ESL and content teachers’ collaboration
DOI:
https://doi.org/10.25170/ijelt.v14i1.1415Keywords:
ESL, content teachers' collaboration, benefits and challenges, the United States public schoolsAbstract
This paper reviews the earlier studies to synthesize the benefits and challenges of ESL and content teachers’ collaboration and discusses Amanda’s recent experiences of collaboration in a middle school in the Southeastern U.S. Previous studies document the collaborative benefits (DelliCarpini, 2018), which include teacher learning, increased ESL students’ participation, and strengthened professional partnerships. However, ESL and content teachers’ collaboration has yet to become a routine teaching practice in the U.S., particularly in secondary mainstream classrooms, because of the reported challenges (Dove & Honigsfeld, 2018), such as teachers’ incompatible personalities and beliefs (Arkoudis, 2003), conflicting schedules (Peercy, Ditter, & DeStefano, 2016), inconsistent administrative support (Villa, Thousand, Nevin, Liston, 2005), and the ESL teacher’s relegated role compared to the content teacher (Ahmed Hersi, Horan, & Lewis, 2016). In order for ESL and content teachers’ collaboration to be a pathway for equitable learning outcomes for ESL students, educational stakeholders, namely content teachers, ESL teachers, and school administrators, need to share responsibility for planning for and teaching ESL students. This begins with school administrators who can foster a culture of collaboration, and content and ESL teachers who can take steps to build and strengthen collaborative partnerships. More specific recommendations are discussed in the conclusion.
References
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Ahmed Hersi, A., Horan, D. A., & Lewis, M. A. (2016). Redefining ‘community’ through collaboration and co-teaching: a case study of an ESOL specialist, a literacy specialist, and a fifth-grade teacher. Teachers and Teaching: Theory and Practice, 22(8), 927-946.
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Athanases, S. Z., & de Oliveira, L. C. (2008). Advocacy for equity in classrooms and beyond: New teachers’ challenges and responses. Teachers College Record, 110(1), 64-104.
Baecher, L., Rorimer, S., & Smith, L. (2012). Video-mediated teacher collaborative inquiry: Focus on English language learners. The High School Journal, 95(3), 49-61.
Bell, A. B., & Baecher, L. (2012). Points on a continuum: ESL teachers reporting on collaboration. TESOL Journal, 3(3), 488-515.
Creese, A. (2002). The discursive construction of power in teacher partnerships: Language and subject specialists in mainstream schools. TESOL Quarterly, 36(4), 597-616.
Davison, C. (2006). Collaboration between ESL and content teachers: How do we know when we are doing it right? International Journal of Bilingual Education and Bilingualism, 9(4), 454–475.
de Jong, E. J., & Harper, C. A. (2005). Preparing mainstream teachers for English-language learners: Is being a good teacher good enough? Teacher Education Quarterly, 32(2), 101-124.
de Jong, E. J., Harper, C. A., & Coady, M. R. (2013). Enhanced knowledge and skills for elementary mainstream teachers of English language learners. Theory into Practice, 52(2), 89-97.
DelliCarpini, M. (2018). Administrative issues in collaborative teaching. In J. Liontas, M. DelliCarpini, G. Park, & S. Salas (Eds.), TESOL encyclopedia of English language teaching (pp. 1-9). Hoboken, NJ: Wiley.
Dove, M., & Honigsfeld, A. (2018). Co-teaching for English learners: A guide to collaborative planning, assessment, and reflection. Thousand Oaks, CA: Corwin.
Duff, P.A. (2012). Identity, agency, and second language acquisition. In S. M. Gass & A. Mackey (Eds.), The Routledge handbook of second language acquisition (pp. 410–426). London, UK: Routledge.
Flores, N. (2012). Power differentials: Pseudo-collaboration between ESL and mainstream teachers. In A. Honigsfeld., & M.G. Dove (Eds.), Coteaching and other collaborative practices in the EFL/ESL classroom: Rationale, research, reflections, and recommendations (pp. 185-193). Charlotte, NC: Information Age Publishing.
Freeman, D., & Johnson, K. E. (1998). Reconceptualizing the knowledge base of language teacher education. TESOL Quarterly, 32(3), 397-417.
Giles, A. (2018). Navigating the contradictions: An ESL teacher’s professional self-development. TESL Canada Journal. 35(2), 104-127.
Giles, A. (2019). The influences of ESL and content teachers’ collaboration on teachers’ learning and ESL students’ participation: A case study of middle school mainstream classrooms. (Unpublished doctoral dissertation). The University of Alabama, Tuscaloosa.
Giles, A. & Yazan, B. (in press). The collaborative design and co-teaching of secondary math lesson plans. In M. Dove & A. Honigsfeld (Eds.), Co-teaching for English learners: Evidence-based practices and research-informed outcomes. Charlotte, NC: Information Age Publishing.
Gladman, A. (2015). Team teaching is not just for teachers! Student perspectives on the collaborative classroom. TESOL Journal, 6(1), 130–148.
Hargreaves, A. (1994). Collaboration and contrived collegiality: Cup of comfort or poisoned chalice? In A. Hargreaves (Ed.), Changing teachers, changing times (pp. 186–211). New York, NY: Teachers College Press.
Harper, C., & Jong, E. (2004). Misconceptions about teaching English language learners. Journal of Adolescent & Adult Literacy, 48(2), 152-162.
Johnson, K.E. & Golombek, P.R. (2016). Mindful L2 teacher education: A sociocultural perspective on cultivating teachers’ professional development. New York, NY: Routledge.
Kibler, A.K., Walqui, A., & Bunch, G.C. (2015). Transformational opportunities: Language and literacy instruction for English language learners in the Common Core era in the United States. TESOL Journal, 6(1), 9-35.
Martin-Beltrán, M., & Peercy, M.M. (2012). How can ESOL and mainstream teachers make the best of a standards-based curriculum to collaborate? TESOL Journal, 3(3), 425–444.
Martin-Beltran, M., & Peercy, M.M. (2014). Collaboration to teach English language learners: Opportunities for shared teacher learning. Teachers and Teaching: Theory and Practice, 20(6), 721–737.
Martin-Beltrán, M., Peercy, M.M., & Selvi, A.F. (2012). Collaboration to teach elementary English language learners: ESOL and mainstream teachers confronting challenges through shared tools and vision. In A. Honigsfeld., & M.G. Dove (Eds.), Coteaching and other collaborative practices in the EFL/ESL classroom: Rationale, research, reflections, and recommendations (pp. 111-120). Charlotte, NC: Information Age.
McClure, G. (2012). Pulling away from pull-out: Coteaching ELLs in the new Latino south. In A. Honigsfeld., & M.G. Dove (Eds.), Coteaching and other collaborative practices in the EFL/ESL classroom: Rationale, research, reflections, and recommendations (pp. 207-215). Charlotte, NC: Information Age.
McClure, G., & Cahnmann-Taylor, M. (2010). Pushing back against push-in: ESOL teacher resistance and the complexities of co-teaching. TESOL Journal, 1(1), 101–129.
Pawan, F., & Ortloff, J. H. (2011). Sustaining collaboration: English-as-a-second-language, and content-area teachers. Teaching and Teacher Education, 27(2), 463-471.
Peercy, M. M. (2018). Mainstream and ESL teacher collaboration. In J. Liontas, M. DelliCarpini, G. Park, & S. Salas (Eds.), TESOL encyclopedia of English language teaching (pp. 4631-4636). Hoboken, NJ: Wiley.
Peercy, M. M., Ditter, M., & DeStefano, M. (2016). “We need more consistency”: Negotiating the division of labor in ESOL–mainstream teacher collaboration. TESOL Journal, 8(1), 215-239.
Peercy, M. M., DeStefano, M., Yazan, B. & Martin-Beltran, M. (2016). “She’s my right hand…she’s always there”: Teacher collaboration for linguistically diverse students’ equitable access to curriculum. In J.C. Richards & K. Zenkov (Eds.), Social justice, the Common Core, and closing the instructional gap: Empowering diverse learners and their teachers (pp. 39-56). Charlotte, NC: Information Age Publishing.
Peercy, M. M., Martin-Beltran, M., Yazan, B., & DeStefano, M. (2017). “Jump in any time”: How teacher struggle with curricular reform generates opportunities for teacher learning. Action in Teacher Education, 39(2), 203-217.
Rubinstein-Avila, E., & Lee, E. H. (2014). Secondary teachers and English language learners (ELLs): Attitudes, preparation and implications. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 87(5), 187-191.
Russell, F. A. (2012). A culture of collaboration: Meeting the instructional needs of adolescent English language learners. TESOL Journal, 3(3), 445-468.
Samuelson, B. L., Pawan, F., & Hung, Y. (2012). Barriers to collaboration between English as a second language and content area teachers. In A. Honigsfeld., & M.G. Dove (Eds.), Coteaching and other collaborative practices in the EFL/ESL classroom: Rationale, research, reflections, and recommendations (pp. 195-205). Charlotte, NC: Information Age Publishing.
Spezzini, S. & Becker, A. P. (2012). Summer book clubs for English language learners: Teacher collaboration for promoting academic achievement. In A. Honigsfeld., & M.G. Dove (Eds.), Coteaching and other collaborative practices in the EFL/ESL classroom: Rationale, research, reflections, and recommendations (pp. 175-184). Charlotte, NC: Information Age Publishing.
Villa, R. A., Thousand, J. S., Nevin, A., & Liston, A. (2005). Successful inclusive practices in middle and secondary schools. American Secondary Education, 33(3), 33–50.
Walker, C., & Edstam, T. S. (2013). Staff development while you teach: Collaborating to serve English learners. TESOL Journal, 4(2), 345-359.
Ahmed Hersi, A., Horan, D. A., & Lewis, M. A. (2016). Redefining ‘community’ through collaboration and co-teaching: a case study of an ESOL specialist, a literacy specialist, and a fifth-grade teacher. Teachers and Teaching: Theory and Practice, 22(8), 927-946.
Arkoudis, S. (2003). Teaching English as a second language in science classes: Incommensurate epistemologies?. Language and Education, 17(3), 161-173.
Athanases, S. Z., & de Oliveira, L. C. (2008). Advocacy for equity in classrooms and beyond: New teachers’ challenges and responses. Teachers College Record, 110(1), 64-104.
Baecher, L., Rorimer, S., & Smith, L. (2012). Video-mediated teacher collaborative inquiry: Focus on English language learners. The High School Journal, 95(3), 49-61.
Bell, A. B., & Baecher, L. (2012). Points on a continuum: ESL teachers reporting on collaboration. TESOL Journal, 3(3), 488-515.
Creese, A. (2002). The discursive construction of power in teacher partnerships: Language and subject specialists in mainstream schools. TESOL Quarterly, 36(4), 597-616.
Davison, C. (2006). Collaboration between ESL and content teachers: How do we know when we are doing it right? International Journal of Bilingual Education and Bilingualism, 9(4), 454–475.
de Jong, E. J., & Harper, C. A. (2005). Preparing mainstream teachers for English-language learners: Is being a good teacher good enough? Teacher Education Quarterly, 32(2), 101-124.
de Jong, E. J., Harper, C. A., & Coady, M. R. (2013). Enhanced knowledge and skills for elementary mainstream teachers of English language learners. Theory into Practice, 52(2), 89-97.
DelliCarpini, M. (2018). Administrative issues in collaborative teaching. In J. Liontas, M. DelliCarpini, G. Park, & S. Salas (Eds.), TESOL encyclopedia of English language teaching (pp. 1-9). Hoboken, NJ: Wiley.
Dove, M., & Honigsfeld, A. (2018). Co-teaching for English learners: A guide to collaborative planning, assessment, and reflection. Thousand Oaks, CA: Corwin.
Duff, P.A. (2012). Identity, agency, and second language acquisition. In S. M. Gass & A. Mackey (Eds.), The Routledge handbook of second language acquisition (pp. 410–426). London, UK: Routledge.
Flores, N. (2012). Power differentials: Pseudo-collaboration between ESL and mainstream teachers. In A. Honigsfeld., & M.G. Dove (Eds.), Coteaching and other collaborative practices in the EFL/ESL classroom: Rationale, research, reflections, and recommendations (pp. 185-193). Charlotte, NC: Information Age Publishing.
Freeman, D., & Johnson, K. E. (1998). Reconceptualizing the knowledge base of language teacher education. TESOL Quarterly, 32(3), 397-417.
Giles, A. (2018). Navigating the contradictions: An ESL teacher’s professional self-development. TESL Canada Journal. 35(2), 104-127.
Giles, A. (2019). The influences of ESL and content teachers’ collaboration on teachers’ learning and ESL students’ participation: A case study of middle school mainstream classrooms. (Unpublished doctoral dissertation). The University of Alabama, Tuscaloosa.
Giles, A. & Yazan, B. (in press). The collaborative design and co-teaching of secondary math lesson plans. In M. Dove & A. Honigsfeld (Eds.), Co-teaching for English learners: Evidence-based practices and research-informed outcomes. Charlotte, NC: Information Age Publishing.
Gladman, A. (2015). Team teaching is not just for teachers! Student perspectives on the collaborative classroom. TESOL Journal, 6(1), 130–148.
Hargreaves, A. (1994). Collaboration and contrived collegiality: Cup of comfort or poisoned chalice? In A. Hargreaves (Ed.), Changing teachers, changing times (pp. 186–211). New York, NY: Teachers College Press.
Harper, C., & Jong, E. (2004). Misconceptions about teaching English language learners. Journal of Adolescent & Adult Literacy, 48(2), 152-162.
Johnson, K.E. & Golombek, P.R. (2016). Mindful L2 teacher education: A sociocultural perspective on cultivating teachers’ professional development. New York, NY: Routledge.
Kibler, A.K., Walqui, A., & Bunch, G.C. (2015). Transformational opportunities: Language and literacy instruction for English language learners in the Common Core era in the United States. TESOL Journal, 6(1), 9-35.
Martin-Beltrán, M., & Peercy, M.M. (2012). How can ESOL and mainstream teachers make the best of a standards-based curriculum to collaborate? TESOL Journal, 3(3), 425–444.
Martin-Beltran, M., & Peercy, M.M. (2014). Collaboration to teach English language learners: Opportunities for shared teacher learning. Teachers and Teaching: Theory and Practice, 20(6), 721–737.
Martin-Beltrán, M., Peercy, M.M., & Selvi, A.F. (2012). Collaboration to teach elementary English language learners: ESOL and mainstream teachers confronting challenges through shared tools and vision. In A. Honigsfeld., & M.G. Dove (Eds.), Coteaching and other collaborative practices in the EFL/ESL classroom: Rationale, research, reflections, and recommendations (pp. 111-120). Charlotte, NC: Information Age.
McClure, G. (2012). Pulling away from pull-out: Coteaching ELLs in the new Latino south. In A. Honigsfeld., & M.G. Dove (Eds.), Coteaching and other collaborative practices in the EFL/ESL classroom: Rationale, research, reflections, and recommendations (pp. 207-215). Charlotte, NC: Information Age.
McClure, G., & Cahnmann-Taylor, M. (2010). Pushing back against push-in: ESOL teacher resistance and the complexities of co-teaching. TESOL Journal, 1(1), 101–129.
Pawan, F., & Ortloff, J. H. (2011). Sustaining collaboration: English-as-a-second-language, and content-area teachers. Teaching and Teacher Education, 27(2), 463-471.
Peercy, M. M. (2018). Mainstream and ESL teacher collaboration. In J. Liontas, M. DelliCarpini, G. Park, & S. Salas (Eds.), TESOL encyclopedia of English language teaching (pp. 4631-4636). Hoboken, NJ: Wiley.
Peercy, M. M., Ditter, M., & DeStefano, M. (2016). “We need more consistency”: Negotiating the division of labor in ESOL–mainstream teacher collaboration. TESOL Journal, 8(1), 215-239.
Peercy, M. M., DeStefano, M., Yazan, B. & Martin-Beltran, M. (2016). “She’s my right hand…she’s always there”: Teacher collaboration for linguistically diverse students’ equitable access to curriculum. In J.C. Richards & K. Zenkov (Eds.), Social justice, the Common Core, and closing the instructional gap: Empowering diverse learners and their teachers (pp. 39-56). Charlotte, NC: Information Age Publishing.
Peercy, M. M., Martin-Beltran, M., Yazan, B., & DeStefano, M. (2017). “Jump in any time”: How teacher struggle with curricular reform generates opportunities for teacher learning. Action in Teacher Education, 39(2), 203-217.
Rubinstein-Avila, E., & Lee, E. H. (2014). Secondary teachers and English language learners (ELLs): Attitudes, preparation and implications. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 87(5), 187-191.
Russell, F. A. (2012). A culture of collaboration: Meeting the instructional needs of adolescent English language learners. TESOL Journal, 3(3), 445-468.
Samuelson, B. L., Pawan, F., & Hung, Y. (2012). Barriers to collaboration between English as a second language and content area teachers. In A. Honigsfeld., & M.G. Dove (Eds.), Coteaching and other collaborative practices in the EFL/ESL classroom: Rationale, research, reflections, and recommendations (pp. 195-205). Charlotte, NC: Information Age Publishing.
Spezzini, S. & Becker, A. P. (2012). Summer book clubs for English language learners: Teacher collaboration for promoting academic achievement. In A. Honigsfeld., & M.G. Dove (Eds.), Coteaching and other collaborative practices in the EFL/ESL classroom: Rationale, research, reflections, and recommendations (pp. 175-184). Charlotte, NC: Information Age Publishing.
Villa, R. A., Thousand, J. S., Nevin, A., & Liston, A. (2005). Successful inclusive practices in middle and secondary schools. American Secondary Education, 33(3), 33–50.
Walker, C., & Edstam, T. S. (2013). Staff development while you teach: Collaborating to serve English learners. TESOL Journal, 4(2), 345-359.
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2019-05-31
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