Analysis of the Implementation of an ESL Coteaching Model in a Suburban Elementary School

• In Event: Roundtable Session 66
  In Roundtable Session: Research on Second Language Pedagogy

Abstract

To investigate factors that contributed to a change in program delivery, the authors examined the process of implementing a collaborative ESL instructional model in a suburban elementary school. The focus was on (a) the initiation, adoption, and employment of the model, and (b) the mechanisms involved in generating administrative and staff support, the necessary professional development to build teacher capacity, and the barriers to successful execution. This study utilized a mixed-methods approach using data sources such as in-person interviews, fieldnotes, and teacher surveys. Major findings revealed that commitment to continuous staff development was the strongest facilitating factor in the success of the implementation. Factors impeding implementation concerned lack of clarity in long-term plan, teacher resistance, and insufficient formalized teacher collaboration.

Authors

• Maria G. Dove, Molloy College

• Andrea M. Honigsfeld, Molloy College