Collaborative Teaching to Increase ELL Student Learning: A Three-Year Urban Elementary Case Study

York-Barr, Jennifer; Ghere, Gail; Sommerness, Jennifer

doi:10.1080/10824660701601290

Cited by 48 publications

(29 citation statements)

References 25 publications

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“…The fact that ELLs tend to be overrepresented in special education classes (Coutinho, Oswald, & Best, 2002;Donovan & Cross, 2002;Rueda & Windmueller, 2006;Woolley, 2010) suggests that there is a need for a clearer understanding of the similarities and differences between the struggles with language that both hearing and deaf ELLs face. The overrepresentation of ELLs in special education also implies that these students are at particular risk for misdiagnosis due in part to a reliance on inappropriate assessments in our school systems (Lesaux, 2006;Ortiz et al, 2006;York-Bar et al, 2007).…”

Section: Introductionmentioning

confidence: 98%

“…Equally troublesome is the scarcity of appropriate assessment instruments that can reliably distinguish students who have actual learning disabilities from students who are failing or struggling academically because of limited English skills (Lesaux, 2006;Ortiz, Wilkinson, Robinson-Courtney, & Kushner, 2006;York-Bar, Chere, & Sommerness, 2007) that require different interventions than actual learning disabilities.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Equitable Assessment for Hearing and Deaf English Language Learners

Abbott

McQuarrie

2015

Cognition, Intelligence, and Achievement

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Section: Introductionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

Equitable Assessment for Hearing and Deaf English Language Learners

Abbott

McQuarrie

2015

Cognition, Intelligence, and Achievement

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“…Research on teacher collaboration in English Language Teaching (ELT) has been carried out in international contexts (e.g., Arkoudis, 2003Arkoudis, , 2006Creese, 2005Creese, , 2006Davison, 2006;Gardner, 2006;York-Barr et al, 2007), and one central argument in the discussion of teacher collaboration in ELT is the belief that the collaboration between native English speaking teachers (NESTs) and non-native English speaking teachers (NNESTs) might make a unique contribution to English language education. This belief has been shown in a number of projects carried out around the world, in particular in some well-known programs in certain relatively wealthy Asian Pacific countries, such as the JET Program (Japan Exchange and Teaching Program) in Japan, the EPIK (English Program in Korea) in Korea, the NET Scheme (Native-speaking English Teacher Scheme) in Hong Kong (China), and the FETRP (Foreign English Teachers Recruitment Program) in Taiwan.…”

Section: Literature Reviewmentioning

confidence: 99%

Non-native EFL Teacher Trainees’ Attitude towards the Recruitment of NESTs and Teacher Collaboration in Language Classrooms

Wang¹

2013

JLTR

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Abstract-Teacher collaboration is a key feature of effective professional development and is a necessary element for improved student achievement and ongoing school success. This study investigated pre-service Non-Native English Speaking Teachers (NNESTs)' attitude towards the recruitment of Native English Speaking Teachers (NESTs) and the collaboration with NESTs in EFL classrooms. The results show that most participants are not against the presence of NESTs as their teaching partners, but see qualification as the key criterion in recruiting NESTs. Even though the participants believe that team teaching with NESTs is beneficial to English learners, they are concerned about unequal partnerships and communication problems with NESTs. The results suggest that teacher educators need to take greater responsibilities to engage preservice teachers in team teaching to support pre-service teachers' professional lives.

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“…However, a more systematic and cohesive professional development model beyond the simple extension of good practices is needed to coordinate the efforts of both ESL and regular classroom teachers (de Jong & Harper, 2005;York-Barr et al, 2007;Nordmeyer, 2008).…”

Section: Professional Development Design -Content Focus Coherence Anmentioning

confidence: 99%

Moving beyond ‘just good teaching’: ESL professional development for all teachers

Prater

Steed

2011

Professional Development in Education

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In order to prepare all teachers for working with the increasing number of English-as-a-secondlanguage (ESL) students in the US, researchers have explored what teachers need to know and pointed out that 'just good teaching' is not enough. In this article, we described our effort to design and deliver professional development sessions based on key features of effective professional development to facilitate teachers to move beyond 'just good teaching'. In addition, we examined the impact of the professional development on teachers and the ESL students in the school district. The participants included 22 teachers from one school district in the US who participated in 46 hours of professional development sessions over the course of one year. Findings indicated that the research-based, needs-oriented professional development provided teachers with useful strategies and resources. ESL student performance data also demonstrated the effectiveness and impact of the professional development. Implications were drawn to further enhance the collaboration between university and school districts, and between ESL teachers and regular classroom teachers, for the achievement of all ESL students.

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Collaborative Teaching to Increase ELL Student Learning: A Three-Year Urban Elementary Case Study

Cited by 48 publications

References 25 publications

Equitable Assessment for Hearing and Deaf English Language Learners

Equitable Assessment for Hearing and Deaf English Language Learners

Non-native EFL Teacher Trainees’ Attitude towards the Recruitment of NESTs and Teacher Collaboration in Language Classrooms

Moving beyond ‘just good teaching’: ESL professional development for all teachers

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