Partnership talks in Primary EAL

    I just read an article about the relationships between EAL teachers and classroom teachers, using the collaborative teaching model.  While reading, the struggles EAL teachers face was brought into the spotlight for me. The article makes it clear that the EAL teacher could have a more positive role in a regular classroom, but nonetheless is regularly “encouraged” to take students out of their classroom environment and work with them in a separate room. I believe, it would greatly benefit the language learning students, along with all the other students, to have both teachers instructing the lesson. Sadly it is rarely the case that we see a partnership as such take place in the classroom.  The article points out the importance of the teacher–teacher talk when aiming for the best possible outcome, including the shift from main teacher and support teacher roles, to two equal ability teachers. This brings to light the issue of the EAL teacher having to tiptoe around the habits and routines of the classroom teacher. I feel collaboration between two professionals should not be this problematic, especially when the focus of everyone involved should be the benefit of all children. It seems that EAL teachers need to be very flexible when required to adjust to the classroom teacher, and their philosophies. The idea of collaborative teaching however, is more of a partnership than a leader and assistant roles. I think through real collaborative teaching we will all benefit, when there is inclusion of everyone, by working towards our common goal of helping all students succeed.

Gardner, S. (2006). Centre-stage in the instructional register: Partnership talks in primary EAL. International Journal of Bilingual Education and Bilingualism, 9 (4), 476 – 494.