Parents Are Language Partners
Invite families' knowledge of languages and learning history and communicate a practical shared support goal.
Worked model: Parents Are Language Partners
View the illustrated activity card
- 1Invite families' knowledge of languages and learning history and communicate a practical shared support goal
- 2Name responsibility, resources and a realistic review point
- 3Trial the action in one setting and collect access or participation evidence
- 4Revise the procedure from the evidence and communicate the agreed practice
Ask a family what the learner can explain, read or discuss in familiar languages and invite an example where feasible. Use that information to plan access; do not make families responsible for replacing classroom teaching.
Use the move
Prepare · 10 minutes
Choose one school procedure and identify what a teacher or family must actually do.
- 1
Invite families' knowledge of languages and learning history and communicate a practical shared support goal.
- 2
Name responsibility, resources and a realistic review point.
- 3
Trial the action in one setting and collect access or participation evidence.
- 4
Revise the procedure from the evidence and communicate the agreed practice.
EAL upgrade
Replace specialist-led reminders with a sustainable shared routine; retain review when evidence shows a barrier.
Keep the subject challenge. Offer one model, visual or language prompt where needed, then check a fresh independent response.
Try it tomorrow
Choose one school procedure and identify what a teacher or family must actually do.
Invite families' knowledge of languages and learning history and communicate a practical shared support goal. Name responsibility, resources and a realistic review point.
Ask whether staff can describe the action and whether learners can access the task more independently.
Replace specialist-led reminders with a sustainable shared routine; retain review when evidence shows a barrier.
What to look for
Ask whether staff can describe the action and whether learners can access the task more independently.
Teacher language
Adapt these prompts to the task and your learners.
Our purpose is: Invite families' knowledge of languages and learning history and communicate a practical shared support goal.
What action will happen, who owns it, and how will we check it?
Try the new case on your own. Show the detail or reasoning that supports your answer.
Which support do you still need, and which part can you now do independently?
Apply in your setting
Apply to curriculum planning, assessment instructions and family communication; keep responsibilities explicit.
Adjust language support
Use a small word bank, visuals and partner rehearsal when needed. Extend with precise explanations and qualifications. Judge the support from the response to this task.