Points on a Continuum: ESL Teachers Reporting on Collaboration

Today's K–12 English as a second language (ESL) teachers are encouraged to coplan or coteach with content teachers in order to support English language learners, thus moving English language support into the content area classroom, through push‐in or coteaching rather than the pull‐out model. H...

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Bibliographic Details
Published in:TESOL journal 2012-09, Vol.3 (3), p.488-515
Main Authors: Bell, Angela B., Baecher, Laura
Format: Article
Language:English
Subjects:
Beliefs
Collegiality
English (Second Language)
English for Academic Purposes
English Language Learners
English Teachers
Group Dynamics
Online Surveys
Performance Factors
Predictor Variables
Questionnaires
Teacher Attitudes
Teacher Collaboration
Teaching Methods
Teaching Models
Team Teaching
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Summary:Today's K–12 English as a second language (ESL) teachers are encouraged to coplan or coteach with content teachers in order to support English language learners, thus moving English language support into the content area classroom, through push‐in or coteaching rather than the pull‐out model. However, results from a questionnaire of 72 K–12 ESL teachers across a wide range of settings suggest that collaboration may or may not take place within any of these models and can best be understood in terms of the intersection of the variables of frequency (limited to extensive) as well as type of practice (formal to informal). Results of this study have implications for administrator professional learning, teacher education, and teacher leadership.
ISSN:1056-7941
1949-3533
1949-3533
DOI:10.1002/tesj.28