The purpose of this study was to examine how paraprofessionals and other service providers participate in co-teaching with a certified special education pre-Kindergarten teacher during dual language (DL) instruction. The study took place in two DL special education preschool classrooms located in an urban public school district in the southwestern US. The district enlisted paraprofessionals as lead Spanish instructors when the lead teacher was not bilingual in Spanish and English to implement the DL programme effectively. Participants were one special education teacher, two paraprofessionals and one teaching artist, who participated in a year-long professional development programme to employ drama strategies to develop children's Spanish and English literacy skills and promote inclusion. Findings indicated that the participants utilised multiple co-teaching models to collaborate and meet the needs of their students during English and Spanish instruction. Through co-teaching, all educators had opportunities to take lead and supporting roles in instruction.

中文翻译：

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实施与辅助专业人员的联合教学，为学前班学生提供双语的特殊权利

本研究的目的是检查辅助专业人员和其他服务提供者如何在双语 (DL) 教学期间与经过认证的特殊教育学前班教师一起参与教学。该研究在位于美国西南部城市公立学区的两个 DL 特殊教育学前班教室中进行。当首席教师不是西班牙语和英语双语时，学区招募了辅助专业人员作为首席西班牙语教师，以有效实施远程学习计划。参与者是一名特殊教育教师、两名辅助专业人员和一名教学艺术家，他们参加了为期一年的专业发展计划，以采用戏剧策略来培养儿童的西班牙语和英语读写技能并促进包容。结果表明，参与者在英语和西班牙语教学中利用多种联合教学模式进行协作并满足学生的需求。通过共同教学，所有教育工作者都有机会在教学中发挥主导和支持作用。