The mainstreaming of English-as-an-additional-language (EAL) education necessitates collaboration between EAL teachers and content teachers to support EAL students’ learning in content areas. A question left open is how EAL and content teachers exercise relational agency through professional dialogue and collaborative practices. The current paper examined this question through the concept of relational agency grounded in sociocultural theory. Data include group interviews with and self-recorded collaborative conversations between an EAL teacher and a science teacher in planning and delivering science content in an Australian secondary school. Findings reveal professional dialogue and collaborative practices created mediational spaces for them to exercise relational agency. They actively worked together on a complex problem and shared motive, built and utilised common knowledge, and drew on relational expertise in responding to the demands of enhancing EAL students’ learning of language and content in the science classroom. Findings have implications for promoting teacher agency and quality collaboration.

中文翻译：

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探索澳大利亚中等科学教育内容-语言教师合作中教师的关系代理

英语作为附加语言 (EAL) 教育的主流化需要 EAL 教师和内容教师之间的合作，以支持 EAL 学生在内容领域的学习。一个悬而未决的问题是 EAL 和内容教师如何通过专业对话和协作实践来行使关系代理。本论文通过以社会文化理论为基础的关系代理概念研究了这个问题。数据包括在澳大利亚一所中学规划和提供科学内容时，与 EAL 教师和科学教师之间的小组访谈和自我录制的协作对话。调查结果揭示了专业对话和协作实践为他们行使关系代理创造了调解空间。他们积极合作解决一个复杂的问题和共同的动机，建立和利用共同知识，并利用相关专业知识来响应提高 EAL 学生在科学课堂中学习语言和内容的需求。研究结果对促进教师代理和质量合作有影响。