Publications

Individual paper: Teaching L3: Devising a new ITE module : Colloquium: ‘I learned with the children’: rethinking initial teacher education and professional learning for primary class teachers in the light of Scotland’s ‘L3’ policy

Roxburgh David, McPake Joanna, Anderson Lorna, Ritchie Suzanne, Faulds Karen, Pedley Malika

British Association for Applied Linguistics Annual Conference 2025 (2025)

The transformative power of local language encounters : implications for teacher education

Pedley Malika, Roxburgh David, Anderson Lorna, McPake Joanna

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

https://doi.org/10.4324/9781003289043-3

CLIL with heritage languages

McPake Joanna

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

A walk around the croft : Emerging relationships of hospitality and care among researcher and research participants

McPake Joanna

Imagining and Experiencing Hospitalities in a Mobile World (2023)

Developing the rationale for teaching local languages to young language learners : a case study of teaching and learning Chinese language and culture in a Scottish primary school

Roxburgh David, McPake Joanna

British Association of Applied Linguistics 2022 Conference (2022)

Translanguaging and immersion programs for minoritised languages at risk of disappearance : Developing a research agenda

McPake Joanna, Tedick Diane

Multilingual perspectives on translanguaging (2022) (2022)

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Professional Activities

Reimagining Partnership Teaching: A Collaborative Approach to Success

Speaker

23/3/2025

SATEAL Conference 2025

Speaker

22/3/2025

Implementing research / researching implementation: Integrating trauma-informed pedagogy in training MSc TESOL students volunteering to teach English to Ukrainian Displaced People

Speaker

25/1/2024

Implementing research / researching implementation: Integrating teaching vulnerable adults and trauma-informed pedagogy in training MSc TESOL students volunteering to teach English to Ukrainian Displaced People

Speaker

25/8/2023

Australian Federation of Modern Language Teachers’ Associations Annual Conference

Keynote/plenary speaker

8/7/2023

Australian Federation of Modern Languages Teachers’ Associations Annual Conference

Participant

2023

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Projects

Partnership Teaching

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

Reframing English Learning for very young learners (3-6) under the contemporary policy: a study in Canton area of China.

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

01-Jan-2020 - 09-Jan-2025

Enacting Plurilingualism: Exploring teachers’ perspectives on the classroom realisation of languages education principles

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

Language Education Policy Profile of Catalonia

McPake, Joanna (Principal Investigator)

15-Jan-2016 - 30-Jan-2017

Transformative Pedagogies for Language Revitalisation

McPake, Joanna (Principal Investigator)

01-Jan-2016 - 28-Jan-2017

Evaluation of 0-3 Gaelic Early Years Sector

McPake, Joanna (Principal Investigator)

01-Jan-2014 - 28-Jan-2015

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