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Native peers as mediators and experts in language learning in Higher Education

  • Suvi Kotkavuori EMAIL logo , Kaisa Hahl and Raili Hilden
Published/Copyright: June 9, 2022
Language Learning in Higher Education
From the journal Language Learning in Higher Education Volume 12 Issue 1

Abstract

This qualitative study explores how native peers as teaching assistants can support language learning in Higher Education. The data of five semi-structured group interviews of 15 teaching assistants in total were analysed thematically. The results indicate that the assistants embraced multiple roles during the programme and within the lessons. However, in the role of a peer student who collaborated on an equal level with the learners, they could best facilitate learning and communication. As native speakers, they complemented the teacher’s expertise by their regional and up-to-date cultural and linguistic knowledge. This article supports a wide view of mediation adopted by the CEFR Companion Volume and focuses on its two mediation activities. The so-called didactic triangle was used to illustrate how native peers mediated between the teacher, the student and the subject to facilitate the language learning process. The assistants acted as mediators in different ways, interculturally and pedagogically. Nevertheless, a few assistants experienced challenges when assisting at lower CEFR levels. Thus, it is essential to discuss roles and expectations as well as the process together with the teachers, the students and the assistants.

Keywords: CEFR Companion Volume ; didactic triangle; expertise; Higher Education; mediation; sociocultural language learning
Corresponding author: Suvi Kotkavuori, University of Helsinki, Helsinki, Finland, E-mail:
Appendix

Course assistant programme (CAP) – group interview with the assistants

  1. How did you get involved with CAP? Did you have any particular reasons that made you to apply for it?

  2. How was it to be an authentic element in the class? (finding your place)

  3. Which of the following roles do you recognize having in the language classes:

    1. the teacher’s assistant,

    2. the students’ tutor/adviser,

    3. a peer student?

    4. any other?

  4. The triangle below is often used to define the relation between the three components in a class: the student, the teacher and the subject. Where in the triangle would you place yourself? How would you describe your relationship with

    1. the students

    2. the teacher(s)

    3. the subject

    … and how did these different relations evolve during the process?

  5. Your activities (see logbook) in the class were many: helping in pronunciation, vocabulary, grammar, listening & written comprehension, spoken and written communication, bringing cultural information:

    1. Were there situations in the above-mentioned areas where the teacher turned to ask your advice/opinion? Could you give an example? How often did it happen?

    2. Were there situations in the above-mentioned areas where the students turned to ask your help? Could you give an example? How often did it happen?

    3. Did you get a chance to give your ideas and put them into practice? Any examples?

    4. Did some of the above-mentioned activities happen out-of-classroom? Or without the teacher?

  1. Looking back at the CAP experience, how would you evaluate its importance to the language course? In other words, what would have missed from the teaching–studying–learning process if you were not there?

  2. Is there something you would do differently? Is there something you think that the teachers should consider better?

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Received: 2021-06-23
Accepted: 2021-10-01
Published Online: 2022-06-09
Published in Print: 2022-05-25

© 2022 Walter de Gruyter GmbH, Berlin/Boston

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https://doi.org/10.1515/cercles-2022-2048
Keywords for this article
CEFR Companion Volume; didactic triangle; expertise; Higher Education; mediation; sociocultural language learning

Articles in the same Issue

  1. Frontmatter
  2. Introduction
  3. Empowering learners in their critical, creative and autonomous thinking: from a good language learner to a better world citizen
  4. Articles
  5. Podcasting as project-based learning and its effect on the acquisition of linguistic and non-linguistic skills
  6. Vers une dynamique collaborative d’enseignement/apprentissage au sein de la démarche communic’actionnelle
  7. A pilot course with project-based learning in an intensive English program
  8. “My resistance disappeared”: Japanese university learners’ feedback to a student-centered English discussion course
  9. Critical incidents as a window into simple language management
  10. Assessing verbal interaction: towards European harmonization. Insights from the co-operation between Spanish and French language exams for Higher Education (CertAcles/CLES)
  11. Developing a rating scale for integrated assessment of reading-into-writing skills
  12. The longitudinal development of self-assessment and academic writing: an advanced writing programme
  13. Self-access learning of English intonation with speech software: examining learners’ perceptions with a focus on their concerns and negative comments
  14. Non-English major students’ perceptions of aspects of their autonomous language learning
  15. Identifying ELF programs in Italian University websites: what gaps need to be filled
  16. General and specialist vocabulary knowledge as predictors of academic success in EMI university programs
  17. English medium instruction in Higher Education of Afghanistan: students’ perspective
  18. Development of second language productive skills through CLIL in a Japanese university: a pre-experimental longitudinal study
  19. Native peers as mediators and experts in language learning in Higher Education
  20. Activity Report
  21. Learning languages through virtual exchange: an international university network
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