This article presents seven English as a second language (ESL) coteaching models and explores other possibilities of collaboration between general education classroom teachers, content area teachers, and ESL specialists in the K‐12 context. Through authentic case vignettes, we illustrate how collaborative experiences and coteaching opportunities can lead to the emergence of teacher leaders and enhanced student learning

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Chapter 1: What Is This Book About? Overview: This chapter provides the purpose and the organization of the book. Purpose: 1. Define teacher collaboration, collaborative team teaching, and co-teaching in the context of ESL. 2. Explore how collaboration and co-teaching can provide an effective framework for integrated ESL practices. 3. Establish a vehicle for PD for Collaboration and Co-Teaching. 4. Offer a framework for implementing an effective co-teaching model. 5. Recount real-life vignettes that depict challenges and successes of Collaboration and Co-Teaching. 6. Case studies from different grade levels. 7. Offer guidelines for Collaboration and Co-Teaching models. 8. Areas for further research. Organization of the book: Chapter 1 Introduction Chapter 2-8 • Overview • Voices from the Field • Administrators' Roles • Summary • Discussion Questions • Key Sources Chapter 9 • Six case studies to demonstrate the variety of collaborative experiences The ELL Population Collaboration • Definition: comes from "co-labor," or "work together." Merriam-Webster's Collegiate Dictionary: to work jointly with others or together especially in an intellectual endeavor. • Other definitions include descriptors such as: voluntary effort, shared decision making, discover new approaches to problems, and "moves professionals and families from the deficit model to one that affirms and is responsive to student' strengths, backgrounds, beliefs and values," Riscko and Bromley (2001).

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