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Mazurett-Boyle, Rosa
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2025-06
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Capstone Project-3.pdf
Adobe PDF, 624.9 KB
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PD Cover Page-2.pdf
Adobe PDF, 66.27 KB
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Abstract
This capstone project examines how co-teaching may support English Language Learners
(ELLs) in a secondary health classroom, where health is a required course for high school
graduation in New York State. While co-teaching is commonly used in core academic subjects,
its presence in health education remains limited. Grounded in Sociocultural Theory and
Universal Design for Learning (UDL), this study addresses the overarching question, how can
co-teaching benefit ELLs in a secondary health class? The literature review identifies three
thematic challenges: limited linguistic support in content instruction, minimal collaboration
between TESOL and content-area educators, and a lack of differentiated instructional strategies
for ELLs. In response, a two-day professional development (PD) program is created for
secondary health and TESOL teachers, as well as all other educators in the school. The PD
includes co-teaching models, collaborative planning tools, and strategies for integrating language
scaffolds into health instruction. Learning goals focus on exploring co-teaching frameworks,
planning inclusive lessons, and increasing educator collaboration. The project outlines expected
outcomes related to professional learning and instructional practice, and concludes with
considerations for future studies on co-teaching in non-core subjects and the academic
experiences of ELLs.
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