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As I am new to EAL and Co-teaching, I looked through the "emergent co-teaching skills" document. I realize that my initial idea of what co-teaching would look like is more a model where the EAL teacher support multilingual students in the mainstream classroom (support teaching / complementary teaching). The word that came back and grabbed my attention is "underutilized" as in these models, the EAL knowledge and skills are not valued and they act more like at assistant and there is not much co-planning required. There are much better models of co-teaching where both teachers are responsible for all students and where students value both teachers and benefit from their knowledge and skills. (This makes becoming an EAL teacher even more exciting!!!)

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Ludi : "You can co-plan without co-teaching but you cannot co-teach without co-planning"

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Ludi : "You can co-plan without co-teaching but you cannot co-teach without co-planning"

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"…and you can co-teach without co-assessing or reflection"

This is the sentence that really captures the importance of co-planning for successful co-teaching for me today. It comes from the video we had to watch (Honigsfeld & Dove: Collaboration for English Learners).
This sentence alongside the visual really shows the importance of co-planning and that without it, it's impossible to effectively co-teach. I also found the first part of the sentence interesting as it might be that, if the schedule doesn't allow the EAL teacher to always be present in the classroom to co-teach, it doesn't stop them from being part of the planning stage and then, the content teacher could potentially almost be co-teaching without a co-teacher if the EAL co-teacher had had input in the co-planning of the lesson.

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Ludi : a shared vision of learning and teaching

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Ludi : a shared vision of learning and teaching

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This phrase comes from the"team teaching model" and the idea of a shared vision really moved me as an ideal to work towards for effective collaboration. Collaboration and co-teaching is more than sharing students, sharing a space, sharing a planning document…it's about having a shared vision of learning and teaching! This shared vision is what will bring the necessary consistency to best support ALL students. Multilingual students aren't just the responsibility of the EAL teacher and the all students can benefit from having an EAL teacher in the classroom, as much as multilingual students need to learn from a skilled and knowledgeable content teacher.  We want all teachers to reinforce the same expectations and effective practices.

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I was inspired by the Go-To Scaffolding Strategies book (The GO TO Strategies: Scaffolding Options for Teachers of
English Language Learners, K-12 by Linda New Levine, )that provided a great framework for organizing scaffolding strategies. I think all students and esp. emergent multilinguals benefit from research-based EAL tools which increase the quality of their learning. It was very affirming to learn from the video (Honigsfeld & Dove: Collaboration for English Learners) that collaboration is the most effective measure of increasing teaching efficacy. Partner teachers come up with new ideas, learn from each other and replenish their educational playbook with resources, strategies, and technology to better support their classrooms. I believe that co-teaching is the most enjoyable and yet the most difficult part of EAL teacher's job and it is definitely worth the challenge.

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From Honigsfeld & Dove: Collaboration for English Learners. 

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I believe that developing the right disposition towards EALs is the most important asset for successful collaboration. In international schools we deal with experienced subject teachers, experts in their fields with professional trainings. However, how far these teachers will go to address EAL learners' needs and whether they are willing to meet them or not is a matter of empathy and willingness, not only the skillset. It has to be reinforced that all teachers are every student's teachers and EAL learners belong to all of us. Getting to know EAL students better,  letting them share  cultural and personal insights, learning from them and about them can be a transformational teaching experience and will foster collaboration with EAL advocates in the classroom.

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Teaching can be an isolating profession, and people may worry about being evaluated negatively by colleagues. Mutual support and trust are important. In the video, the presenters emphasized the importance of giving positive feedback to colleagues and appreciating their work, and of getting to know their areas of expertise as well as their beliefs about teaching. We also need to show that we are ready to give and to shoulder equal responsibility for all aspects of the collaborative work, in order to develop relational trust.

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Bridget's phrase: "community of practice"

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Bridget's phrase: "community of practice"

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This phrase reminds me of the need for teachers to work together to develop common understandings, to share ideas, to pursue professional development and to reflect on their work. Teachers also need to be learners in order to grow as professionals. Communities of practice can be developed within a school or between schools. With the help of technology, teachers don’t even need to be in the same time zone, as we see every day.

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Bridget's sentence: “EAL specialists’ roles are transitioning from the ‘fixer of multilingual learners’  to CLIL collaborators.”

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Bridget's sentence: “EAL specialists’ roles are transitioning from the ‘fixer of multilingual learners’  to CLIL collaborators.”

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This sentence seems to me to encapsulate the context of today’s learning. The intention is to equip teachers (both EAL and mainstream) with relevant skills and knowledge to co-teach or to initiate deeper collaboration in their schools. This sentence also represents a move from a deficit view of multilingual learners to an asset-based view, and from a “medical” to an “ecological” model, in which all teachers are trained in relevant CLIL strategies and the environment enables participation of multilingual learners. Collaboration involves not only teachers, but can also include students, parents and senior management, as pointed out in the Honigsfield and Dove presentation.

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Helen's sentence: "Co-teachers collect, analyze and maintain data from multiple data points to monitor multilingual learners’ achievement of content and language learning goals, to inform learning, and to facilitate collaboration."

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Helen's sentence: "Co-teachers collect, analyze and maintain data from multiple data points to monitor multilingual learners’ achievement of content and language learning goals, to inform learning, and to facilitate collaboration."

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This sentence is taken from the advanced collaboration criteria checklist and I think it emphasizes the importance of valid and fair assessment opportunities of multilinguals. At our school, EAL teachers are part of the assessment and we can negotiate for an equitable, differentiated and rigorous (not watered-down) assessment of our cohort.  This has been achieved through trust and respectful relationships with other subject departments and the supportive role of the administration in introducing EAL learners' assessment accommodations, for example, as non-negotiables. Ideally, it would be great to engage learners themselves in the process of co-constructing and collaborating with teachers about the assessment criteria of their academic language and content, perhaps that would be our next step in collaboration.

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I think the foundation of teaching and co-teaching is good and effective communication. Co-teachers need to share skills and knowledge in order to ensure that both content and language are taught in a manner that students are able to progress academically. Also, regular in-class assessment would allow teachers to monitor progress made by students and effective communication should exist here, whereby the co-teachers then listen to and are attentive towards the opinions of students concerning tasks. It may be that they have enjoyed giving presentations on a theme/text in small groups as there is less emphasis on linguistic mistakes, for instance. Regular listening will ensure that teaching is catering for all needs, but also that it is challenging so that proficiency is gained. If content is to be learned by all, then instructions need to be clear for all students in a structured way.

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Name: Jonathan
Word: Collaboration
I chose the word collaboration beacuse I believe that collaboration is essential for CLIL. It does not matter if one is parallel teaching or co-teaching one needs to collaborate with the rest of the stakeholders to best support students MLs. Although most of the video we saw today focused on collaboration between EAL teachers and content/classroom teachers I would like to empahize the imporatance of collaboration between all stakeholders. Without the suport/collaboration of families, leadership and rest of the school community we cannot meet the nees of our MLs students.

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Sukhvinder's chosen phrase: 'a balance of collaboration'

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Sukhvinder's chosen phrase: 'a balance of collaboration'

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The idea of creating a balance is an interesting way of perceiving collaboration, where each co-teacher would bring their set of ideas and skills to the discussion on planning and best practice. There is definitely an important element of understanding each other and coming to an understanding of strategies that would allow for effective collaboration with the ultimate goal of proficiency.

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Sukhvinder's chosen sentence: 'Curriculum mapping is a great road map for the learning of English lessons.'

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Sukhvinder's chosen sentence: 'Curriculum mapping is a great road map for the learning of English lessons.'

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This is an interesting point that co-teachers can work on together. I chose this sentence, because I like the way that it is positive about the planning part in teaching, which takes into account the learning objectives set for students. Through perspectives on content and language, co-teachers would be able to work on what they teach that would result in the learning of concepts, skills and linguistic functions. This long-term vision of the process would ensure co-teachers have a clear understanding of their role and especially, how their role is important so that students make progress. Language needs would be clear through the content being taught.

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Name: Jonathan
Phrase: Collaborative Coaching

When the video was dicussing the four models of collaboration, collaborative coaching is something that really resonated with me. I have been thinking that many EAL teachers have to support students and teachers across several grade levels and subjects. This proves to be more challenging in HS sometimes becuase many teachers plan in isolation due to the complexity of their subject. I have been contemplating for a while that a collaborative coaching/planning model complemented with coteaching when the schedule allows might be be the most effective model for HS. By coaching teachers on best practices, developing resources for escafolding, differentiating assessments and working to aligning content standards with language standards it would not always be needed for the EAL teacher to be in the classroom. The practically of this idea was reinforced yesterday during the jigsaw activity, when I was reading about sheltered instruction. The reading said that, "sheltered classes are more effective when taught by subject-area teachers trained in EAL vs. EAL teachers not certified in subject areas (which made John Clegg of the U.K. ask, “Why not just train all subjectarea teachers?)

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"Co-teaching is just one part of collaboration that occurs between teaching pairs or teams."

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"Co-teaching is just one part of collaboration that occurs between teaching pairs or teams."

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Name: Jonathan
Sentence: "Co-teaching is just one part of collaboration that occurs between teaching pairs or teams"

This sentence affirms that there are different ways in which a team can collaborate to support MLs. The other ways of collaboration mentioned are:

- Joint Planning
- Curriculum mapping and alignment
- Parallel teaching
- Co-developing instructional materials
- Collaborative assessment of student work

In the past, I have been so focused on having to co-teach or parallel teach that I overlooked other ways in which I could have better supported some teachers through a different way of collaboration. Collaboration is like differentiation, you need to figure out what way of collaboration best supports every teacher/team to best meet the needs of our MLs.

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Soazig: Co-teaching/collaborating. Video, Honigsfeld & Dove: Collaboration for English Learners

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Soazig: Co-teaching/collaborating. Video, Honigsfeld & Dove: Collaboration for English Learners

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As language teachers, we teach linguistic features such as prefixes. The prefixes "co-" in "co-teaching" and "col-" in "collaboration" both add this idea of togetherness, the idea that you do something together.
I believe that there are a lot of misconceptions and misuses of that word at school. Teachers often ask students to collaborate while you would observe HS students sharing work: a student would do this part of the task, another one that part, and then together they will indeed have completed the whole project/task but have not necessarily reported back or shared about their part to the rest of group. This is group work focusing on the final product. Kagan's cooperative learning strategies are eye-opening tools that show that students need to be actively involved throughout the completion of a task, by either actively listening, speaking, writing, or reading. At all times, they are fully engaged in their learning. This is for me a reflection on how collaboration between content teachers and EAL specialists is sometimes dysfunctional: the former focus on the content and the second ones on the language without being fully aware of what the others do. There is a lot of foundational work to be done on the understanding of what collaboration is about throughout the entire school community.

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Soazig- Collaboration is validated as the most effective tool to improve the quality of teaching and learning. Video, Honigsfeld & Dove: Collaboration for English Learners

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Soazig- Collaboration is validated as the most effective tool to improve the quality of teaching and learning. Video, Honigsfeld & Dove: Collaboration for English Learners

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John Hattie's latest research is pointing at collective teacher efficacy as the most effective strategy to teach all students-particularly multilingual learners. So research has proven that an effective collaboration between teachers is having the biggest impact on the learning of the students.
I have chosen this sentence as it underlines the critical idea that collaboration between teachers should be coming as a top priority in the organization of our schedules. Schedules and meetings should be organized accordingly, and protocols put in place, as well as work on a whole school culture towards that direction.

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Soazig-"positive school culture". Video, Honigsfeld & Dove: Collaboration for English Learners

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Soazig-"positive school culture". Video, Honigsfeld & Dove: Collaboration for English Learners

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Working towards a positive school culture by including all stakeholders in the process of collaborative efforts seems to be the key to collaborating effectively.
All the points mentioned below summarize the aspects of a positive school culture
* Collaborative practices
* Common goals
* Respect for diversity
* Equal access to resources
* Administrative support
* Framework for peer support
* Teacher input
* Professional development
It does show that they are several layers to effective collaboration and that it is a long journey.

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Cecilia Horsburgh
I chose the word ASSET. After watching the video and after all the reading we have been doing I felt very drawn by the concept of EAL students having assets which need to be recognized, acknowledged and developed. I relate to the fact of how in many schools and in my own bilingual education the lack of proficiency in the language was seen as a problem. I feel the responsibility of creating and providing meaningful opportunities for my students so that they might interact with me, with their peers and in any life situation to be able to develop their full potential and achieve a high academic standard.

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Cecilia Horsburgh
While watching the indicated video one of the speakers suggested a film called "Immersion" by Richard Levien. This short film is very powerful since it shows how an EAL student feels at school in general and sitting for a standarized test in particular. I felt identified with the teacher in the film since she seemed very lost but could see that there was an issue and realized something needed to be done. That got me thinking about my phrase... how to walk out from that isolated position in teaching and replace it with collaboration and interaction with other teachers or heads or peers to be able to develop partnerships. Content teachers need help to be able to help students

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Collaboration between language and content teachers is essential for the complex population of English learners

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Collaboration between language and content teachers is essential for the complex population of English learners

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Cecilia Horsburgh
This collaboration includes conversations, coaching, curriculum and craftsmanship that can not be done in isolation but in an enriched partnership where content teacher and language teacher have a shared mission and vision to be able to develop asset-based mindsets which will create the conditions for language learning in every class making EAL learners' assets grow.

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Previously, I co-taught various grades and IBDP BHL, delivering curriculum through station, peer, or team teaching, where collegiality was based on shared aims and beliefs. Moving into EAL collaboration, planning is even more essential to nurture supportive classroom partnerships, to scaffold student language learning, and create synergy. At my school, EAL complementary and parallel co-teaching are used, following the content and approach of the subject teacher. In Davison’s levels of collaboration (2006), I see more opportunities to collaborate and to foster these teaching relationships.

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JOHN: “Leveraging everyone’s experience” Chelsea's Golden nugget

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JOHN: “Leveraging everyone’s experience” Chelsea's Golden nugget

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Chelsea referred to leveraging everyone’s experience which resonated with me in terms of collaboration. In my context, “leveraging” means mutually making time and space to share instructional repertoire, creating communication logs, co-construct units or lesson plans, and finding ways to legitimize and encourage student engagement. I want to be more proactive in this area, by participating in planning, mapping, and using flex time to provide support.

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JOHN: From the introduction of The GO TO Strategies

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JOHN: From the introduction of The GO TO Strategies

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“Teachers use the five principles and specific teaching and learning strategies to accelerate the learning process, promote academic achievement and foster language acquisition (Levine, Smallwood, and Haynes, 2012).

In the course, I’m discovering a wealth of resources that are adaptable for all subject areas, in different circumstances, and can be easily shared with subject teachers. TTC Class of 2019 Instructional Playbook provides yet more tools for enhancing collaboration and building bridges with subject teachers.

Someone once shared with me, "if you want to become a better teacher, work with better teachers", and there's homespun truth to that adage on both ends of EAL collaboration. Adding top-notch resources, well, it's the icing on an EAL cake.

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From reading through the various co-teaching models, it seems that one of the biggest challenges can be EAL specialists seeing their instructional skills as being valued, or having the same value as the content-specialist. It feels like their could be tendency (and I think I have observed this in my experience) for EAL specialists to be seen as an “add-on” and for their resources and expertise to not be given the same value as the content specialists. I feel that this could be particularly prevalent in the older years where, often, the school focus can be more exam/ results driven, so content delivery could be seen as being of primary importance over language development (i.e. get their language “good enough” to pass their exams).

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This helps feed the idea that the responsibility is shared AND that both aspects of the lesson are of equal importance. This then hopefully helps facilitate a stronger sense of collaboration in that both teachers feel that their contribution is valued and that the teaching is intended to be a partnership, wherein both parties are equally seen, heard and valued. I feel that it also helps break down the idea that the EAL specialist should only be working with the multilingual learners (which these learners can find particularly isolating) and help build a more inclusive environment for all learners.

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Natasha- Effective and intentional co-planning is foundational for effective language development and learning in a multilingual classroom. 

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Natasha- Effective and intentional co-planning is foundational for effective language development and learning in a multilingual classroom. 

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Being intentional in how language development is going to be integrated into content-delivery seems absolutely pivotal in the effective learning- and inclusivity- of a multilingual classroom. Delivering lessons that are engaging, rigorous, promote student agency AND effectively deliver both content and language is not going to happen without effectively utilising the skill sets of both specialists. For this to be achieved, both specialists need to have a clear and shared goal for a lesson/ block of lessons, and plan back with intention to meet that vision.