Teacher–researcher partnership in the translation and implementing of PALS (Peer-Assisted Learning Strategies): an international perspective

Vardy, E. ORCID: 0000-0002-7825-2270, Al Otaiba, S., Breadmore, H.L., Kung, S.-H., Pétursdóttir, A.-L., Zaru, M.W. and McMaster, K.L., 2022. Teacher–researcher partnership in the translation and implementing of PALS (Peer-Assisted Learning Strategies): an international perspective. Journal of Research in Reading, 45 (3), pp. 517-526. ISSN 0141-0423

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Abstract

Peer-Assisted Learning Strategies (PALS) is a class-wide structured supplementary paired reading programme to support learners with their reading (Fuchs et al., 1997). What remains at the core of implementing PALS in any given location is the co-creation with teachers to ensure PALS fits with that educational context. This paper discusses the involvement of teachers as co-creators in the process of adapting PALS in England, United Arab Emirates (UAE), Taiwan and Iceland. The aim is to demonstrate the importance of careful adaptation when implementing a programme adopted from another country. Each adaption used a different methodological approach to co-creation. For example, in England, field notes, informal conversations and interviews were utilised for co-creation. In Iceland, preschool and elementary teachers were instrumental in translating and adapting the PALS materials to the Icelandic context. From each adaption, the teachers supported the development of a literacy programme that was suitable for classroom use. In England, teachers' involvement resulted in the removal of the motivational point system. For the UAE context, PALS began in English to support second language learning, but the instructional routines were a good ‘fit’ for the school culture and were developed in Arabic. For the Taiwan context, PALS provided an empirical basis for a model of differentiated instruction to enhance the reading literacy of Chinese-speaking elementary students. In Iceland, teachers trained other teachers in PALS as a research-based and efficient approach to meeting diverse learning needs of students, especially those with Icelandic as an additional language. Careful adaptation, piloting and the involvement of key stakeholders is important for the successful implementation of a reading programme.

Item Type:	Journal article
Publication Title:	Journal of Research in Reading
Creators:	Vardy, E., Al Otaiba, S., Breadmore, H.L., Kung, S.-H., Pétursdóttir, A.-L., Zaru, M.W. and McMaster, K.L.
Publisher:	Wiley
Date:	8 August 2022
Volume:	45
Number:	3
ISSN:	0141-0423
Identifiers:	Number Type 10.1111/1467-9817.12404 DOI 1592505 Other
Rights:	This is the peer reviewed version of the following article: Vardy, E., Al Otaiba, S., Breadmore, H.L., Kung, S., Pétursdóttir, A., Zaru, M.W., & McMaster, K.L. (2022). Teacher–researcher partnership in the translation and implementing of PALS (Peer-Assisted Learning Strategies): an international perspective. Journal of Research in Reading, 45(3), 517-526, which has been published in final form at https://doi.org/10.1111/1467-9817.12404. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. This article may not be enhanced, enriched or otherwise transformed into a derivative work, without express permission from Wiley or by statutory rights under applicable legislation. Copyright notices must not be removed, obscured or modified. The article must be linked to Wiley’s version of record on Wiley Online Library and any embedding, framing or otherwise making available the article or pages thereof by third parties from platforms, services and websites other than Wiley Online Library must be prohibited. This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.
Divisions:	Schools > School of Social Sciences
Record created by:	Jonathan Gallacher
Date Added:	24 Aug 2022 06:24
Last Modified:	24 Aug 2022 06:24
URI:	https://irep.ntu.ac.uk/id/eprint/46909

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