Redefining Borders Through Co-Teaching: ESL Teachers as Change Agents in Mainstream K–5 Classrooms

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

Abstract

Objectives of the session
The purpose of this presentation is to share research findings on English as a Second Language (ESL) co-teachers’ identities as change agents, co-teaching coaches, and English learner (EL) advocates. This presentation will reinforce the importance of establishing and disseminating policies in a coherent, strategic manner when leading a transition to co-teaching. Recommendations to administrators will include coordinating to ensure consistent messaging and strategies for joint professional development. The audience will walk away with key considerations for co-teachers’ identifies and for requisite supports for buttressing successful co-teaching practices.

Theoretical Framework
The research draws on social constructivist and cooperative learning theory, for co-teaching essentially models socially-constructed, cooperative learning for students in co-taught classrooms (Villa et al, 2008).

Methods and Data sources
In this mixed methods study, survey data and qualitative interview data were collected to examine how elementary ESL and general education co-teachers across 38 schools in a district with about 11% ELs perceive one another’s roles as co-teachers. Descriptive statistics and qualitative analyses were carried out to answer the research questions. The district started a small co-teaching pilot program, expanded incrementally and now requires “push-in” co-teaching. The co-teachers in the sample co-taught during regularly scheduled periods and almost all had common planning time once a week. Most general education teachers taught one grade only, with one or two teachers for less than half of a typical week, whereas most ESL teachers taught five to six different grades with at least five teachers for more than half of a typical week.

Results
This study offers a perspective where ESL teachers appeared to be the main messengers about co-teaching to general education teachers, and some self-identified as coaches or capacity builders whose goals included educating teachers about serving ELs. The onus was on ESL teachers to make entrees into the classroom and to coach or persuade general education counterparts to learn about co-teaching. As ESL co-teachers redefine borders and their identities as leaders or change agents, the findings of this study suggest that they (a) be proactive in grasping the general education curricula when co-teaching, (b) gently assist teachers in deepening their understanding of ELs’ needs, and (c) accept the role of co-teaching initiator in many circumstances. Conversely, general education teachers may consider (a) increasing their knowledge of language development for ELs, (b) offering curricular resources to assist ESL teachers with content knowledge gaps, and (c) shifting away from a single teacher mentality.

Significance
Research on co-teaching to serve ELs is relevant and significant given that many educators feel unprepared to teach ELs, but need to meet their needs within the general education classroom. Furthermore, co-teaching to serve ELs, an increasingly prevalent practice, often required educators to carry out some form of co-teaching with little to no professional development or training in how to plan, conduct, or evaluate it (DelliCarpini, 2009; Arkoudis, 2006). Given that ESL teachers often do “make the first move” in co-teaching, developing ESL co-teachers as leaders of co-teaching can facilitate ongoing, effective co-teaching relationships.

Author

• Jennifer C Norton, Center for Applied Linguistics