This is my presentation given at TeachMeet Hull (Nov 2014) in Kingston-upon-Hull's Malet Lambert on EAL and mainstream teachers working together.

1. EAL and ENGLISH:
Partnership Teaching
Kamil Trzebiatowski
(EAL Coordinator, Kingston-upon-Hull, England)
TeachMeet Hull: November 10, 2014
http://valuediversity-teacher.co.uk/

2. Frequent no-collaboration situation…
Together
EAL and mainstream teachers
?
EAL Teacher Mainstream Teacher

3. What is (FULL) Partnership Teaching?
Together
EAL 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
EAL Teacher Mainstream Teacher
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

4. Partnership Teaching Cycle
Set Goals
Experiment
Review
Disseminate Evaluate
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

5. 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

7. 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

8. 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)

9. References & More information
• 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