Working in partnership

Working with schools

Articles and resource support | Summaries

New University-school collaborative programme, Marshall K. (2006) CILT Cymru News, 11

Recruitment of language teachers depends on the recruitment of linguists at university level which in turns relies on the successful intake of pupils wishing to study languages post-14 and at sixth form level. This short article describes a collaborative programme between HEIs, schools and other partners in Wales to try to remedy the difficulty of recruiting linguists.

Pilot training project for supplementary schools in Brent (pdf), Issa T. (2005) Community Languages, 16

The article describes a joint project by London Metropolitan University, the Resource Unit for Supplementary Schools and the Consortium for Iraqi Supplementary Schools in Brent. This innovative project aims to further train teachers of supplementary schools and give them accreditation for their professional development.

 

Penrice Community College – a training school (pdf), Machin, N. (2004) Links, 29

The author works as a Language College Director and has been involved in a number of teacher training programmes. In the article he describes three programmes: the CILT GTP programme, the School-Centred Initial Teacher Training scheme (SCITT), and a pilot scheme to train primary school teachers.

Working in partnership with community-based language schools (pdf), Anderson, J. (2003) Links, 28

These guidelines will be of interest to any teacher training institution involved in training teachers of community languages. They cover the following questions:

Year 9 pupils teach at the University of Birmingham (pdf), D’Arcy, C. (2002) Links, 26

The author of the article has been working with inner-city partner schools catering for pupils from a range of cultural and linguistic backgrounds.

In the article she describes a project she organised with partner schools where pupils were asked to teach a little of their other language (e.g. Arabic, Punjabi, Korean) to a group of teachers and student teachers.

 

Partners – a guide to school-based initial teacher training in modern languages (weblink), Thorogood J. (ed.) (1993) CILT

The authors, who have considerable experience of the relationships between HEIs and schools, explore various aspects of HEI-school partnership within an ITE context. This is an index of the content of the guide:
- Introduction, by John Thorogood
- Chapter 1: What? - Profiling competence, by Michael Grenfell
- Chapter 2: Where? - Establishing the framework for partnership – principles and practice, by Valerie Stone
- Chapter 3: How? – How trainers can help trainees achieve competence, by Barry Jones
- Chapter 4: Who? – Partners are people – relationships in partnership schemes
- Chapter 5: Whither? – The first year in teaching, by Ewen Bird

Since the beginning of the 1990s there has been a review of HEI-school partnerships following the centrally imposed increase in the time spent by student teachers in schools and the introduction of new ITE programmes. This guide, published in 1993 provides excellent pointers for reflection and discussion about partnership schemes. It will be of use to anybody involved in modern languages initial teacher education, be they headteachers, mentors, or HEI tutors.

 

Teacher education in transition: re-forming professionalism? Furlong J. et al. (2000) Open University Press

ITE has seen significant reforms during the 1990s. Drawing on two projects known as MOTE (Modes of Teacher Education) which included national surveys and case studies of specific courses and policy analysis the authors examine the impact of the reforms.

Themes such as partnership, student experience and professionalism are explored. The book offers a tremendous source of information on partnership issues to anybody involved in ITE, not just modern linguists.

Partnership in secondary initial teacher education, Williams A. (ed.) (1995) David Fulton Publishers

Chapter 7 focuses on partnership in modern languages ITE. Working on a common teaching and learning project can reinforce and enhance an existing partnership. In this project several teams of modern languages student teachers organised and implemented intensive language sessions for a large number of pupils in partner schools. The outcomes were very useful for all parties and the evaluations very positive. The project ensured a complementary contribution from the HEI and its partner schools and an enhanced learning experience for the learners.

The project is described in detail from preparation to evaluation and will be a valuable read for anybody involved in modern languages ITE and interested in running a partnership project.

 

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