Teachers and ESL Facilitators' Cooperation in Integrating Language and Content Objectives Between Theory and Practice

• In Event: Roundtable Session 18
  In Roundtable Session: Disciplinary Literacy Across Teacher Education Contexts

Abstract

Literature urges mainstream teachers must cooperate with (ESL) English as a second language facilitators in identifying language objectives and choosing language activities that serve learning content objectives (Carrier, 2005; De Jong & Barko-Alva, 2015). To better understand how this cooperation is practiced in real classrooms, this paper reports the results of an online survey (n=156) of secondary teachers’ regular cooperation with ESL facilitators in identifying language objectives in two secondary schools. The findings showed that teachers fell into four categories regarding the application of this cooperation. This suggest that to ensure teachers’ practices to be aligned with literature, teachers need to be supported by providing professional development that enhances this cooperation and by increasing ESL facilitators in each school.

Authors

• Anisa A Ben Idris, University of Arkansas at Fayetteville

• Felicia Lincoln, University of Arkansas