Effective Coteaching for ELLs: How can content area teachers and ESOL specialists co-teach effectively?

Abstract

Coteaching between content area teachers and English to Speakers of Other Languages (ESOL) specialists is increasing. Although inclusion in the content classroom creates the least restrictive environment for ELLs, many challenges exist for both teachers and ELLs in cotaught classrooms. This capstone seeks to mitigate these challenges through conducting a literature review and offering Professional Development (PD) to address the question: How can content area teachers and ESOL specialists co-teach effectively? Literature is reviewed through a sociocultural learning theory lens. Some common challenges include lack of set co-planning time, ill-defined teacher roles, and a sense of the ELLs being the sole responsibility of the ESOL specialist. The PD is targeted for new coteaching pairs of seven through 12th grade content area teachers and ESOL specialists. In three sessions spread out across the school year, coteaching pairs will practice planning, communicating, and reflecting on coteaching practices. The goal of this PD is to improve teams’ overall coteaching practice to better support ELLs. Through effective coteaching practices, ELLs can receive individualized content and language instruction in an inclusive environment. Further research should be conducted to study the effects of specific coteaching strategies as well as further investigate ELL perspectives on coteaching.