This volume explores the value of teacher collaboration in meeting the needs of diverse English language learners (ELLs). A range of research-based chapters demonstrate examples of effective collaboration between English language specialists and content area teachers and offer recommendations for collaborative practice.
Foregrounding the ways in which teacher collaboration can better support the needs of ELLs in elementary, middle, and high school classrooms, this volume provides evidence-based insights and suggestions to underpin effective teacher collaboration across the curriculum. Through case study examples, readers can understand common challenges and pitfalls, as well as best practices and how to apply teacher collaboration in real classroom settings. Research studies in subject areas including mathematics, science, and English language arts provide a basis for practical, evidence-based recommendations to engender mutual trust, teacher agency, and the development of shared goals to enhance instruction for ELLs’ achievement.
This book provides educators with new insights from empirical studies, and is vital reading for researchers, scholars, teachers, and teacher educators who are aware of the importance of collaboration for student success. Those involved in ESL, bilingual, and dual language programs may be particularly interested in this volume.
Table of Contents
Part I: Overview and Theoretical Perspectives
Chapter 1: Introduction: The Need of Teacher Collaboration for ELLs
Chapter 2: Theoretical Perspectives of Teacher Collaboration
Part II: Case Examples in K-12 Settings and across Curricula
Chapter 3: Both Teachers’ Names are on the Door: ESL and Classroom Teacher Collaboration
Chapter 4: Reflections on Co-Teaching and Collaboration: Communication, Flexibility, and Congruence
Heeok Jeong and Laura Eggleston
Chapter 5: Reimagining Collaboration: Exploring how ESL Teachers and Technology Coach Perceive Collaboration to Improve ELLs’ Language Skills
Ana Vintan and Tiffany L. Gallagher
Chapter 6: "Leadership Roles at Different Points": Collaborating to Plan for and Teach ESL Students in a Secondary Social Studies Classroom
Chapter 7: "I See Myself as Another Teacher": Co-Teaching Practice for ELLs in a Science Class
Min Wang and Daniel Ness
Chapter 8: Co-Taught Integrated Language and Mathematics Content Instruction for Multilingual Learners
Carrie McDermott and Andrea Honigsfeld
Chapter 9: Collaboration for Culturally Relevant Pedagogy: An Extended Project Involving Content and ESL Teachers
Part III: Implications and Suggestions for Future Research and Practice on Teacher Collaboration
Chapter 10: What Can a Principal Do to Support Teacher Collaboration for ELLs? Implications for Building Leadership Practice
Suzanne E Mcleod
Chapter 11: Implications and Suggestions for Effective Teacher Collaboration for ELLs
Bogum Yoon, Ph.D., is Professor of Literacy Education in the Department of Teaching, Learning, and Educational Leadership at the State University of New York at Binghamton, USA.