ABSTRACT

New York State adopted regulations that mandate collaboration among ESOL and content teachers in integrated periods where ELLs are mainstreamed into general education classes. We documented trends in elementary and ESOL teachers’ co-teaching practices across 3 years of state policy implementation. Findings revealed that even with limited co-planning time, teams of co-teachers developed enduring resilient practices. It was apparent that there was no “right” co-teaching model. What seemed to work was more organic types of structures based on the co-teachers’ ability to share and implement ideas together. Trends in ELLs’ NYSESLAT scores indicated a decrease in the number of students performing at the lowest proficiency levels with a simultaneous increase in the number of students performing at higher proficiency levels. In spite of positive findings, persistent barriers in the form of insufficient co-planning time and curricular constraints impeded co-teaching to fully thrive in the district. Without systemic and consistent structures to place co-teaching and co-planning at the center of ESOL and content area teachers’ collaboration, the success of co-teaching was highly dependent on interpersonal relationships and individual motivations. Meaningful transformation of co-teaching practices for ELLs should be the responsibility of all stakeholders, not only teachers.

摘要

纽约州通过了规定，要求在整合阶段将ESOL和内容教师进行合作，其中ELL被纳入了普通教育课程的主流。我们记录了国家政策实施3年以来小学和ESOL教师共同教学实践的趋势。调查结果表明，即使在共同计划时间有限的情况下，共同老师团队仍能开发出持久的适应性实践。显然，没有“正确的”共同教学模式。似乎有效的是基于共同教师共同共享和实施思想的能力的更有机的结构类型。ELLs NYSESLAT分数的趋势表明，熟练程度最低的学生人数有所减少，而熟练程度较高的学生人数则同时增加。尽管有积极的发现，共同计划时间不足和课程限制等形式的持续障碍阻碍了共同教学在该地区全面发展。如果没有系统的，一致的结构将共同教学和共同计划置于ESOL和内容领域教师合作的中心，那么共同教学的成功高度依赖于人际关系和个人动机。ELL的共同教学实践的有意义的转变应该是所有利益相关者的责任，而不仅仅是教师。共同教学的成功很大程度上取决于人际关系和个人动机。ELL的共同教学实践的有意义的转变应该是所有利益相关者的责任，而不仅仅是教师。共同教学的成功很大程度上取决于人际关系和个人动机。ELL的共同教学实践的有意义的转变应该是所有利益相关者的责任，而不仅仅是教师。