How Co-teaching Transforms Instruction and Language Acquisition

Abstract

This study investigates how co-teaching transforms instruction and language acquisition in bilingual classrooms. It also examines the barriers that hinder successful co-teaching collaboration between general education and English as second language teachers. Challenges in co-teaching collaboration are examined using social interdependence theory, which suggests that cooperation increases the prospect of set goals being attained. Literature findings revealed that co-teaching models fail due to inadequate training and administrative support to co-teachers and a lack of teacher autonomy in lesson planning and student assessment. Professional development of co-teachers in bilingual classrooms can lead to great relationships and friendships, leading to higher levels of student morale, performance, and engagement in the classroom. ELLs participating in co-taught programs benefit from increased attention and time from teachers, and increased emphasis on their study, social skills, and cognitive strategies. However, future research should examine the effectiveness of co-teaching and specially designed instruction in language acquisition.