Working in Tandem: Maximizing Support for English Language Learners Through ESOL and Classroom Teacher

Abstract

English Speakers of Other Languages (ESOL) teachers are tasked with the responsibility to help English Language Learners (ELLs) achieve proficiency in the English language as well as be successful in mainstream classrooms. To do so, ESOL teachers need to be able to collaborate effectively with mainstream teachers in order to provide linguistic and academic support. However, ESOL and mainstream teachers face many barriers to successfully and effectively collaborating, including lack of time and scheduling inconsistencies, pedagogical identity, as well as classroom control and the unclear roles of ESOL teachers. The literature demonstrates these barriers can be circumvented through providing ESOL and mainstream teachers with the time and space to effectively communicate and work collaboratively, and provide ample, high-quality professional development (PD) opportunities and resources teachers can implement in their classrooms. To address these issues, an initial two-hour PD opportunity is proposed to teach the instructional staff at Peru Central School District (CSD) about the benefits of collaborating with ESOL teachers and how to do so effectively through the use of technological tools when time and scheduling does not permit. Recommendations for further research and improvement include continued and required monthly PD on ELL instructional strategies, and time built into teachers’ schedules to allow for ample collaboration.