Kamil Trzebiatowski (EAL Coordinator, Kingston-upon-Hull, England)

TeachMeet Hull: November 10, 2014

EAL and ENGLISH:Partnership Teaching

http://valuediversity-teacher.co.uk/

Frequent no-collaboration situation…

EAL Teache

r

Mainstream

Teache

r

TogetherEAL and mainstream teachers

?

What is (FULL) Partnership Teaching?

EAL Teache

r

Mainstream

Teache

r

TogetherEAL and mainstream teachers

plan lessons/curriculum responsive to the needs of all learners: monolingual, bilingual and

multilingual

lead the lessons together – both teachers deliver different parts of the lesson

responsible for behaviour for learning of their class

responsible for AFL

co-mark students’ work and assess them together

follow a Partnership Cycle routine:• Developing the curriculum whilst developing themselves

• Short term-goals• Experimenting• Evaluating

• Disseminating results to the school

Partnership Teaching Cycle

Set Goals

Experiment

EvaluateDisseminate

Review

Partnership Teaching:• Around since 1990s (from DfE

– Bourne & McPake, 1991)• Described as:

• Curriculum development for mono- and bilingual students

• A form of professional development

• Most effective if school heads and SLTs recognize its potential and back it up

In Practice…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?

WRITING 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

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) Teacher

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 Inspection

9. 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!

(OFSTED, 2013)

• Creese, A. (2005) Teacher Collaboration and Talk in Multilingual Classrooms. Multilingual Matters Ltd: Clevedon, Buffalo & Toronto• Bourne, J. and McPake, J. (1991) Inservice pack for schools:

Partnership Teaching. Available at: http://www.collaborativelearning.org/partnershipteaching.pdf [Accessed 1 November 2014]• NALDIC (National Association for Language Development in the

Curriculum): http://www.naldic.org.uk/eal-advocacy/eal-news-summary/140212 • OFSTED (2013) English as an Additional Language. Briefing for

section 5 inspection. Crown: Manchester

References & More information