Collaboration and Co-Teaching: Strategies for English Learners

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Corwin Press, Aug 10, 2010 - Education - 248 pages

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

 

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Contents

1 What Is This Book About?
1
2 Why Is Collaboration Needed?
18
3 Who Does Teacher Collaboration and ESL CoTeaching Concern?
41
4 What Are the Essential Components of an Integrated Collaborative ESL Program?
61
5 How Do Teachers Plan Instruct and Assess ELLs Collaboratively?
93
6 When Do Teachers and ESL Specialists Collaborate and CoTeach?
111
7 Where Do Teachers and ESL Specialists Collaborate and CoTeach?
131
8 What Next? Reviewingand Evaluating Integrated Collaborative ESL Programs
150
9 Portraits of Collaboration
176
10AppHonigsfeld46403
202
References
215
Index
223
Copyright

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About the author (2010)

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), Coteaching for English Learners: A Guide to Collaborative Planning, Instruction, Assessment, and Reflection (2018), five of which are 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 five 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), Collaboration and Co-Teaching: A Leader’s Guide (2015), Coteaching for English Learners: A Guide to Collaborative Planning, Instruction, Assessment, and Reflection (2018). 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. With Audrey Cohan, she also coauthored Beyond Core Expectations: A Schoolwide Framework for Serving the Not-So-Common Learner (2014).

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