This article highlights the need to understand mainstream international secondary school teachers’ attitudes to and experiences of accommodating English as an Additional Language (EAL) learners, and what current collaborative relationships there are between mainstream and EAL teachers in terms of co-teaching and co-planning. The article draws on data collected from a questionnaire sent to secondary teachers at an international school in a major city in Ukraine and to other international schools that offer International Baccalaureate programmes in Eastern Europe. The questionnaire investigated English language training in education, attitudes to EAL in mainstream subjects and participants’ collaboration with EAL teachers. Further follow-up qualitative data collected from a focus group in the school in Ukraine investigated the topics of competencies, responsibilities and collaboration with respect to EAL in the mainstream classroom. Building on this data, the discussion ultimately focuses on the challenges for mainstream teachers and how collaboration with EAL teachers is often confused and lacks definition in terms of current practice and ways forward. Recommendations for next steps of research are made.

本文强调需要了解主流国际中学教师对接纳英语作为附加语言 (EAL) 学习者的态度和经验，以及目前主流教师与 EAL 教师在共同教学和合作方面的合作关系。规划。这篇文章借鉴了从发送给乌克兰主要城市的一所国际学校的中学教师和其他在东欧提供国际文凭课程的国际学校的调查问卷中收集的数据。问卷调查了教育中的英语语言培训、主流科目对 EAL 的态度以及参与者与 EAL 教师的合作。从乌克兰学校的焦点小组收集的进一步后续定性数据调查了能力主题，主流课堂中 EAL 方面的责任和协作。在这些数据的基础上，讨论最终集中在主流教师面临的挑战以及与 EAL 教师的合作如何经常被混淆，并且在当前的实践和前进的道路方面缺乏定义。对下一步研究提出了建议。