Kamil Trzebiatowski (EAL Coordinator, Newland School for Girls, Kingston-upon-Hull)

EAL TeachMeet Peterborough: 25 March 2015

EAL:Partnership Teaching

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

Frequent no-collaboration situation…

EAL Teacher Mainstream Teacher

TogetherEAL and mainstream teachers

?

What is (FULL) Partnership Teaching?

EAL Teacher Mainstream Teacher

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

Three modes of

collaboration

Extends Cooperative

Teaching.

Links the work of the two teachers

with school plans for curriculum

and staff development –

Partnership Cycle Process

Partnership Teaching

The EAL teacher and subject

teacher plan the curriculum

together, taking into consideration

the needs of all learners.

Supporting roles alternate

between the two teachers.

Both teachers have equal status.

Cooperative teaching

The EAL teacher works with individual

learners or small groups;

Lessons planned and delivered by the mainstream

teacher

Support teaching

AimsAims

Curriculum development

Staff development

Build shared understanding of Partnership

Teaching across the

school

Partnership Teaching Cycle

Set Goals

Experiment

EvaluateDisseminate

Review

Partnership Teaching:• Around since 1990s (from DfE)• 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

Development Plans include collaborative

teaching

Partnership Teaching as part

of CPD

Give time to plan /

disseminate

Promote Partnership

Teaching with staff, parents and

children

Publish / disseminate case studies

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

Literacy strategyHaving a language

specialist in the classroom

EAL teacher’s status elevated

Linguistic aspect furthers all students’

comprehension

Uses EAL teacher’s linguistic expertise

ALL students reflect on their

language / writing

Fun and interesting lessons planned –

easy to plan!

Planning together improves EAL teachers’ own

practice

Social inclusion –no singling out of

EAL learners!

Linguistic skills key to GCSE success

Good to find another teacher’s

ideas

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!

• Inservice pack for schools: Partnership Teaching: http://www.collaborativelearning.org/partnershipteaching.pdf

• NALDIC (National Association for Language Development in the Curriculum): http://www.naldic.org.uk/eal-advocacy/eal-news-summary/140212

• Creese, A. (2005) Teacher Collaboration and Talk in Multilingual Classrooms. Multilingual Matters Ltd: Clevedon, Buffalo & Toronto

More information