Summary written by MLRC School Network member, Iryna Zhurenko (International School of Beijing)
Spencer (2023) focuses on the importance of collaboration between English as an Additional Language (EAL) and mainstream subject teachers within international schools. The study was conducted at an International Baccalaureate (IB) secondary school in Ukraine, with 269 students in secondary school and 39 students with EAL among them. The school had 3 EAL teachers and one teaching assistant. He draws on qualitative data, collected through focus group discussions and interviews with mainstream teachers about their experiences with co-planning and collaboration. The main argument presented is that although many international schools claim in their policies that all mainstream teachers are also language teachers, this is often not reflected in practice. The author highlights the necessity for school language policies to explicitly include frameworks and structures that facilitate effective collaboration between EAL and mainstream teachers, addressing the common disconnect between theoretical collaboration and actual practice. This article can help inform language policies in international schools, as it underscores the need for policies to not only advocate for, but also ensure equitable access to, content for all students through clear systems and structures to support it.