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Hello,

Where can I access the student portrait template Figure 3.2 & 3.3? I wanted to use these for my opening day activity on 9/6/2022.

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Document Type

Dissertation

Copyright Status for Dissertations

All Rights Reserved

Degree Name

Doctor of Education (Ed.D.) in Educational Leadership for Diverse Learning Communities

Abstract

This study examined how co-teachers of English to Speakers of Other Languages (ESOL) and General Education (GE) perceived their roles, agency, and professional positioning within co-taught elementary integrated English as a New Language (ENL) classes. Theories of positioning and educational change guided this study, exploring teachers' perceptions of parity and observations of their discourse and interactions within the context of school and district cultures and policies. ESOL and GE co-teachers who implemented the collaborative cycle of instruction with fidelity experienced parity in their partnerships. These teachers utilized their distinct areas of expertise and had a common understanding of each teacher's roles and responsibilities. However, ambiguity or conflicting administrative directives concerning co-teaching often contributed to inequitable teacher hierarchies and challenged GE and ESOL teachers to make sense of their roles in supporting English Language Learners (ELLs). GE teacher discourse revealed perceptions of being lead teachers, with ESOL teachers serving in a supportive role. The study concluded that ESOL teachers perceived a loss of their professional identities when discourse and interactions placed them in a subordinate position to the GE teacher. Implications for policy and practice at the district and school building levels include increasing ESOL teachers' involvement in curriculum writing at the district level to create a shared discourse of expertise among their GE and content area colleagues, as well as enacting policy change at the district level to establish collaborative structures for co-planning to cultivate equitable roles for co-teachers. Recommendations are offered for future research to expand the understanding of co-teacher positioning.

Recommended Citation

Cordeiro, Kelley E., "Positioning Co-Teachers in an Integrated English as a New Language Class: Making Sense of Teaching Roles" (2021). Theses & Dissertations. 99.
https://digitalcommons.molloy.edu/etd/99

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Positioning Co-Teachers in an Integrated English as a New Language Class: Making Sense of Teaching Roles

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This study examined how co-teachers of English to Speakers of Other Languages (ESOL) and General Education (GE) perceived their roles, agency, and professional positioning within co-taught elementary integrated English as a New Language (ENL) classes.

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Assessing an Integrated Collaborative Model

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Assessing an Integrated Collaborative Model

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This  document offers important guidance on moving towards integrated services for ELLs.

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Collaboration and Co-Teaching Evaluation Survey

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Collaboration and Co-Teaching Evaluation Survey

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See this document that redefines the role fo ESL/ELD teachers.

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Ways to configure classes for co-taught instruction

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A framework for implementing English language development programs for ELLs/MLs

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Co-Planning

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Co-Teaching In Elementary School NYC

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Co Teaching for English Language Learners in NYC

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Deliver Tool

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Three-year longitudinal study demonstrating successful coteaching implementation paralleling the outcomes of dual language instruction.

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Collaboration to Support English Learners

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Benefits of Co-Teaching

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Observation of ELLs

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Videos and templates for teacher collaboration

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Videos and templates for teacher collaboration

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Collaborating for English Learners: A Foundational Guide to Integrated Practices

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Welcome to the Companion Website to Andrea Honigsfeld and Maria Dove's Collaborating for ELs, 2E!Chapter 1:Video 1.1- IntroductionVideo 1.2- The Collaborative Instructional Cycle