Loading...
Establishing Inclusive Classrooms: The Benefit of Co-Teaching Models for Supporting
Journal Title
Readers/Advisors
Journal Title
Term and Year
Publication Date
2025-08
Book Title
Publication Volume
Publication Issue
Publication Begin
Publication End
Number of pages
Files
Research Projects
Organizational Units
Journal Issue
Abstract
English Language Learners (ELLs) are becoming a much bigger part of mainstream settings, which, in return, causes an abundance of both opportunities and challenges for schools. For many ELLs, placement in general education classrooms without the appropriate amount of support can lead to academic, social, and emotional struggles which have a profound impact on their well-being. In addition, systems that pull students out for separate instruction often leave them feeling isolated and disconnected from their peers. Co-teaching is the solution to this issue which brings together an English as a New Language (ENL) teacher and a general education teacher to collaborate within the same classroom. This co-teaching model allows ELLs to stay with their peers while simultaneously receiving the targeted language and content support they need. It also allows for differentiated instruction through small groups and one-on-one support. This thesis capstone project investigates how co-teaching models like team teaching, one teaches one assist, and station teaching can support English Language Learners (ELLs) in inclusive classroom settings. The final product is a professional development (PD) session designed to provide middle school educators with the tools and strategies needed to implement effective and inclusive co-teaching practices.