Co-Teaching to Support Project-Based Learning: Model United Nations With Dual Language Learners

• In Event: Co-Teaching for English Learners: Evidence-Based Practices and Research-Informed Outcomes

Abstract

Objectives or purposes
This paper explores how co-teachers can empower English learner students through project based learning (PBL) in an 8th grade Dual-Language, co-taught English Language Arts-ESL classroom. It describes specific planning and teaching approaches of a co-teaching setting that utilizes Model United Nations (MUN). MUN was designed to provide students with a simulated experience of global issues that are deliberated in the United Nations, promoting global citizenship (Hazleton & Mahurin, 1986). Throughout the process, students learn to conduct research, construct arguments, and engage in collegial discussions around global issues that are important to them. In PBL, students must think critically about real-world problems and apply learning in meaningful ways (Poonpon, 2011).

Perspective(s) or theoretical framework
The framework guiding this project draws from social interaction and language learning, which has its roots in the early work of Vygotsky (1978) and considers social interaction, scaffolding, and joint goal-focused activity as key factors in language development and learning more generally. Curricular approaches, such as task-based language teaching, emphasize students’ active engagement with others in the learning process (Celce-Murcia, Brinton, & Snow, 2014). In these approaches, social interaction is fostered through students’ mutual interest in working collaboratively to accomplish group tasks.

Methods, techniques, or modes of inquiry
Employing the methodology of teacher action research (Cochran-Smith & Donnell, 2006), the authors use detail the process of collaboratively planning for learning English through the dynamic and authentic frame of MUN and PBL. The research uncovers how the teachers make strategic decisions in the planning stages that allow students a more hands-on experience in the classroom, and highlights assessment, conferencing, and reflection practices that support instruction.

Data sources, evidence, objects, or materials
Data sources will include field notes taken by the second author, an outside observer, on co-planning conference sessions and lessons taught; interviews with the teachers and students; student work samples and teacher lesson planning documents.

Results and/or substantiated conclusions or warrants for arguments/point of view
Initial findings suggest that PBL in tandem with a global citizenship focus such as MUN are instructional approaches that can increase EL student motivation and dedication to their own learning. In addition, the co-teachers’ collaborative work outside of the classroom allows for students to self-regulate as they develop in their learning and language development. Working in a co-teaching model that becomes truly a shared process (Author & Author, 2016)
holds great promise for the implementation of PBL for English learner students.

Scientific or scholarly significance of the study or work
Widening use of co-teaching models calls for greater study of how these models can build upon approaches that are known to be highly effective for language learning, such as task-based methods that promote social interaction with an academic purpose. The MUN provides such a frame that can be applied in other settings and therefore research on its impact as well as how it was integrated with collaborative teaching techniques is significant to the research and educator communities.

Authors

• Laura Baecher, Hunter College - CUNY

• Samantha Chung, Teachers College, Columbia University