and parents and feeling rewarded by their work with children. Those who thought their relationships with other school personnel were positive saw it in the whole culture of the school. Chopra R. Sandoval-Luvero E. Aragon L. Bernal C. Bergdebalderas H. Carroll D. The Paraprofessional Role of Connector Remedial and Special Education Volume 25 Number 4 July August 2004 Bilingual classroom assistants . are uniquely placed to make links for children who share a cultural heritage similar to their own. They are able to build on the form of knowledge and the cultural capital that children bring from home in ways in which few monolingual class teachers are able to do. Yet .bilingual assistants have relatively few opportunities to engage in such classroom conversations with the children and even fewer opportunities to plan for such conversations. Martin-Jones M. Saxena M. 2003 . Bilingual resources and funds of knowledge and learning in multi-ethnic classrooms in Britain. International Journal of Bilingual Education and Bilingualism 6 3 4 279. When they are trained appropriately and used effectively in the classroom paraprofessionals can not only expand a school s literacy learning opportunities for struggling students but can also .