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Effective Coteaching for ELLs: How can content area teachers and ESOL specialists co-teach effectively?
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Mazurett-Boyle, Rosa
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2021-08
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CirulliCapstone2021.pdf
Adobe PDF, 350.33 KB
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Coteaching between content area teachers and English to Speakers of Other Languages (ESOL)
specialists is increasing. Although inclusion in the content classroom creates the least restrictive
environment for ELLs, many challenges exist for both teachers and ELLs in cotaught
classrooms. This capstone seeks to mitigate these challenges through conducting a literature
review and offering Professional Development (PD) to address the question: How can content
area teachers and ESOL specialists co-teach effectively? Literature is reviewed through a
sociocultural learning theory lens. Some common challenges include lack of set co-planning
time, ill-defined teacher roles, and a sense of the ELLs being the sole responsibility of the ESOL
specialist. The PD is targeted for new coteaching pairs of seven through 12th grade content area
teachers and ESOL specialists. In three sessions spread out across the school year, coteaching
pairs will practice planning, communicating, and reflecting on coteaching practices. The goal of
this PD is to improve teams’ overall coteaching practice to better support ELLs. Through
effective coteaching practices, ELLs can receive individualized content and language instruction
in an inclusive environment. Further research should be conducted to study the effects of specific
coteaching strategies as well as further investigate ELL perspectives on coteaching.
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Supplemental Material: https://brockport.voicethread.com/share/18073144/