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Publications

, , Anderson Lorna, , , Pedley Malika

British Association for Applied Linguistics Annual Conference 2025 (2025)

Pedley Malika, , ,

Researching Educational Practices, Teacher Education and Professional Development for Early Language Learning Examples from Europe (2024) (2024)

The Routledge Handbook of Content and Language Integrated Learning (2023) (2023)

Imagining and Experiencing Hospitalities in a Mobile World (2023)

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British Association of Applied Linguistics 2022 Conference (2022)

, Tedick Diane

Multilingual perspectives on translanguaging (2022) (2022)

Professional Activities

Speaker

23/3/2025

Speaker

22/3/2025

Speaker

25/1/2024

Speaker

25/8/2023

Keynote/plenary speaker

8/7/2023

Participant

2023

Projects

McPake, Joanna (Principal Investigator) John, Tomasz (Research Co-investigator)

This study investigates the implementation of a Partnership Teaching (PT) programme at Annette Street Primary School. Bourne & McPake (1991) developed the PT model to support collaboration between class teachers and teachers of English as an additional language (EAL) in English primary and secondary schools, as an outcome of research into ‘good practice’ in multilingual schools in the late 1980s.

The model supports pairs or teams of teachers planning, implementing and evaluating collective action research (AR) projects focused on enhancing pupils’ language, literacy and learning, while simultaneously contributing to teachers’ professional development through multiple AR cycles. The model has been widely adopted in England, over ensuing decades, but there has been limited subsequent research into the factors which have contributed to its success, or to what might now be appropriate, in terms of updating in response to current perspectives on learning and teaching, and of expanding the contexts for its use (e.g. in the Scottish school system).

The goal of the research is therefore to evaluate the effectiveness of the PT model, through a detailed study of its implementation in one school, over the course of one year, and to review its potential for future use.

The method of evaluation draws on collaborative ethnography (Campbell et al., 2018), in which stakeholders – ranging from pupils, staff and school management to the Glasgow City Council (GCC) EAL service and GCC Education Department officials – are collectively involved in researching, documenting and evaluating the impact of the intervention, along with the research team.
There are four interlinked objectives:
1. to evaluate (collectively) pupils’ language, literacy and learning gains;
2. to evaluate (collectively) gains made when teachers work collaboratively;
3. to identify factors which contribute to the success of the PT model in this instance;
4. to develop the model for future use in (and beyond) Scotland.

Reports on the outcomes of the project will initially be provided for these groups and then used to develop city-wide professional development projects, in collaboration with the Strathclyde School of Education.

Professional and academic outputs in the fields of EAL, socially just educational provision, teachers’ professional development and research methods will follow, collaboratively authored by the research team, school staff and other stakeholders as relevant, appropriate and feasible.

References
Bourne, J., & McPake, J. (1991). Partnership teaching: Co-operative teaching strategies for English language support in multilingual classrooms. HMSO.
Campbell, E., Lassiter, L. E., & Pahl, K. (2018). Collaborative ethnography in context. In E. Campbell, K. Pahl, E. Pente, & Z. Rasool (Eds.), Re-imagining contested communities. Policy Press. https://doi.org/10.1332/policypress/9781447333302.001.0001

01-Jan-2023 - 31-Jan-2026

McPake, Joanna (Principal Investigator) Mevawalla, Zinnia (Co-investigator) Chen, Yueling (Co-investigator)

01-Jan-2020 - 09-Jan-2025

McPake, Joanna (Principal Investigator) Huang, Alan (Principal Investigator) Birnie, Inge (Principal Investigator)

The principal research questions this study sets out to answer are:
1. How do newly qualified and more established languages teachers link the principles set out in the National Framework for Languages to current and / or future classroom practices?
2. What kind of professional education do they consider most valuable in developing the competences they need to do this effectively?

20-Jan-2018 - 19-Jan-2018

McPake, Joanna (Principal Investigator)

15-Jan-2016 - 30-Jan-2017

McPake, Joanna (Principal Investigator)

01-Jan-2016 - 28-Jan-2017

McPake, Joanna (Principal Investigator)

01-Jan-2014 - 28-Jan-2015