1. TEAM TEACHING IN INDIGENOUS BILINGUAL-BILITERATE SCHOOLS
= CROSS-CULTURAL ADULT LEARNING (MY LANGUAGE, YOUR LANGUAGE) (MY KNOWLEDGE, YOUR KNOWLEDGE)
= BILINGUAL TEACHING (TWO LANGUAGES; TWO WORLD VIEWS
= BILITERATE LEARNING AND TEACHING (L1 FIRST) (L2 ORACY PRE L2 LITERACY)
= CROSS-CULTURAL STUDENT LEARNING (OUR WAYS, OTHERS’ WAYS)
(c) F. Murray. walktalkteach.com.au
8/5/2019

2. STRATEGIES FOR WORKING as a TEAM in a BILINGUAL-BILITERATE CLASSROOM
Working in a Cross-Cultural team means that team members will:
learn together across both cultures and about each other’s cultural world views and knowledges
plan together across both cultures and teach together through both languages and world views (each doing their own)
LEARN TOGETHER +/ PD DELIVERED BY SOMEONE TO AN AUDIENCE!!!
THAT IS, NOT WHAT I AM DOING NOW!!
PLAN TOGETHER – TOMORROW CAN’T HAPPEN IF THIS HASN’T BEEN DONE
TEACH TOGETHER – THIS IS BILINGUAL EDUCATION – THE TEAM IS EXPERT ON BOTH LANGUAGES, BUT INDIVIDUAL MEMBERS ARE NOT EXPERTS ON BOTH LANGUAGES, ONLY ON ONE. PARTNERS IN THE TEAM, TOGETHER MAKE ONE FOR THE BILINGUAL DELIVERY OF THE CURRICULUM.
(c) F. Murray. walktalkteach.com.au
8/5/2019

3. STRATEGIES FOR WORKING as a TEAM in a BILINGUAL-BILITERATE CLASSROOM
TEACHING TOGETHER DEPENDS ON PLANNING TOGETHER…..across the TWO-way cultural bridge.
STRATEGIES FOR WORKING as a TEAM in a BILINGUAL-BILITERATE CLASSROOM
(c) F. Murray. walktalkteach.com.au
8/5/2019

4. PLANNING TOGETHER DEPENDS ON LEARNING TOGETHER
To learn how to do things the teams need to learn together across both cultures so all team members know what they are talking about, AND WHAT THEIR PARTNER IS TALKING ABOUT, and how you (and partner) need to teach the learning activities in either or both languages that have been planned.
(c) F. Murray. walktalkteach.com.au
8/5/2019

5. PLANNING TOGETHER DEPENDS ON LEARNING TOGETHER: Planning together cross-culturally grows out of cross-cultural learning together and enables teachers to teach together through both languages and cultural world views more effectively. At planning-together time, team members work together to decide which learning experiences they need to organise….. In simple terms..... Who does what tomorrow, in which language and with whom?
(c) F. Murray. walktalkteach.com.au
8/5/2019

6. A PLAN FOR LEARNING TOGETHER ACROSS CULTURES AND LANGUAGES: What is it?
Learning together is about sharing knowledge and educational experiences across and through both cultural lenses so we can share meaning and memories about those shared experiences.
These shared meanings and memories are taken back to planning together and bring about action or change.
(c) F. Murray. walktalkteach.com.au
8/5/2019

7. PLANNING TOGETHER DEPENDS ON LEARNING TOGETHER
To be able to plan together effectively team members need to:
talk about learning experiences they want the children to have on the topics
understand why they want these learning experiences
talk to each other about whether or not they are learning new things from each other
keep records to show progress
be honest with each other about what is helpful and not helpful
complete the tasks that are required
(c) F. Murray. walktalkteach.com.au
8/5/2019

8. Without cross-cultural Learning Together, planning together can be like a car without a motor, or a boat without a rudder.
(c) F. Murray. walktalkteach.com.au
8/5/2019

9. STRATEGIES FOR WORKING as a TEAM in a BILINGUAL-BILITERATE CLASSROOM
Working in a Cross-Cultural team means that team members will
share teaching, administrative and other tasks in appropriate ways. This has to be visible in the daily plan.
THINK ABOUT YOUR DAY:
- List the teaching that each of you did independently or together
List the administrative tasks that each of you did
List other tasks you did today either independently, independently as part of team work, or together
WHAT CAN BE IMPROVED? HOW?
(c) F. Murray. walktalkteach.com.au
8/5/2019

10. STRATEGIES FOR WORKING as a TEAM in a BILINGUAL-BILITERATE CLASSROOM
Working in a Cross-Cultural team means that team members will
function as both teacher-learner and learner-teacher
Think about your day:
What did you learn about teaching, about the children as learners, about your team member as a teaching partner?
What did you teach your partner about educating children bilingually, biculturally?
(c) F. Murray. walktalkteach.com.au
8/5/2019

11. STRATEGIES FOR WORKING as a TEAM in a BILINGUAL-BILITERATE CLASSROOM
Working in a Cross-Cultural team means that team members will
help each other in ways that ensure long-term growth not just short-term goals
Think about a recent planning together session with your partner
How did your team planning include skills and knowledge for future planning on the topic/s? Where is the learning taking the children? What is the overall goal? Is this shared within the Teaching Team? Is it shared with the students?
Whilst daily planning needs to address the teaching requirements of tomorrow, it also needs to take account of the children’s learning and how to teach this topic next week/month/year (where to from here)…..
(c) F. Murray. walktalkteach.com.au
8/5/2019

12. STRATEGIES FOR WORKING as a TEAM in a BILINGUAL-BILITERATE CLASSROOM
Working in a Cross-Cultural team means that team members will have realistic but high expectations for themselves and their partner/s.
Each member of the team practise saying this to each other.
“whatever I can teach, you can teach better, in your language”
TWO-WAY:
WARLPIRI – ENGLISH (Assistant Teacher – Teacher)
ENGLISH – WARLPIRI (Teacher – Assistant Teacher)
“how I go about teaching in my language, you can go about teaching better, in your language”
We can support each other to teach well.
TEAM TEACHING IS NOT ONE-WAY.
IT IS A TWO-WAY EXCHANGE AND SHARING OF KNOWLEDGE AND SKILLS.
(c) F. Murray. walktalkteach.com.au
8/5/2019

13. STRATEGIES FOR WORKING as a TEAM in a BILINGUAL-BILITERATE CLASSROOM
Working in a Cross-Cultural team means that team members will teach together in ways that promote independence of each team member within the team….
Think about today’s classroom teaching:
Did each member of the team have teaching duties independent of the other team member for some of the day?
Were there times when each team member was solely responsible, for the learning of a group of children (as planned)?
(c) F. Murray. walktalkteach.com.au
8/5/2019

14. WORKING as a Bicultural, Bilingual TEAM in a BILINGUAL-BILITERATE CLASSROOM
This approach to team teaching and learning promotes the development of stronger working relationships between team members and creates an environment that stimulates two-way mentor relationships, one of the goals of Bilingual Education. The role of the AT in a bilingual-biliterate program is forward looking: towards teacher qualifications. The role of the non-Indigenous teacher is one of cross-cultural learner from the AT and cross-cultural teacher/mentor of the AT.
(c) F. Murray. walktalkteach.com.au
8/5/2019

15. Murray, F. Walk-the-Talk Teaching 2019 walktalkteach.com.au
References
Graham, B. Team Teaching in Aboriginal Schools. NT Department of Education 1985 and 1999.
Murray, F. Walk-the-Talk Teaching 2019 walktalkteach.com.au
(c) F. Murray. walktalkteach.com.au
8/5/2019