Å·ÃÀ¸ßÇå

Publications

(2025)

, Mighty Lorraine, Winiarska-Pringle Iwona

2023 BALEAP Conference proceedings (2025)

Almithqal Eyad Ahmad,

Pedagogical Research Vol 10 (2025)

A. Almithqal Eyad,

Pedagogical Research Vol 9 (2024)

,

British Association for Applied Linguistics 57th Annual Conference (2024)

Mighty Lorraine, , Winiarska-Pringle Iwona

Social Justice in EAP and ELT Contexts Global Higher Education Perspectives (2024) (2024)

Professional Activities

Invited speaker

3/11/2025

Speaker

30/6/2025

Invited speaker

30/5/2025

Speaker

10/4/2025

Speaker

23/3/2025

Speaker

22/3/2025

Projects

John, Tomasz (Co-investigator) Querol Julian, Mercedes (Principal Investigator)

The RELANZA Project (Redefining Language Education: SDGs and Innovative Teaching Strategies) is an international research and innovation initiative designed to transform foreign and second language education by integrating sustainable development goals (especially SDG 4: Quality Education) with innovative pedagogical and digital practices. The project brings together academic researchers, educators, and practitioners from multiple institutions to address global challenges in language teaching and learning. Key components include:

A bilingual podcast series (English/Spanish) featuring expert interviews on language education, policy, adult education, and multilingual curriculum development, with AI-assisted automatic dubbing for wider accessibility.

Practical teaching guides accompanying each episode, containing ready-to-use classroom activities grounded in research and aligned with global competencies.

Interactive online materials (e.g., quizzes and reflections) developed to extend engagement with podcast themes and to support educators in diverse contexts.

With a focus on educational transformation through digital innovation, RELANZA aims to make language curriculum reform accessible, contextually relevant, and pedagogically effective across global educational settings

01-Jan-2025 - 30-Jan-2026

John, Tomasz (Principal Investigator) Adamson, Laela (Co-investigator)

03-Jan-2025 - 31-Jan-2025

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 Å·ÃÀ¸ßÇå 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