Local intercultural language assistants in New Zealand classrooms

ABSTRACT

Given the challenges faced in enacting curricular expectations of developing intercultural communicative competence through the teaching of languages, this study reports on a language and culture assistants (LACs) programme that may offer a viable pathway for foreign language programmes around the world. We examine how local non-native speaker LACs developed intercultural pedagogical skills when placed in schools. Data analysed was collected from interviews, written and oral reflections and teaching resources. The participants were 10 advanced Spanish students from two New Zealand universities who supported 12 teachers across 12 classes (approximately 350 students) in six schools over 7 weeks. Findings reveal that LACs of this profile – both a learner of the language and an interculturally competent speaker) – may become role models for school-aged children of a language. Pedagogically, we found that the LACs were expert informants who translated their intercultural experiences into teachable content.

KEYWORDS:

• Language assistants
• intercultural communicative competence
• language curricula
• Spanish as an additional language
• New Zealand
• non-native speakers

Acknowledgement

We acknowledge the support of the Latin American Centre for Asia-Pacific Excellence (CAPE) that provided funding for the programme described here.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 Ethics approval was granted on 24 August 2020 by the Victoria University of Wellington Human Ethics Committee with approval number 27790, and it was ratified by the University of Auckland Human Participants Ethics Committee.