Macro- and Micro-Educational Spheres to Support Integrated, Collaborative Services for English Learners: A Multicase Study

• In Event: Learning Environments for Language, Literacy, and Culture

Abstract

This paper presents a multi-case study focusing on the learning environment created in five public elementary schools in a large metropolitan district where inclusive, collaborative service delivery models for English learners (ELs) were systemically supported. Moving from the macro- to micro-educational spheres, this study investigates both school- and classroom-level environmental factors that impact the implementation of a policy-endorsed shift from traditional pullout programs that segregated ELs from their peers for instruction to integrated services (NYSED, 2015) for learning that occur within the same classroom. Findings indicate that a collaborative school culture and a shared classroom learning environment should be continuously negotiated by collaborating teachers to best support an integrated curriculum and rigorous, equitable public education for ELs.

Authors

• Andrea M. Honigsfeld, Molloy College

• Maria G. Dove, Molloy College