Practitioner Inquiry: Case Study of the Shift Toward Collaborative Inclusion in an English-Immersion Context

• In Event: Roundtable Session 16
  In Roundtable Session: Teacher Research: Challenging the Dominant Narrative

Abstract

This practitioner inquiry is motivated by the changing roles of practitioners within an English immersion context. This study examines the nature of the shifting roles and responsibilities of classroom teachers, TESOL specialists, and administration that have emerged as a result of the push toward collaborative practice and seeks to better understand how the goals and practices of language development for English language learners are (co)constructed across multiple grades and content areas within an English immersion context. This practitioner inquiry takes the form of a qualitative case study and aims to describe the challenges and affordances of a shift from isolated practice toward simultaneous language and content area instruction among practitioners in collaboration.

Author

• Brook M. Goralski-Cumbajin, University of Wisconsin - Madison