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 dimensions:||8.40(w) x 10.90(h) x 0.70(d)|
|Age Range:||18 Years|
About the Author
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 ContentsForewordPrefaceAcknowledgmentsAbout the Authors1. 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 Resources2. 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 Resources3. 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 Resources4. 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 Resources5. 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 Resources6. 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 Resources7. 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 Resources8. 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 Resources9. 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 QuestionsResearch 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 CommunitiesA Final NoteReferencesIndex