Induction

Where possible, it is always best to send your FLA on an organised induction course where s/he can meet other FLAs and share experiences.

However, sending your FLA on an induction course does not mean that there is no need for in-house induction.

The FLA should be introduced to the department at an early stage, and given opportunities to observe a wide range of lessons throughout the department. The FLA should also be introduced to staff in other departments: schools which benefit most from their FLA are those where s/he is integrated into the life and work of the whole school. FLAs should also be made aware of the "chain of command" should they need assistance in dealing with pupils.

It is very important that the FLA knows who to turn to in the event of difficulties arising surrounding their pay or conditions of employment.

Take time to explain the content of all courses, from Key Stage 2 or 3 upwards, and be explicit about the expected levels and outcomes. If the FLA is to help prepare pupils for assessment, both internal and external, s/he needs to be thoroughly familiar with the requirements.

Some MUSTS

• There should be a clear departmental strategy as to how to make best use of the presence of the FLA.
• There should be consistency of approach within the department.
  
• Despite the other pressures on teachers' time, the FLA should be continually supported and guided throughout the year.
  
• Teachers should be willing, if necessary, to change their style in order to incorporate the FLA into their lessons.
  
• Sufficient time should be given to planning lessons with the FLA.

The first two weeks

These are vital to a successful year with your FLA.

Make sure that each FLA has a mentor (i.e. someone to turn to for help) and assure yourselves that s/he has appropriate accommodation, has taken the necessary steps/filled in the necessary forms to ensure that s/he will be paid at the end of the first month.

In order to make their observation of lessons more focused, it might be useful to draw up a timetable of lessons to be observed and to give the FLA some points to consider, such as how and when the TL is used, how differentiation takes place, how reluctant pupils are motivated, what techniques are used to promote speaking amongst pupils, what question-types are used. The observation should be discussed with the FLA on a regular basis. CILT Pathfinder 32; "Foreign Language Assistants A guide to Good Practice" by David Royles, Marian Carty and Anneli McLachlan gives useful tips on how to make the best of this observation period and how to 'de-brief' the FLA.

Induction courses

FLA induction courses should include:

• Practical advice on administrative and financial matters
• An opportunity for FLAs to meet their peers
• Explanation about the education system in Wales
• Detailed information about the National Curriculum and external
  examinations Discussion of the role of the FLA
• Advice on teaching techniques and the use of resources
• An introduction to Wales and the region in which they are living

Administration

Where possible, representatives of the LEAs concerned should attend the course in order to explain procedures and provide clear advice on administrative and financial matters. The FLA induction course is an ideal time to check that all tax forms etc are complete. It is also important that FLAs are given an opportunity to meet their peers. A first year in a different country can be a very isolating and frightening experience. It is a good idea to issue all FLAs in a given area a list of the names and addresses of their counterparts (with their permission of course).

Education system

Many assistants (like many ITT students) are surprised by the levels of MFL competence amongst their pupils. It is important that they can place these levels of competence in a clear context of the Welsh education system. It will be helpful for them to have a broad overview of the National Curriculum and the subjects studied in the primary sector, and the length of time allocated to each of them. The fact that MFL learning (up to now) has begun in year 7 and can be abandoned in year 9 can therefore explain the relatively low levels of competence in the target language. The course should also include a fairly detailed explanation of the NC orders for MFL and an exploration and discussion of the attainment targets and level descriptors.

External Examinations

FLAs should be given a general overview of the content and requirements of GCSE, AS and A level specifications. Induction courses might, however, include detailed discussion of the oral components of these examinations and an indication of the levels required for each of the grade descriptors. An opportunity to listen to recorded examinations or to practise on real pupils can be very helpful at this early stage.

The role of the FLA

Induction courses should give FLAs the opportunity to discuss their role in the school. The differing uses of FLAs, e.g. oral practice with small groups, team-teaching within the classroom, examination preparation, materials production and source of practice for teachers, should be emphasised. The FLA's role in the school's community as a whole should also be discussed: those FLAs who take an active part in school life outside the MFL department are those who will both benefit most from their experience and who will benefit the school most.

Teaching techniques

Most FLAs will have no formal teacher training, so the bulk of the induction programme should concentrate on techniques for use in the classroom and with small groups. The training should emphasise communicative techniques, such as use of games, choice and exploitation of materials such as texts, songs, videos and Internet sites.

Most FLAs will bring with them a range of resources. Sessions on exploiting reading and listening texts will be a useful way to discuss the appropriate use of these materials.

Where possible, invited speakers (who ideally will be local teachers) should be asked to provide ideas on teaching techniques. Provision of materials for assistants: some examples of the types of materials to provide during induction courses are included in this pack.

Materials might include

• Lists of useful internet sites
• Hand-outs from sessions on teaching techniques
• Administrative documentation (e.g. conditions of service, holiday dates, health-care information)
• List of names and addresses of other FLAs in the area
• Information about the LEA
• Information about the education system and the National Curriculum
• Ideas for activities in the classroom
• Tourist information about the local area