Abstract
This study describes a project in a school district in New Jersey that aimed at preparing all teachers to understand and address the needs of immigrant students and English language learners (ELs). Co-teaching was implemented between the general education and the ESL teacher in elementary school classrooms to educate, inform and engage content area teachers in the education of ELs, to create a system of accountability by having both teachers share instructional responsibility for immigrant students and to facilitate the language socialization process of these students. We identify specific aspects of co-teaching that support the development of content-based English language proficiency of immigrant students while also promoting more teacher collaboration and engagement with linguistically and culturally diverse students. By engaging in co-teaching, teachers needed more common planning time, learned to use specific scaffolding and instructional strategies and made language an object of study in the classrooms.
Original language | English |
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Pages (from-to) | 786-811 |
Number of pages | 26 |
Journal | Cultura y Educacion |
Volume | 33 |
Issue number | 4 |
DOIs | |
State | Published - 2021 |
Keywords
- English language learners
- co-teaching
- immigrant students
- language socialization