The Push for Pushing In: How Instructional Approaches Affect the Language Socialization of English Learners

• In Event: Looking Inside Instruction Across Grade Levels for Emergent Bilingual Students

Abstract

This study compared three models of ESL instruction: the traditional pull-out, the push-in, and the co-teaching approach. We compared the experiences of two ESL teachers working in the same elementary school and ten homeroom teachers. Our aim was to identify specific aspects of co-teaching that support the development of content-based English language proficiency of immigrant students while also promoting more teacher collaboration and engagement with linguistically and culturally diverse students. Co-teaching involved having more common planning time for teachers, additional staffing resources, and changes in scheduling. However, it gave both teachers a greater sense of shared leadership and accountability for teaching and learning while also prioritizing students’ needs and supporting language and content development more effectively.

Authors

• Fernando Naiditch, Montclair State University

• José Celis, Wayne Public Schools