From Isolation to Inclusion: How to Become a Successful ESL Co-Teacher

Abstract

This capstone project aims to support classroom teachers and English as a Second Language (ESL) teachers in co-teaching models. In co-teaching, two teachers (in this case an ESL teacher and a classroom teacher) work together to teach and evaluate a group of students. Traditionally, many English Language Learners (ELLs) have been serviced in a pull-out model where they leave the classroom to work with an ESL teacher with other ELLs. However, as the population of ELLs continues to grow, co-teaching is becoming a more popular tool to service students, as it allows them to receive necessary accommodations and scaffolds without having to leave the classroom. With the introduction of co-teaching, both classroom and ESL teachers need training on what is co-teaching and how to execute a co-taught lesson. A successful co-taught lesson first begins in the co-planning stage, and it is imperative that both teachers work together to know what each person’s role is and that the lesson is truly collaborative. As there is no one model for co-teaching, teachers have the autonomy to choose which model works best for their particular students, lesson, or style. Through the use of collaborative documents and lesson plan templates, classroom teachers and ESL teachers can work together to produce lessons that support students’ academic and linguistic needs.