Michael Cleary

Welcome to the EALD Conversations podcast.

My name is Michael Cleary and I am the relieving EAL/D Education Advisor for K-6 with the NSW Department of Education. Today I'm joined by Kim Rhodes and Kim works as an EAL/D education leader in the regional South area. Welcome, Kim.

Kim Rhodes

Hi, Michael. Thanks for having me on the podcast today.

Michael Cleary

No problem. We're here speaking about EAL/D co-teaching, and this is the third podcast in this EAL/D co-teaching series and quite a bit was covered in the first two episodes.

The first episode was an introduction to EAL/D co-teaching where Kim shared her experiences implementing and maintaining successful EAL/D co-teaching models within schools. She also discussed the benefit of EAL/D co-teaching, considerations for implementation, and helpful tips for schools.

In the second episode, Kim discussed the four phases of the EAL/D co-teaching cycle. These are co- planning, co-teaching, co-debriefing and co-reflecting. And in this episode, it was discussed how each of these has equal importance in the overall success of the process. Kim emphasised that when followed correctly, schools can set up and maintain collaboration practises that occur before, during and after co-teaching.

Today we're going to explore how the different co- teaching models can be effective for EAL/D learners.

So, Kim, what are the different co-teaching models and how do they work in practise to support EAL/D learners?

Kim Rhodes

Well, it's probably a good place to start by recapping that EAL/D co-teaching brings together an EAL/D specialist and a classroom teacher to plan, teach and assess in ways that support EAL/D learners in the mainstream classroom.

And while different frameworks may use varying names for co-teaching models. In schools, common models include one teach one assist, one teach one observe, station teaching, parallel teaching, alternate teaching, and team teaching.

And each of these models offers different ways to scaffold language and content learning and help to ensure that EAL/D students receive the support they need within the mainstream setting.

And so when it comes to co-teaching, it's all about flexibility. It's about choosing the right model to match student needs as well as the learning goals for the lesson.

Michael Cleary

OK, well, let's take a closer look at each model and explore the advantages and perhaps some of the challenges or considerations to keep in mind. So let's start with one teach and one observe. How does this model work in practise when one teaches and one is observing EAL/D learners?

Kim Rhodes

So the one teach one observed model which some people may know as one teach one assess. It's a great way to gather formative data that can help both teachers understand what students know and can do in terms of both content and language.

And so in this particular model, one teacher leads the lesson while the other circulates, really observing how students are engaging with the learning. Using the one teach one observe model, it's a really excellent way to tune in and notice how English language proficiency is either supporting or hindering EAL/D students comprehension and their application of new concepts. When you have an opportunity to engage in intentional observation in very authentic learning situations, it can provide very valuable insights. But certainly to make the most of this model, it's important to first agree on what to observe and how to document the data.

So when this model's done well, it has loads of benefits. It can lead to meaningful feedback for students, it can help identify where scaffolds need to be added or reduced, and it can form decisions about student groupings. And this model can even create an opportunity for teacher to teacher feedback, allowing both teachers to reflect on the effectiveness of the lesson and of course, the strategies that are being used.

But there are, however, a few things to keep in mind when using this model. We know that observations can be subjective, so it's important to agree on a clear focus and a consistent way to collect the data.

Something else to keep in mind is that because the observing teacher isn't providing immediate EAL/D support at that time, this model might not be the best choice for lessons where students will absolutely need that in the moment scaffolding. So this one works best when it's used strategically focusing on lessons where observation will have the biggest long term impact.

Another key consideration with this particular model is teacher parity. If one teacher is always in the observer role, it can create an imbalance in the partnership, and this can be counted by rotating roles and ensuring both teachers take turns leading and observing.

Michael Cleary

I like how you mentioned that observations should be intentional and the importance of the two teachers having some discussion and agreeing on what is going to be observed in the lesson and how the observations will be documented. That that was really good advice.

The next model you mentioned was one teach one assist. How can this model be effective for EAL/D learners?

Kim Rhodes

So the one teach one assist model is exactly what it sounds like. One teacher leads the lesson while the other moves around the room providing support.

I like to refer to this as sweeping the room because it allows the assisting teacher to check in with students and provide in the moment scaffolding. So for EAL/D learners, this model can be great because the assisting teacher can focus on things like language support, breaking down instructions, offering additional explanations, and really deploying EAL/D strategies to help students stay engaged without feeling overwhelmed.

And since help is immediate and it's in the moment, students can participate more actively and with greater confidence. So at its core, this model is about inclusion and it's about floating support so that EAL/D students can access the learning while building their academic skills and their language proficiency.

However, to make this one as effective as possible, the assisting teacher should avoid providing what might be referred to as reactive support. And the goal here is to use more intentional strategies that aim to boost the independence of the EAL/D student over time.

A benefit of the one teach one assist model is that it provides a natural way for co-teachers to learn from each other. So by observing each other's strengths as teaching and learning is taking place, whether it's content delivery or language scaffolding techniques, teachers can really refine their own practise and bring even more impactful strategies into future lessons. So again, rotating roles every now and then is a great way to build teacher capacity and share a collective responsibility over the students that are in the class.

Michael Cleary

I think that's a good point about both teachers having an active role and that both teachers we'll bring their own strengths to the lesson.

For EAL/D teachers that's going to include bringing knowledge of teaching with a language focus as well as that deep knowledge of scaffolding.

Could you please tell us about the next co-teaching model, parallel teaching and how support for EAL/D learners in this type of arrangement is beneficial?

Kim Rhodes

So in this model a class is split into two smaller groups, usually of equal size and the co-teachers teach the same lesson with the same content and language goals.

So if you can picture in your mind two teachers facing each other and the students facing away from each other in their groups, well this might be one way a class is structured for parallel teaching. So this formation reduces distraction, but at the same time it allows the teachers to maintain some non-verbal communication with each other. However, in saying that the setup can vary. One group may be at tables while the other sits on the floor and each group may be using different tools, perhaps before they swap.

For our EAL/D learners, this parallel teaching model can offer you know quite a few advantages with the co-teachers working with smaller teacher to student ratios. This naturally allows more chance for EA/LD learners to interact with the teacher. So there's more chance to ask questions, to clarify their understanding, and this can lead to more confidence to take risks. And similarly for the teacher, it can create more space to provide feedback, to utilise contingent scaffolding in response to the language use that they're hearing and observing. In general, I've seen this model used quite well to support explicit teaching for modelling, for demonstrating, but even for guided practise. And I've also seen this model serve as a great transitional model as students then, you know, move off into smaller group work or other types of models.

As with all co-teaching models, there are a few things to think about so with this one both teachers need to be confident in the content and language goals to ensure consistency with each other and to maintain instructional or teaching equity between the two groups. So this is achieved through effective co-planning, not just for that alignment, but also for maintaining the same level of rigour as they're teaching. And so, trust really comes into play here between those co-teachers having confidence in each other's ability to deliver high quality teaching tends to make all the difference here.

I'll finish off just by mentioning that that there are practical factors that matter too. Groupings need to be intentional so that you can maximise learning through this model. And teachers need to be of course mindful of noise levels and space constraints, which can sometimes be a bit of a challenge with parallel teaching. It is worth adding that while parallel teaching is typically designed for two teachers to work with different groups within the same space, if one group is in another space, it can still work if that strong consistency and that alignment is in place.

Michael Cleary

Yes, I can see how the smaller teacher to student ratios could be really beneficial for EAL/D learners to practise language. And that's a great point about ensuring the teachers have effectively co-designed the lesson too. So, the next co-teaching model is alternate teaching. Can we please hear a bit about how EAL/D learner participation is supported in this model?

Kim Rhodes

So alternate teaching is a co-teaching model where one teacher takes the lead while the other provides targeted support. And you might also hear this model called big group small group which is actually a really great way to just visualise how it works.

Typically, the lead teacher guides the whole class, while the other, usually the EAL/D specialist, works with a smaller group, adjusting the lesson to meet their needs. So this alternate or this smaller group might focus on things like, you know, vocabulary building or activating or connecting background knowledge, clarifying cultural references, deepening understanding of key concepts or providing extra feedback and scaffolding.

And as we know for EAL/D students, this can be a game changer. It gives them the support they need while still engaging with the same content as their peers. So, in my opinion, the key to making this model work is by starting together, making the roles clear to the students, and then breaking off into the two groups.

This isn't about separating EAL/D students permanently, it's about giving them a boost so that they can fully participate and thrive in the whole class learning later on. And so, it's good to think of this one as providing traction.

Overall, this is a model that creates a very safe space for EAL/D students to build their language skills before stepping into that larger class discussion. But as I mentioned, small group support needs to be purposeful but temporary. Students still need those rich interactions with their peers in whole class discussions or activities. So, what happens in the small group should connect meaningfully to the whole class learning.

Michael Cleary

So what you said just there that the small group lesson needs to connect to the whole class learning is really important.

And I think with this model, the co-teachers can plan similar learning goals for their groups and then consider what aspects of the lesson can be adapted to suit those groups as well as individual learners. Team teaching is the next one. Can you tell us about the benefits of team teaching with EAL/D learners?

Kim Rhodes

So this is one of my favourite co-teaching models because it not only deepens learning but also highlights the partnership between teachers.

So, in this approach, both teachers are typically at the front of the class, sharing the space, interacting and delivering instruction together. So, if you think about how often we need to model language, whether it be some sort of dialogue or modelling the differing of perspective or even debate, for EAL/D learners, seeing language in action through real interactions is critical.

And so the team-teaching model provides that authentic exposure while also allowing both teachers to play to their strengths. You know, one can focus on content while the other scaffolds language. And this might be through, you know, emphasising key vocabulary, bringing in the visuals, boosting message abundancy, offering alternative examples, using think aloud strategies and just generally advocating for EAL/D learners.

So again, when it's well planned, this model not only fosters teacher parity, but also is another model that transitions quite smoothly into other co-teaching models like station teaching or parallel teaching, because students will tend to move into more guided or collaborative learning.

I would say the biggest challenge with team teaching is time or processes for strong planning. Both teachers need to define their roles and they need to be able to strike the right balance between content and language support. But with practise, this model, it's just a really great one.

Michael Cleary

Yes, the benefit of the two teachers working in partnership to teach the lesson content whilst scaffolding language would be highly beneficial for the EAL/D learners. The final model you mentioned is station teaching and this one also has a lot of benefits for EAL/D learners. Can you talk to this final model please Kim?

Kim Rhodes

Yeah. So, station teaching. So, this is a this model has students working in multiple groups and offers so many different ways to support EAL/D learners. It's incredibly versatile and in my experience it's typically one of the first co- teaching models that teachers feel comfortable trying.

Grouping strategies can be really flexible. As an example, students might be grouped by language proficiency, or they may be grouped by the level of scaffolding they need. So, in station teaching, typically co-teachers work with certain groups while one or two groups work more independently. So, the beauty of this model is that it maximises cooperative and collaborative learning and it supports the opportunity for EAL/D learners to work with other students in various ways. So, as we said, they might work alongside, you know, more proficient English speakers, giving them real time language models to learn from. But on the other hand, they might be grouped with peers at a similar proficiency level where they can support each other and even draw on the first language as a resource. Station teaching also encourages accountable talk, and it can support opportunities for EAL/D learners to contribute, to demonstrate knowledge, and to use language in meaningful ways.

Station teaching is also a very natural setting for EAL/D learners to develop social skills, to understand group dynamics, and to hear a variety of perspectives. And because station teaching is so highly interactive, students are often engaging with English across all four language modes. They’re listening, they're speaking, they're often reading and writing, which is very helpful to reinforce their learning in such an authentic way.

But again, with this one, careful planning is key. Effective station teaching for all students, but particularly for EAL/D learners, requires this this careful planning to ensure each station is purposeful, that it's accessible and it's well structured. Clear instructions and visual supports will certainly help students navigate tasks more confidently as they rotate. Managing noise and distraction is also something to think about. EAL/D learners will benefit from a fairly focused environment as they're processing and producing language and to support independent work. Pre-teaching routines, modelling expectations and using scaffolded language prompts helpful tips to enable EAL/D students to engage quite meaningfully in each activity.

Michael Cleary

I can see how this model would be helpful for the development of both social and academic language for EAL/D learners.

Kim, thanks so much for taking us through all of the co-teaching models and the benefits and the things to consider for EAL/D learners within the models.

Do you have any further comments or advice?

Kim Rhodes

I think because this is the last podcast in this series, I do want to reinforce that EAL/D co-teaching is it's more than just two teachers sharing a classroom.

It's about creating an inclusive learning environment where EAL/D learners can thrive. And right from the first podcast, it was emphasised that the key to EAL/D co-teaching success lies in having a well-articulated and shared purpose for EAL/D co-teaching as a model of support within a school. This comes first and it's then followed by supported collaboration and strong planning processes. And then of course the flexibility of teachers to be adaptive with their teaching is how it strengthens over time. So really my hope is that these conversations have sparked some reflection and pathways forward for teachers and for school leaders to consider EAL/D co-teaching as an effective and an evidence based collaborative practice within schools.

Michael Cleary

Kim, thank you for sharing all of your insights today and for recording the other episodes in this series as well.

Kim Rhodes

Thanks Michael. It's been a pleasure.