Collaboration and Co-Teaching: Strategies for English Learners / Edition 1

Collaboration and Co-Teaching: Strategies for English Learners / Edition 1

ISBN-10:
1412976502
ISBN-13:
9781412976503
Pub. Date:
08/10/2010
Publisher:
SAGE Publications

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Overview

Collaboration and Co-Teaching: Strategies for English Learners / Edition 1

Help ELLs achieve success with an integrated, collaborative program!

This resource provides a practical guide to collaboration and co-teaching between general education teachers and ESL specialists to better serve the needs of ELLs. Offering classroom vignettes, step-by-step guidelines, ready-to-use resources, and in-depth case studies, the authors help educators:


  • Understand the benefits and challenges of collaborative service delivery
  • Teach content while helping students meet English language development goals
  • Choose from a range of collaborative strategies and configurations, from informal planning and collaboration to a co-teaching partnership
  • Use templates, planning guides, and other practical tools to put collaboration into practice



Product Details

ISBN-13: 9781412976503
Publisher: SAGE Publications
Publication date: 08/10/2010
Pages: 225
Sales rank: 420,072
Product dimensions: 8.40(w) x 10.90(h) x 0.70(d)
Age Range: 18 Years

About the Author

Learn more about Andrea Honigsfeld's PD offerings


Andrea Honigsfeld, EdD, is Associate Dean and Professor in the Division of Education at Molloy College, Rockville Centre, New York. She directs a doctoral program in Educational leadership for Diverse Learning Communities. Before entering the field of teacher education, she was an English-as-a-foreign-language teacher in Hungary (Grades 5–8 and adult) and an English-as-a-second-language teacher in New York City (Grades K–3 and adult). She also taught Hungarian at New York University.

She was the recipient of a doctoral fellowship at St. John’s University, New York, where she conducted research on individualized instruction and learning styles. She has published extensively on working with English language learners and providing individualized instruction based on learning style preferences. She received a Fulbright Award to lecture in Iceland in the fall of 2002. In the past twelve years, she has been presenting at conferences across the United States, Great Britain, Denmark, Sweden, the Philippines, and the United Arab Emirates. She frequently offers staff development, primarily focusing on effective differentiated strategies and collaborative practices for English-as-a-second-language and general-education teachers. She coauthored Differentiated Instruction for At-Risk Students (2009) and co-edited the five-volume Breaking the Mold of Education series (2010–2013), published by Rowman and Littlefield. She is also the co-author of Core Instructional Routines: Go-To Structures for Effective Literacy Teaching, K–5 and 6-12 (2014), published by Heinemann.

With Maria Dove, she co-edited Coteaching and Other Collaborative Practices in the EFL/ESL Classroom: Rationale, Research, Reflections, and Recommendations (2012) and co-authored Collaboration and Co-Teaching: Strategies for English Learners (2010), Common Core for the Not-So-Common Learner, Grades K–5: English Language Arts Strategies (2013), Common Core for the Not-So-Common Learner, Grades 6–12: English Language Arts Strategies (2013), Beyond Core Expectations: A Schoolwide Framework for Serving the Not-So-Common Learner (2014), Collaboration and Co-Teaching: A Leader’s Guide (2015),—the first three Corwin bestsellers.



Learn more about Maria Dove's PD offerings


Maria G. Dove, EdD is Associate Professor in the Division of Education at Molloy College, Rockville Centre, New York, where she teaches preservice and inservice teachers about the research and best practices for developing effective programs and school policies for English learners. Before entering the field of higher education, she worked for over thirty years as an English-as-a-second-language teacher in public school settings (Grades K–12) and in adult English language programs in Nassau County, New York.

In 2010, she received the Outstanding ESOL Educator Award from New York State Teachers of English to Speakers of Other Languages (NYS TESOL). She frequently provides professional development for educators throughout the United States on the teaching of diverse students. She also serves as a mentor for new ESOL teachers as well as an instructional coach for general-education teachers and literacy specialists. She has published articles and book chapters on collaborative teaching practices, instructional leadership, and collaborative coaching. With Andrea Honigsfeld, she coauthored three best-selling Corwin books, Collaboration and Co-Teaching: Strategies for English Learners (2010), Common Core for the Not-So-Common Learner, Grades K–5: English Language Arts Strategies (2013), and Common Core for the Not-So-Common Learner, Grades 6–12: English Language Arts Strategies (2013). Their latest volume is Beyond Core Expectations: A Schoolwide Framework for Serving the Not-So-Common Learner (2014). The same writing team also co-edited, Coteaching and Other Collaborative Practices in the EFL/ESL Classroom: Rationale, Research, Reflections, and Recommendations (2012), published by Information Age.

Table of Contents

Foreword
Preface
Acknowledgments
About the Authors
1. What Is This Book About?
Overview
Voices From the Field
What Guided Us When We Wrote This Book?
The Purpose
Structure and Organization of the Book
The ELL Population
Collaboration
Program Models Serving English Language Learners
What Can We Learn from the History and Research on Collaborative Practices?
Teacher Collaboration in Today's Schools
Summary
Discussion Questions
Key Online Resources
2. Why is Collaboration Needed?
Overview
Voices from the Field
Challenges English Language Learners Face
Challenges Teachers Face
Challenges School Administrators Face
Why Collaboration Is the Answer to the Demands Teachers and Administrators Face
Why Co-Teaching Is a Possible Answer to Challenges Teachers and Administrators Face
Research Support for Enhanced ESL Service Delivery
Administrators' Role: Creating a School Community to Support Effective Instruction for ELLs
Summary
Discussion Questions
Key Online Resources
3. Who Does Teacher Collaboration and ESL Co-Teaching Concern?
Overview
Voices From the Field
All Stakeholders
Administrators' Role: Developing and Sustaining a Collaborative School Culture
Summary
Discussion Questions
Key Online Resources
4. What Are the Essential Components of an Integrated, Collaborative ESL Program?
Overview
Voices From the Field
Informal Collaborative Practices
Formal Collaborative Practices
Administrators' Role: Creating Collaborative Opportunities and Supporting Collaborative Efforts
What Do Administrators Need to Consider
Summary
Discussion Questions
Key Online Resources
5. How Do Teachers Plan, Instruct, and Assess ELLs Collaboratively?
Overview
Voices From the Field
The Need for Collaborative Efforts
Launching the Co-Planning Team: Top Down or Bottom Up?
Collaborative Teams in Action
A Framework for Effective Instruction
Technology and Collaboration
Co-Teaching for Powerful Instruction
Collaborative Student Assessment
Administrators' Role: Effective Management of Resources
Summary
Discussion Questions
Key Online Resources
6. When Do Teachers and ESL Specialists Collaborate and Co-Teach?
Overview
Voices From the Field
Time and Structure for Teamwork
Setting a Purpose for Collaboration
Two Observations of Ongoing Collaboration
A Remedy for Time Limitations: Conversation Protocols
When Do Collaborative Teams Meet?
Expectations for Teacher Collaboration
Time Frames for Co-Teaching
Administrators' Role: Scheduling and Supporting Collaborative and Co-Teaching Practices
Summary
Discussion Questions
Key Online Resources
7. Where Do Teachers and ESL Specialists Collaborate and Co-Teach?
Overview
Voices From the Field
Reexamining the Importance of Positive School Culture
Collaborating Outside the Classroom
Collaboration Inside the Classroom
Classroom Design for Co-Taught Lessons
The Impact of Classroom Design
Administrators' Role: School Organization and Logistics
Summary
Discussion Questions
Key Online Resources
8. What Next? Reviewing and Evaluating Integrated, Collaborative ESL Programs
Overview
Voices From the Field
Reflective Practices
Self-Assessment Tools
Ongoing (Formative) Collaborative Program Assessment
Formal Program Evaluation
Administrators' Role: Leading Effective Assessment Practices
Summary
Discussion Questions
Key Online Resources
9. Portraits of Collaboration
Overview
Elementary School Case Study #1
Elementary School Case Study #2
Middle School Case Study #1
Middle School Case Study #2
High School Case Study #1
High School Case Study #2
Summary
Discussion Questions
Research Appendix: 10 Key Research Areas to Support Teacher Collaboration and Co-Teaching for the Sake of ELLs
1. Second Language Acquisition and English Language Development
2. Acculturation and Culturally Responsive Teaching
3. Bilingualism and Native-Language Use
4. ELLs' Literacy Development
5. Developing ELLs' Academic Language Proficiency
6. Effective Instructional Strategies
7. Curriculum Alignment and Mapping
8. Teacher Teaming and Co-Teaching
9. Teacher Learning
10. Professional-Development and Learning Communities
A Final Note
References
Index

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