Collaboration and Co-Teaching: Strategies for English Learners

About the Book

Teacher collaboration and co-teaching are proven strategies for helping students with diverse needs achieve academically. Now this practical resource provides a step-by-step guide to making collaboration and co-teaching work for general education teachers and English as a second language (ESL) specialists to better serve the needs of English language learners (ELLs).

The authors address the fundamental questions of collaboration and co-teaching, examine how a collaborative programme helps ELLs learn content while meeting English language development goals, and offer information on school leaders' roles in facilitating collaboration schoolwide. Featuring six in-depth case studies, this guide helps educators:

- Understand the benefits and challenges of collaborative service delivery

- Choose from a range of strategies and configurations, from informal planning and collaboration to a fully developed co-teaching partnership

- Use templates, planning guides, and other practical tools to put collaboration into practice

- Evaluate the strategies' success using the guidelines, self-assessments, and questionnaires included

Collaboration and Co-Teaching helps ESL, ELL, and general education teachers combine their expertise to provide better support for their ELLs.

Table of Contents:
Foreword Preface Acknowledgments About the Authors 1. What Is This Book About? Overview Voices From the Field What Guided Us When We Wrote This Book? The Purpose Structure and Organization of the Book The ELL Population Collaboration Program Models Serving English Language Learners What Can We Learn from the History and Research on Collaborative Practices? Teacher Collaboration in Today′s Schools Summary Discussion Questions Key Online Resources 2. Why is Collaboration Needed? Overview Voices from the Field Challenges English Language Learners Face Challenges Teachers Face Challenges School Administrators Face Why Collaboration Is the Answer to the Demands Teachers and Administrators Face Why Co-Teaching Is a Possible Answer to Challenges Teachers and Administrators Face Research Support for Enhanced ESL Service Delivery Administrators′ Role: Creating a School Community to Support Effective Instruction for ELLs Summary Discussion Questions Key Online Resources 3. Who Does Teacher Collaboration and ESL Co-Teaching Concern? Overview Voices From the Field All Stakeholders Administrators′ Role: Developing and Sustaining a Collaborative School Culture Summary Discussion Questions Key Online Resources 4. What Are the Essential Components of an Integrated, Collaborative ESL Program? Overview Voices From the Field Informal Collaborative Practices Formal Collaborative Practices Administrators′ Role: Creating Collaborative Opportunities and Supporting Collaborative Efforts What Do Administrators Need to Consider Summary Discussion Questions Key Online Resources 5. How Do Teachers Plan, Instruct, and Assess ELLs Collaboratively? Overview Voices From the Field The Need for Collaborative Efforts Launching the Co-Planning Team: Top Down or Bottom Up? Collaborative Teams in Action A Framework for Effective Instruction Technology and Collaboration Co-Teaching for Powerful Instruction Collaborative Student Assessment Administrators′ Role: Effective Management of Resources Summary Discussion Questions Key Online Resources 6. When Do Teachers and ESL Specialists Collaborate and Co-Teach? Overview Voices From the Field Time and Structure for Teamwork Setting a Purpose for Collaboration Two Observations of Ongoing Collaboration A Remedy for Time Limitations: Conversation Protocols When Do Collaborative Teams Meet? Expectations for Teacher Collaboration Time Frames for Co-Teaching Administrators′ Role: Scheduling and Supporting Collaborative and Co-Teaching Practices Summary Discussion Questions Key Online Resources 7. Where Do Teachers and ESL Specialists Collaborate and Co-Teach? Overview Voices From the Field Reexamining the Importance of Positive School Culture Collaborating Outside the Classroom Collaboration Inside the Classroom Classroom Design for Co-Taught Lessons The Impact of Classroom Design Administrators′ Role: School Organization and Logistics Summary Discussion Questions Key Online Resources 8. What Next? Reviewing and Evaluating Integrated, Collaborative ESL Programs Overview Voices From the Field Reflective Practices Self-Assessment Tools Ongoing (Formative) Collaborative Program Assessment Formal Program Evaluation Administrators′ Role: Leading Effective Assessment Practices Summary Discussion Questions Key Online Resources 9. Portraits of Collaboration Overview Elementary School Case Study #1 Elementary School Case Study #2 Middle School Case Study #1 Middle School Case Study #2 High School Case Study #1 High School Case Study #2 Summary Discussion Questions Research Appendix: 10 Key Research Areas to Support Teacher Collaboration and Co-Teaching for the Sake of ELLs 1. Second Language Acquisition and English Language Development 2. Acculturation and Culturally Responsive Teaching 3. Bilingualism and Native-Language Use 4. ELLs′ Literacy Development 5. Developing ELLs′ Academic Language Proficiency 6. Effective Instructional Strategies 7. Curriculum Alignment and Mapping 8. Teacher Teaming and Co-Teaching 9. Teacher Learning 10. Professional-Development and Learning Communities A Final Note References Index

About the Author :
Learn more about Andrea Honigsfeld's PD offerings Andrea Honigsfeld, Ed.D. is a professor in the Division of Education at Molloy College, Rockville Centre, NY. She teaches graduate education courses related to cultural and linguistic diversity, linguistics, ESL methodology, and action research. Before entering the field of teacher education, she was an English-as-a-foreign-language teacher in Hungary (Grades 5-8 and adult), an English-as-a-second-language teacher in New York City (Grades K-3 and adult), and taught Hungarian at New York University. She was the recipient of a doctoral fellowship at St. John's University, where she conducted research on individualized instruction and learning styles. She has published extensively on working with English language learners and providing individualized instruction based on learning style preferences. She received a Fulbright Award to lecture in Iceland in the fall of 2002. In the past eight years, she has been presenting at conferences across the United States, Great Britain, Denmark, Sweden, the Philippines, and the United Arab Emirates. She frequently offers staff development primarily focusing on effective differentiated strategies and collaborative practices for English-as-a-second-language and general-education teachers. Her coauthored book Differentiated Instruction for At-Risk Students (2009) and coedited four-volume Breaking the Mold of Education series (2010-2013) were published by Rowman and Littlefield. Learn more about Maria Dove's PD offerings Maria G. Dove, Ed.D. is Assistant Professor and Coordinator of the MS TESOL Program in the Division of Education at Molloy College, Rockville Centre, New York, where she teaches courses to preservice and inservice teachers on the research and best practices for developing effective programs and school policies for English learners. Before entering the field of higher education, she worked over thirty years as an English-as-a second language teacher in public school settings (Grades K-12) and in adult English language programs in Nassau County, New York. In 2010, she received the Outstanding ESL Educator Award from New York State Teachers of English to Speakers of Other Languages (NYS TESOL). She frequently provides professional development throughout the United States for educators on the teaching of diverse students. She also serves as a mentor for new ESL teachers as well as an instructional coach for general-education teachers and literacy specialists. She has published several articles and book chapters on collaborative teaching practices, instructional leadership, and collaborative coaching. Her best-selling co-authored book, Collaboration and Co-Teaching: Strategies for English Learners (2010) is published by Corwin Press, and her co-edited book, Coteaching and Other Collaborative Practices in the EFL/ESL Classroom: Rationale, Research, Reflections, and Recommendations (2012) is published by Information Age Publishing.

Review :
"This book is a road map for collaborative practice with a focus on English language learners. The vignettes offer a window into the complex and diverse challenges of teaching in linguistically and culturally diverse contexts. The what, when, where, how, and why of collaborative practice are discussed, and the book provides valuable online resources and helpful references for further research and exploration." "Andrea Honigsfeld and Maria Dove highlight the importance of a whole-school approach to the teaching of ELLs where the collective expertise of teachers is harnessed through collaboration and co-teaching. This approach ensures that ELL students are not isolated from their peers and all teachers gain access to instructional strategies that promote student engagement and accelerated academic development." "Effective collaboration between professionals promotes success for English learners only when all parties share both a deep understanding of the educational issues involved and a firm commitment to academic excellence. This work provides a compelling coverage of the demographics of the English learner population, a comprehensive overview of the strengths and drawbacks of various program designs, and a foundation for cultural and linguistic advocacy for language-minority students. In one useful handbook, the authors address the rationale for co-teaching and the means to do so, offering a user-friendly introduction to collaboration involving all members of the school-site team. This guide has it all!" "Through intriguing questions and illustrative vignettes, Honigsfeld and Dove masterfully guide us in understanding the essentials of collaboration when planning, implementing, and assessing instruction for students who are acquiring English as an additional language. A must-read for educators wishing to create a professional leaning community where insights about ESL instruction can be shared." "This text is a detailed how-to manual thoroughly grounded in research and best practices. The authors move from basic definitions to the needs of ELLs to cogent reasons for using collaborative methods to help students meet success. It should be required reading in teacher preparation programs and a much-used resource for inservice teachers." "This important book fills a critical need for current information about the collaborative process and should be in every educator’s professional library." "This easy-to-read book empowers educators to work collaboratively in planning and teaching to meet the needs of English language learners in co-taught classrooms. This book makes a contribution toward successfully educating students in diverse classrooms." "A valuable resource for preservice and inservice training of school administrators as well as ESOL and mainstream teachers. Honigsfeld and Dove have researched and compiled a very thorough guide for establishing various forms of collaborative learning environments and ESL co-teaching models that can benefit ELLs. This book helps start and guide the conversation between all the parties involved—administrators and teachers alike!" "This book is a great resource that focuses on collaborative practices and numerous co-teaching models while presenting several case studies to illustrate the ideas presented. One of the book′s strengths is that the role of the administrator is included in each chapter. The authors recognize the importance of administrative support to ensure the success of collaborative and co-teaching strategies." "The most comprehensive text on the topic that I’ve seen to date. The book is written for a wide spectrum of educators: ESL specialists, general education teachers, administrators, and researchers—the entire education community is addressed. The authors include the tools for busy teachers, including checklists and charts." "This text is a guide to successful practice, from laying the initial groundwork, to classroom and curriculum planning, to administrative and school design, to evaluation design, with examples and forms that can be utilized by the reader throughout. The authors present a realistic look, with optimism for this exciting venture of collaboration and co-teaching in the context of ELLs, as well as challenges and pitfalls, but always with helpful solutions." "Honigsfeld and Dove have written a comprehensive book on collaboration between mainstream and ESL teachers. This is an essential read for teachers and administrators who wish to effectively implement collaborative strategies that benefit ELLs in their schools." "There are several books available on teacher collaboration and co-teaching, but this is a must-read for everyone who delivers or oversees ESL programs. It not only invites ESL and general education teachers to collaborate, it also takes them and their administrators through the process step by step, offering numerous ready-to-use templates, online resources, case study vignettes, and assessment tools." "This groundbreaking book provides a strong foundation for both teachers and administrators who want to establish more supportive, inclusive learning environments for their English language learners. This research-based work explores the many facets of collaboration and provides the reader with the tools to begin co-teaching. Its practical ideas and questions help teachers move collaboration and co-teaching to the next level." “This new resource is exceptionally timely. The book provides educators with a much-needed road map for making true collaboration and co-teaching a reality. Based on the authors’ own experiences and the experience of others who work with English language learners, this book offers schools the kind of guidance they need to provide a high-quality education to English language learners, the fastest-growing segment of the public school population. At a time when school are facing limited resources and more demand for improved student performance, the kind of effective instructional approaches described in this book are essential for educators and English language learners alike. It is a must-have for every school!”