In this episode EAL/D Education Leader Kim Rhodes discusses the four phases of the EAL/D co-teaching cycle. During this episode, Kim makes reference to the following:Honigsfeld, A., & Dove, M.G. (2017). Co-teaching for English learners: a guide to collaborative planning, instructing, assessment and reflection. Sage publications inc.Sharratt, L., & Fullan, M. (2012). Putting FACES on the data : what great leaders do! Corwin Press.Australian Institute for Teaching and School Leadership. (n.d.). Australian professional standards for teachers. https://www.aitsl.edu.au/standards 

In this episode EAL/D Education Leader Kim Rhodes shares her experiences implementing and maintaining successful EAL/D co-teaching models within schools. Kim discusses the benefits of EAL/D co-teaching, considerations for implementation and helpful tips for schools that may be looking at implementing EAL/D co-teaching models.The following resources are mentioned in this episode: EAL/D Effective School Practices research What Works Best Co-teaching: A handbook of evidence for educators (2nd edition)

In this episode EAL/D Education Leaders Mary Kallas and Kerrie Quee discuss their experiences of going for higher levels of accreditation whilst in EAL/D positions. They provide advice and tips for any EAL/D teachers who may be interested in pursuing higher levels of accreditation in the future.During the episode the following documents and website are mentioned: EAL/D Elaborations of the Australian Professional Standards for Teachers Australian Professional Standards for Teachers Applying for HALT accreditation (NESA)

In this episode Dr Kathy Rushton explains how the EAL/D Elaborations of the Australian Professional Standards for Teachers can be utilised in various ways by teachers and school leaders. During this episode Kathy refers to the following documents:EAL/D Elaborations of the Australian Professional Standards for TeachersAustralian Professional Standards for Teachers

In this episode Dr Marie Quinn from the University of Technology Sydney unpacks code-switching and translanguaging, the benefits of utilising students preferred languages for learning and strategies to support translanguaging pedagogies in the classroom. Marie makes reference to a number of pieces of research which have been included below. Resources and references · Introduction to the Special Issue: Translanguaging as a Resource in Teaching and Learning by Julie Choi, Mei French & Sue Ollerhead (2020) · Students' multilingual resources and policy-inaction: an Australian case study by Mei French (2016) - This talks about the students who use a variety of language resources and the teachers who support them. · Teaching across semiotic modes with multilingual learners: translanguaging in an Australian classroom by Sue Ollerhead (2019) - This shows some strategies used by students to negotiate meanings in L1 and English. Epistemologies in multilingual education: translanguaging and genre: companions in conversation with policy and practice Kathleen Heugh (2014) - This gives some background to translanguaging. · The Astounding Effectiveness of Dual Language Education for All by Virginia P. Collier and Wayne P. Thomas (2004) Using multilingual approaches: moving from theory to practice A resource book of strategies, activities and projects for the classroom by Kathleen Heugh, Mei French, Janet Armitage, Kerry Taylor-Leech, Necia Billinghurst and Sue Ollerhead (2019) - This is more for multilingual classrooms in Africa and India, but has some interesting background and ideas.

This episode explores how teachers can inspire and equip EAL/D learners to be lifelong learners by utilising quality EAL/D pedagogy and practices. It unpacks the importance of EAL/D pedagogy and what it could look like in classrooms. In this episode Lisa refers to the work of Beverly Derewinaka in relation to the mode continuum and Jim Cummins in relation to BICS and CALP. For further information please see: · Cummins, J. (1979). Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters. Working Papers on Bilingualism, No. 19, 121-129. · Derewianka, B. (2014). Supporting students in the move from spoken to written language. In Englishes in Multilingual Contexts: Language Variation and Education. Dordrecht: Netherlands.

This episode explores the importance of teaching text structure to support EAL/D learners with reading. In this episode Luke refers to the following: · Gibbons P. (2009) English Learners, Academic Literacy, and Thinking, Learning in the Challenge Zone, Heinemann, Portsmouth · Grabe, W. (2009) Reading in a Second Language: Moving from Theory to Practice, Cambridge University Press, NY

This episode explores strategies for supporting EAL/D learners to develop their vocabulary. In this episode Luke refers to the following resources: · Chung, S. (2012) Research-based vocabulary instruction for English Language Learners, The Reading Matrix, vol 12, online · Nation, P., & Webb, P. (2017) How Vocabulary Is Learned, Oxford University Press, UK · NSW Department of Education (2021) Universal Resource Hub · NSW Department of Education (2021) Literacy - Explicit teaching strategies - Stages 2-5, online · Victoria State Government (2020) Literacy Teaching Toolkit, Morphology · Victoria State Government (2021) Literacy Teaching Toolkit, Vocabulary

This episode explores why developing a rich vocabulary is important for EAL/D learners and how lexical knowledge is developed. In this episode Luke refers to the following resources: · Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford. · Coxhead, A. (2000) The Academic Word List, Victoria University of Wellington, Online · Nation, P., & Webb, P. (2017) How Vocabulary Is Learned, Oxford University Press, UK · Dang, T. N. Y., & Webb, S. (2016) The Essential Word List, Oxford University Press, Online

This episode unpacks what effective reading instruction looks like for EAL/D learners and how teachers can support students to become strategic readers. In this episode Luke refers to the following resources: · NSW Centre for Effective Reading - Comprehension Handbook · NSW Department of Education literacy and numeracy webpage · Castles A, Rastle K, Nation K. Ending the Reading Wars: Reading Acquisition From Novice to Expert. Psychological Science in the Public Interest. 2018;19(1):5-51.