Stuck in the Middle With You: Co-Teaching for Multilingual English Learners in Middle School (Poster 20): Division A - Section 2: School Organization and Effects, 9:05 AM

• In Event: e-Lightening Ed-Talk Session 1

Abstract

U.S. policy requires publicly funded schools to design language instruction education programs (LIEPs) that facilitate both language acquisition and academic achievement for multilingual English learners (MLs) (U.S. DOE, 2016). Yet the fastest growing subgroup of MLs in middle schools are ‘long-term English learners’ (LTEL), who are often described as “stuck” at intermediate levels of English proficiency (WestEd, 2016). Current policies tinged by raciolinguistic ideologies, and LIEPs plagued by deficit views of MLs, may contribute to the problem (Castro, 2022). This research provides evidence to support coteaching for both new-to-English MLs and LTELs. Coteaching with fidelity can build school and teacher capacity to succeed with MLs, invigorate inclusion, affect positive change in instruction, and promote a sense of belonging for MLs.

Authors

• Debra Ann Cole, University of Missouri - St. Louis

• Natalie Bolton, University of Missouri - St. Louis