How can co-teaching benefit ELLs in a secondary health class?

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.