Overcoming Challenges with Mainstream and TESOL Teacher Collaboration

Abstract

Research shows a fundamental transformation is needed in the way education is provided to students. The increase in ELL student population creates new challenges and responsibilities for teachers and administrators. Through the theory of cooperative learning, the overarching issue of how to establish successful collaboration between mainstream and TESOL teachers is examined. Studies show that when co-teaching partners have different pedagogical beliefs, successful collaboration can prove difficult to achieve. Moreover, mainstream teachers are unaware of best strategies to incorporate with ELL students. Furthermore, studies inform teachers face difficulty getting vital support from administration to support ELL students. When administrators are uncertain how to effectively support ELLs, responsibility is left solely to the TESOL teacher. In order to address the overarching issue, a full day of professional development is created to support mainstream and TESOL teachers in successful collaboration. Teachers will develop skills and strategies to support mainstream and ELL students. Furthermore, teachers will utilize varied models of successful co-teaching in the classroom. By supporting teachers to create successful co-teaching partnerships, ELL students achieve higher academic success. Studies show ELLs have higher graduation rates and develop advanced English language proficiency when teachers successfully collaborate. Based on results of the study, continuing professional development is vital for all school personnel, including teachers and administrators. Keywords: English language learner (ELL), co-teaching, mainstream, TESOL, collaboration, co-planning