Dual Capacity Model for Teacher Collaboration: Toward a Theory of Teacher Learning for English Learners

• In Event: Analyzing Critical Issues in Language Teacher Education

Abstract

This conceptual paper is built on work conducted by an expanding group of researchers, practitioners, organizational stakeholders, and advocates to improve instruction and programming for English learners (ELs). It is also based on the authors’ over a decade-long research and advocacy on behalf of teacher collaborative practices to better serve ELs in a more inclusive, integrated setting. The Dual Capacity Model for Teacher Collaboration offers a new conceptual framework for building teacher expertise in rigorous content, language, and literacy integration that promotes academic success for ELs. It makes a compelling case for both general education teachers and English language development specialists to develop a shared ownership of educating ELs.

Authors

• Andrea M. Honigsfeld, Molloy College

• Maria G. Dove, Molloy College