Discussion Topics

Collaborative Teaching: Enhancing Inclusion at International Schools

March 5, 2023

The opportunity for teachers to ply their trade in the international school setting offers many unique experiences, both professional and personal. From the professional perspective, none is more rewarding than engaging culturally diverse groups of students in their learning on a day-to-day basis. Every student in the class brings their own unique language experiences, beliefs and values, along with their travel and unique third-culture experiences. In these settings, the opportunity exists for teachers to extend their repertoire of teaching practice, to ensure all students are engaged in the learning journey in their classes.

As a teacher, one quickly learns to see students in the class for what they can do, and what they bring to the table in terms of classroom discussions, group work and dynamics. Additionally, each student has a unique view of classroom behavioural ‘norms’ through their own cultural lens. Some cultures have very few teacher-student interactions in the classroom, whilst in others, this is a constant. The latter can be quite a shock for students from particular cultures, and take some time to adjust, extending the well-known ‘silent period’. Often these students become the most outspoken in the class!

Viewing curriculum outcomes through various cultural lenses represented in the class is key to a teacher effectively engaging the students in their international school classes. Valuing each and every student’s views or experiences, and positively acknowledging the political and economic systems from which they come is paramount to a positive and engaging classroom culture, based upon the saying “just because it is different, does not make it wrong”.

The practicalities in terms of ‘scaffolding up’ for students whose first language is not the language of instruction at the school is a vital aspect of teaching in the international school sector. As teachers know, schools have various approaches to catering to students whose first language is not the language of instruction, from fully-sheltered language schools, to partially sheltered programs, and most recently the much-espoused collaborative teaching (co-teaching) domain. Having been fortunate enough to experience all three of these approaches, a well-organised and data-driven co-teaching program is the most effective for these students, both in terms of the all-important student well-being, along with academic performance. In short, in an effective co-teaching program, students feel connected to their school as they are not being sheltered away from the mainstream cohort for language lessons. In turn, students whose first language is the language of instruction are always in awe of what their peers achieve on a daily and hourly basis, this in turn makes the students in question extremely proud of their achievements, and this pride is clearly validated as they are seeing the academic bar which is set in their mainstream classrooms each and every lesson. Students rarely linguistically fossilise in effective co-teaching programs.

An effective co-teaching program in this context requires staff who are truly willing to share, collaborate and build professional relationships, through co-planning, co-teaching, co-assessing and co-reflecting through regular meetings (See Cycle of Collaboration graphic below). Having co-taught in this context across Year 6-8 Science and Humanities classes for six years, rest assured that co-teaching is the best professional development a teacher will ever have, and it is daily! Subject teachers become excellent academic language teachers, and language co-teachers become quite confident subject teachers. Effective co-teaching programs are first and foremost relationship-based, and without positive and collaborative staff relationships much effectiveness for effective student learning is sadly lost.

A Cycle of Collaboration

Students’ academic language proficiency progression is accelerated exponentially in effective co-teaching programs in upper primary and middle school year levels (see data provided below – school name withheld), however, the catch is students who are in the beginning phase of their academic language acquisition journey can for various reasons become lost in the shuffle and may require sheltered instruction to accompany their mainstream class experiences. Experience and data demonstrate that intermediate and advanced academic language level students thrive in true co-teaching environments. This linguistic progression is doubled down in terms of acceleration through an effective mother tongue program at the school, ensuring additive bilingualism is occurring.

The role of the co-teacher is to flesh out the academic language embedded in each unit of work and explain to students the regular independent study habits required to learn the required tier two and tier three academic language needed for each unit of work, prior to and during the teaching of the unit in question. Furthermore, effective co-teachers provide resources such as comprehension, pre-reading/viewing activities and provide notetaking scaffolds, along with support resources for production tasks such as structural scaffolds (relevant to text type), sentence frames and writing samples as required. There is much more to co-teaching than this brief overview, however these are very sound pillars upon which to build, along with knowing each student’s current year-level appropriate academic language proficiency in the reading, writing, speaking and listening domains. The wonderful by-product is that all students benefit from these ‘scaffold up’ resources, not only the students whose first language is not the school’s language of instruction.

Next time you apply for an international school role, ask if the school has a co-teaching program, because it is one of the most satisfying teaching experiences a teacher can enjoy, and proudly watch your students fly.

This article was submitted by Tim Hudson, an academic language acquisition expert with 34 years of experience in teaching and leading EAL and other subject department teams at the secondary level in international school settings, including Shanghai American School and more recently the Australian International School in Singapore. Tim was also instrumental in building the very successful international student program at Fraser Coast Anglican College in Queensland, Australia.

He is currently on sabbatical, offering tutoring services for EAL learners and consultancy services for schools in the EAL domain.

His skills include curriculum design, assisting schools new to this domain in developing context-appropriate EAL programs, and enhancing existing EAL programs in schools. He has extensive experience providing professional development to subject-teaching teams across the curriculum in the realm of academic language acquisition and has a passion for EAL co-teaching. You can reach him at aclangedge@gmail.com

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Highlighted Articles

A Seemingly Simple Question: Where are you From?

August 22, 2018

Living abroad for over 25 years has been an exciting and fulfilling experience marked by the many rewarding opportunities to meet new people. When we meet new people, our natural curiosity takes over and we quickly begin to ask questions.  The answers help us find commonalities and develop bonds, which make us feel connected. One question I have always struggled to answer is the one I hear most often: where are you from? This seemingly simple question is packed with many expectations and assumptions. I never know which answer I should provide. Several questions of my own flash through my head in the seconds before I answer; Should I answer with my country of birth, my passport, my ethnicity? For me, and many others today, the answer is no longer singular.

Often times we are expected to provide a standard answer to a question that is no longer standard. In the recent era of multicultural and multilingual families, these answers are not as simple anymore. As a Asian-American expat living abroad, whenever I get asked this question, I find myself having an inner dialogue.  Do I give this person the expected answer that falls in line with their expectations based on my Asian appearance, or do I give a different answer that I know will lead to the next question; yes, but where were you born? Or where are your parents from? Recognizing that people have good intentions and are genuinely curious, I most commonly share this response; I was raised in the States, but my parents are from South Korea.

This complexity manifests in schools as well.  I remember walking into a classroom one day; the children were sitting in front of a world map and the teacher asked each child to place a pin on the map to answer the question ‘where are you from?’ One child asked the teacher for two additional pins. When the teacher asked why, the child explained he needed a pin for each country his family represented. His father was Swiss-Canadian, and his mother was German. To my delight, rather than making the child choose, the surprised teacher simply gave the child additional pins. This story demonstrates that we often expect a single answer to a single question.  Whether we identify as a global nomad, third cultural/cross cultural citizen, multiplicity in our identities in now the new norm, and our questions and conversations should begin to reflect this.

One day, as I was sharing my frustration at being asked this general question, my friend asked me,  ‘What would you ask instead?’ After thinking about it, I responded that it depended on what I really wanted to know about that person.  I have found that an additional moment of consideration when choosing which question I pose has often led to more sincere and meaningful interactions.  Examples of questions I now ask include:

• Where did you grow up?
• Where does your family live?
• Where were you born?
• Where did you go to school?
• Where did you live before moving here?  
• Where have you lived the longest?
• Where is home for you?

Although each question may still not have a simple answer, go against your urge to ask the easy question and challenge yourself to go deeper and more personal.  You can try one of my questions or come up with ones of your own. Demonstrating curiosity and sharing our personal histories are gifts we have as humans. Asking more mindful and thoughtful questions may lead to more robust interactions and certainly more engaging conversations.  So next time you meet someone new, consider asking them a different question that uncovers a deeper level beyond nationality, passport or ethnic background. Each question is a gateway to the possibility of a new connection, a fascinating dialogue, and maybe even a new friendship along the way.  

This article was submitted to us by guest author, Ji Han.  Over the past 28 years,  Ji’s professional journey has included positions as Principal, Curriculum Coordinator, classroom teacher and educational consultant in many schools and countries around the world.  She remains active in promoting collaboration and sharing mutual best practice through her involvement as a workshop facilitator, conference presenter, accreditation leader and a member of various committee groups.

All images are sourced by Google images

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12 Common Myths and Misconceptions about Bilingual Children

Common Myths and Misconceptions about Bilingual Children #1: Bilingual children start to speak later than monolinguals.

March 20, 2012

As teachers working in international schools, we are most likely teaching and working with bilingual children (or even more likely multilingual children).  Many international school educators also find themselves starting a family with potentially bilingual children.  We all know colleagues that have ended up finding a partner from the host country while living there, getting married to them, and then starting a family.  None of us are truly prepared to raise a multilingual family and for sure there are many questions and concerns that we have.

What is the best way then to teach and/or raise bilingual children?  What does the research say are the truths about growing up bilingual and how bilinguals acquire both languages?

On the Multilingual Living website, they have highlighted the 12 myths and misconceptions about bilingual children.

Myth #1: Bilingual children start to speak later than monolinguals.

Reality: There is no scientific evidence supporting this. Bilinguals and monolinguals share the same wide window for normal development.

It is true that EAL students go through a silent stage when starting to learn English as an additional language.  How long they go through that silent stage is dependent on many factors.  The student’s personality might come into play, the student’s cultural background might come into play, the role of the teacher and the role of the parent all indeed play a part in the development of when a child inevitably starts to speak.

It turns out though that when raising a bilingual child, it is mostly likely that they will have the same window for starting to speak as their monolingual counterparts. There is no silent period as such for when children are starting to speak their first words at home.

If you are a parent of a bilingual child, share what you know about raising your child in terms of their language development and when they started to speak.  Who speaks what language to the child at home?  Is there a dominant language at home?  What language did the child first start to speak?

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