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EAL AND ENGLISH:PARTNERSHIP TEACHINGTwickenham Academy, London Borough of Richmond
WHAT IS (FULL) PARTNERSHIP TEACHING?• Together, EAL and mainstream teachers plan
lessons/curriculum responsive to the needs of all learners: monolingual, bilingual and multilingual
• EAL and mainstream teachers lead the lessons together – both teachers deliver different parts of the lesson
• EAL and mainstream teachers responsible for behaviour for learning of their class
• EAL and mainstream teachers responsible for AFL• EAL and mainstream teachers co-mark students’ work
and assess them together• EAL and mainstream teachers follow a Partnership Cycle
routine
PARTNERSHIP TEACHING CYCLE
Set Goals
Experiment
EvaluateDisseminate
Review
SOME EXAMPLESWRITING FRAME – CHARACTER DESCRIPTION
Look at the description of our character:
Adjectives
Adverbs
Similes
A caramel-coloured, gorilla of a man, with a face like a grizzly bear, bounces like Tigger into
Twickenham Academy every morning from his home in London. He proudly sports
different, peculiar, bright socks, an upscale shirt (with a matching tie), and dark trousers.
As he solemnly settles himself into his desk, the sun hits his glasses, causing him to squint
his dark eyes. A friend leisurely walks by with a morning greeting, resulting in a smile that
reveals his cheeky grin and pearly whites. His bellowing laughter booms across the
classrooms when students ask him what he will be enjoying for lunch. His jolly attitude
carries him all the way to lunch, down the high street, as if on a sugar rush.
Adjectives
Adverbs
Similes
Metaphors
What adjectives will I use? What will they describe?
Adjectives Things / person or people described
What adverbs will I use? What will they describe?
Adverbs Actions (verbs) described
What similes will I use? Which things will I compare?
First noun
like
Second noun
What metaphors will I use? Which things will I compare?
First noun
is
Second noun
Make it alive – make it into a story!
Think of different senses: sight, hearing, smell, touch
Think of your person’s personality: what is this person like and how does he/she do
things?
How does this person react to other people?
Categorize the following words into the following columns. What kind of part of speech are all they?
aggressive greedy duplicitous misunderstood
anxious selfish unpredictable forgotten
mischievous nightmarish understandable massive
quirky readable adventurous cooperative
yellowy babyish laughable said
-ive -y -ous -ish -able other
Change the adjectives into nouns:
Adjective Noun Adjective Noun Aggressive Predictable Mischievous Massive Thought Laughable Forgotten Cooperative Babyish Adventurous Yellowy Selfish
WWW
EBI
WWW
EBI
WWW
EBI
REAP THE REWARDS!EAL Teacher Mainstream (English) TeacherLanguage for All literacy strategy + uses EAL teacher’s linguistic expertise to the maximum
Having someone who specialises in language in the classroom
Elevates the status of EAL practitioners in schools: in the classroom, EAL and mainstream teachers are seen by students as equal
EAL teacher offers linguistic knowledge to students in detail – feels this furthers their comprehension
Gets students to reflect on the language they use and improves their writing
Another teacher brings their passions and strengths – helpful to students
Planning together makes me understand the processes involved in English teaching better and improve my own practice
Thought planning would be a challenge, but we planned together fun and interesting lessons! – benefits of two brains!
Support of all students without singling out individual EAL students – social inclusion!
Great to find another teacher’s methods and ideas
Great to have a specialist in the classroom to help students improve their skills that will be key to their success in their GCSEs
OFSTED: EAL BRIEFING FOR SECTION 5 INSPECTION9. Class/subject teachers should plan collaboratively with EAL support teachers or teaching assistants. There should be a focus on both language and subject content in lesson planning.
Partnership Teaching certainly fulfils this!