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2025-08
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Cain-Sarah-Thesis.pdf
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Effective and intentional collaboration between ENL and content-area teachers is critical to support multilingual learners in language and content acquisition. Integrated co-teaching is an instructional model that is intended to meet both academic and language goals through the collaboration of the content and linguistic specialists. The success of this model is limited by lack of role expectations, inequitable responsibilities, and not enough time for co-planning. This project explores how co-teaching partnerships can improve to more effectively support ENL students. The literature is grounded in the sociocultural theory, multiliteracies theory, and culturally responsive pedagogy, and shows that co-teaching is most effective when teachers collaborate to develop and implement instruction that incorporates both content and learning objectives. In responses to these findings, a professional development session was developed where co-teachers across grades K-12 at the Riverbend School District engaged in rotating stations that explore different co-teaching models and collaboration strategies. Recommendations for further research include assessing student response to different co-teaching models and evaluating how school districts implement co-planning time and how this impacts collaboration between teachers. Furthermore, co-teachers should be provided with various professional development opportunities that consider each model from an instructional perspective and student perspective, and districts should consider how they can provide teachers with sustained co-planning time for optimal collaboration.