Collaboration to Support ESL Education: Complexities of the Integrated Model

Abstract

The purpose of this study was to explore current practices of collaboration between English as a second language (ESL) and elementary classroom teachers and provide evidence-based recommendations on how to enhance collaborative professional relationships that support the instruction of English Language Learners (ELLs). A qualitative research methodology was employed to explore current practices as well as educational resources used by four ESL teachers as they worked to foster collaborative relationships with classroom teachers. Data collection methods included (a) interviews with ESL teachers reflecting on their beliefs and practices, (b) structured observations of ESL and elementary teachers in classrooms, and (c) analysis of professional planning artifacts (e.g., daybook plans, lesson plans, professional readings, and instructional resources) to document participants’ practices in ESL education. Findings revealed that ESL teachers negotiated collaboration based on a desire to work together and a belief that a cohesive educator team is important in ESL education, however, these ESL teachers encountered barriers such as a lack of training, technology, and tools to facilitate collaboration and limited time to do so. This resulted in limited and informal, surface-level collaboration. Implications of the findings relating to best collaborative practices are discussed. 
 Le but de cette étude était d’explorer les pratiques de collaboration actuelles entre les professeurs d’anglais langue seconde (ESL) et les enseignantes et enseignants au primaire et de fournir des recommandations concernant la façon d’améliorer les relations de collaboration professionnelle en soutien de l’enseignement aux apprenantes et apprenants de la langue anglaise (ELLs). Une méthodologie de recherche qualitative a été employée pour explorer les pratiques actuelles et les ressources didactiques utilisées par quatre professeurs d’anglais langue seconde (ESL) dans un effort pour encourager les relations de collaboration avec des professeurs de classe. Les méthodes de collecte de données ont notamment été (a) des entrevues avec des professeurs d’anglais langue seconde exprimant leurs croyances et décrivant leurs pratiques, (b) des observations structurées de professeurs d’anglais langue seconde et d’enseignantes en enseignants au primaire en classe et (c) l’analyse d’objets de planification professionnelle (par ex. journaux, plans de cours, ouvrages professionnels et matériel didactique) afin de documenter les pratiques des participants en matière d’enseignement de l’anglais langue seconde. Les conclusions ont révélé que les professeurs d’anglais langue seconde négociaient la collaboration en fonction d’une volonté de travailler ensemble et d’une croyance voulant qu’une équipe pédagogique unie soit importante pour l’enseignement de l’anglais langue seconde, mais en se heurtant toutefois à des obstacles tels que le manque de formation, de technologie et d’outils pour faciliter la collaboration ainsi que le peu de temps disponible pour y arriver. Le tout a produit une collaboration limitée, informelle et superficielle. Les implications des constatations relatives aux meilleures pratiques de collaboration font l’objet d’une discussion.

Push-in Language Support in English-Medium International Schools

“…However, for collaboration to occur, school leaders need to provide organized opportunities for ELL and classroom teachers to collaborate. While most teachers are willing to collaborate with other teachers, time to meet is often unavailable (Baecher & Bell, 2017;Bell & Baecher, 2012;Vintan & Gallagher, 2019). Studying collaboration between ELL and primary classroom teachers, Vintan and Gallagher (2019) found that a prominent barrier to communication was the lack of scheduled time to plan together.…”

“…Due to the lack of collaborative planning time, ELL teachers often do not have advance notice of the content of upcoming classroom lessons for which they will be providing push-in support (Creese, 2005). However, some schools negotiate this issue by having an online platform for teachers to post weekly lesson units accessible by ELL and other specialist teachers (Vintan & Gallagher, 2019). Ultimately, when possible, school leaders should arrange the school schedule to provide time for teacher collaboration, especially when more than one teacher is teaching in a classroom.…”

“…According to Whiting (2017), school leaders should provide teachers with training to facilitate push-in and ensure the 89 teachers' roles are clearly defined. In addition to professional development for ELL and classroom teachers working together, school leaders should strive to create time within the school day for ELL and classroom teacher collaboration (Vintan & Gallagher, 2019). In sum, the actions or non-actions of school leaders can have a significant impact on the implementation of an SLA IM using push-in.…”

“…In essence, the social well-being of the teachers and the academic and social well-being of ELL students are dependent upon teachers having a solid understanding of their roles (Shoebottom, 2009). Unfortunately, ELL teachers are sometimes unaware of their exact 86 role (Lehman, 2018), and classroom teachers often misunderstand the ELL teacher's role during push-in (Vintan & Gallagher, 2019). Therefore, the problem is that many teachers, especially ELL teachers, lack clarity in the expectations and responsibilities of teachers during push-in.…”

Exploring Current Practices and Opportunities for Collaborative Teaching between University and Industry

“…According to Vintan and Gallagher (2019), collaboration can be done in "a myriad of ways to meet the individual learning needs". It takes various forms including "the simultaneously taught two-person course (co-teaching), the alternating two-person course (alternate), and the panel of three or more faculty (panel)" as described by (Dugan and Letterman, 2008).…”