Fostering Effective Co-Teaching Practices for English Language Learners

Abstract

Co-teaching is a common practice in education to address students with different abilities. With an influx of English Language Learners (ELLs) co-teaching practices are being utilized more to provide language supports for ELLs inside general education classrooms. There are many issues with co-teaching as there is not one specific framework that shows teachers how to implement this practice seamlessly. Therefore, the overarching research question of this capstone thesis is how co-teachers can work together to support all students in the classroom. The research discusses themes such as scheduling, equity, and implementation that require mediation for teachers to address and create a more inclusive environment for students. Providing professional development for both teachers and administrators is essential for fostering effective co-teaching practices. The professional development provides research on how to implement practices such as student-centered classroom and how to address issues of equity, co-planning, and lesson implementation. Participants in the professional development will have the tools to create a student-centered classroom and practices to create equity when implementing lessons. These practices will help foster an inclusive environment in the classroom where ELL students are able to receive language support and feel that they are receiving the same education as their peers