1. SATEAL 2018 Building capacity using a co-teaching approach
Kim Almond (EAL Teacher)
Annabel MacWilliam (EAL Teacher)
KA/AM - Working in partnership with primary schools to build capacity for supporting bilingual learners, using a supportive co-teaching approach
Intro oursleves

2. Outcomes
What is the context for learning and teaching EAL in Edinburgh?
How is the EAL team in Edinburgh responding to changing context?
What does the CEC EAL capacity-building pilot model look like?
KA - Outcomes are to find the answers to the following questions

3. Bilingual Profile in Edinburgh Schools
Percentage BME* learners: 25.8%
No. of different languages:
Most commonly spoken languages:
120+
Polish, Arabic,
Punjabi/Urdu, Mandarin, Cantonese,
Bengali
*BME – this is the ethnicity category 'Black and Minority Ethnic' (not necessarily bilingual, so our other term 'bilingual and minority ethnic' is not appropriate here).
KA - Quiz – guess with partner
Give the answers
This is an acknowledgment that historically, if b.l learners had another additional support need, EAL Teachers would not necessarily provide support and this has changed with presumption to mainstream, where we are now often working with the whole class and a range of support needs.
For us as EAL teachers in Edinburgh within the wiser (and wider?!) ASL service, we are also now regarded as a link to other specialist support.
Developing bilingual learners
Learners with other additional support needs 3

4. EAL (support) and BME school population
2011
2012
2013
2014
2015
2016
% EAL support
7.6%
8.6%
9.4%
10.1%
10.7%
11.4%
% BME
18.2%
19.7%
21.4%
22.9%
24.2%
25.8%
Primary (2017)
4899
6082
Secondary (2017)
1183
KA - Discuss own contexts – same/different
EAL support = stages 1-4 on EAL database as requiring some level of support. It does not include all pupils with a home lang other than English. This may be different to other authorities who take their stats from SEEMIS.
Year group
No. of learners (2017)
Total P1
832
1649 P2
817

5. Context Increase in learners with EAL Wider ASL context
HGIOS? Learning & Teaching and 2.4 Universal Support
National Improvement Framework: focus on Literacy
All of the above have implications for provision
KA - Us being part of larger service
As per previous slide
National focus on improving universal provision
Literacy across learning

6. Mainstream: equality and rights issue
Findings
Mainstream: equality and rights issue
‘All learning happens through language’
LILAC (Language in Learning across the Curriculum) – London Challenge
Key Principles
Equitable
Sustainable
Responsive
High-quality
Inclusive
Specific (EAL)
AM DHT (Lead on EAL specialism within ASL Service) had secondment to look at alternative models of support –Scottish authorities (Glasgow, Dundee and Highland) and also England (Birmingham) and Wales (Cardiff, Newport, Swansea) for research etc
10 mins

7. 8-10 week co-teaching block
Format: Phase 1
EAL Teacher staffing
2 EAL Teachers; 2/3 days each per week
Core aims:
language demands; plan for language and content
all stages of English language acquisition
whole-school development work, e.g. Language Policy AM
Primary only at the moment
We are realising more and more that there is a need to get schools to a certain level of understanding before they embark on working in this way.
There is also considerable pre-phase one set-up work to consider, e.g. whole school development work and working alongside SLT to invite teachers to self-identify if they want to take part, staff meetings to share the purpose and practicalities with the whole staff group etc
3-4 weeks set up, measuring start points, gathering background information
8-10 week co-teaching block
3-4 weeks measuring end-point, evaluations, identifying next steps (for phase 2)

8. Teacher self-evaluation Learner observation Reciprocal observation
Approaches
Teacher self-evaluation
Learner observation
Reciprocal observation
Learner interviews
Measuring impact
Qualitative
Learner feedback/views
Teacher feedback/views
Teacher observation
Quantitative
Data (attainment)
KA/AM
Talk through some of the materials used to evidence the impact of the pilot – handout for participants to discuss – collect feedback etc
10 mins

9. Joint planning/Team teaching/Coaching
Learning Intention (concept, skills, knowledge):
Language Learning Intention (text, sentence, word):
To use and read co-ordinates and grid references
To describe the features of and explain how to create a grid
Success Criteria:
I can identify the key features of a grid
I can read and plot co-ordinates
I can ask and answer questions
I can give and follow instructions
I can retell and sequence a group activity
I can identify key vocabulary and explain what it means AM
I do, we do, you do... we do… I do…you do… - any combo! (modelling)
Give out other examples for participants to discuss – what do they notice?
Pilot work looked at the key aims of
identifying the language demands in any selected curricular area and ·
developing confidence and skill in supporting EAL learners’ access to the curriculum and language development at all stages
This is a very detailed lesson plan that we would not use all the time, but we have put together to illustrate all the key features of integrated content and language support and best practise for supporting bilingual learners. What we would more regularly use is the Gibbons grid and we are about to look at some completed examples form staff in a minute.
10 mins – look at lesson plans – discuss and feedback

10. Impact on learner talk time
Independent
work
Pupil to pupil
Teacher – pupil
2 way Teacher-pupil KA
The amount of teacher to student talk & independent talk has reduced in the second observation. The rehearsal time has significantly increased.

11. Impact on quality and quantity of language output
P6 non-pilot class
P6 Pilot class
91+ degrees
An obtuse angle is a angle that is bigger than 90 but smaller than 180
Parallel means the same, In a shape if two lines are parallel face each other and are the same
Parallel means when two lines always stay in the same direction and never meet
is a middle
This right angle is like paper
(drawing of paper with the corner in bold)
AM These figures come from Written assessments on 2D Shape

12. Teacher feedback
Film removed for ing as made the file too big

13. Format: Phase 2 Staffing Reduced EAL teacher time
Aims (developed from evaluation of Phase 1)
Embedding practice (core aims)
Transfer to other areas of the curriculum
Sharing /cascading practice with stage partners: learning triads
Ongoing whole-staff training (annual, incremental)
Continued wider school work
Share examples of how this has worked in different schools.
KA – St Davids
AM – Gylemuir
Link between schools

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