Administrative Issues in Collaborative Teaching

DelliCarpini, Margo

doi:10.1002/9781118784235.eelt0112

Cited by 7 publications

(7 citation statements)

References 11 publications

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“…Therefore, this paper reviews the literature on ESL and content teachers" collaboration to synthesize the benefits and challenges of such collaboration. Previous studies document the benefits of collaboration (DelliCarpini, 2018;Dove & Honigsfeld, 2018;Peercy, 2018), which include teacher learning, increased ESL students" participation, and strengthened professional partnerships. However, ESL and content teachers" collaboration has yet to become a routine teaching practice in U.S. public schools, particularly in secondary mainstream classrooms, because of the reported challenges (Dove & Honigsfeld, 2018), such as teachers" incompatible personalities and beliefs (Arkoudis, 2003), conflicting schedules (Peercy, Ditter, & DeStefano, 2016), inconsistent administrative support (Villa, Thousand, Nevin, & Liston, 2005), and the ESL teacher"s relegated role compared to the content teacher (Ahmed Hersi, Horan, & Lewis, 2016).…”

Section: Building a Pathway For Esl And Content Teachers' Collaborationmentioning

confidence: 99%

“…The most common misconception stemmed from the content teachers" failure to see the difference between academic and social language. This is a common challenge in working with content teachers to plan for and teach ESL students in the mainstream classroom (DelliCarpini, 2018;Harper & de Jong, 2004). The content teachers reported that most of their ESL students possessed high levels of conversational English, and the teachers struggled to understand the ESL students" need for language supports in the mainstream classroom.…”

Section: Content Teachers' Misconceptions About Esl Studentsmentioning

confidence: 99%

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ESL and content teachers’ collaboration

Giles¹,

Yazan²

2019

Indonesian JELT

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This paper reviews the earlier studies to synthesize the benefits and challenges of ESL and content teachers’ collaboration and discusses Amanda’s recent experiences of collaboration in a middle school in the Southeastern U.S. Previous studies document the collaborative benefits (DelliCarpini, 2018), which include teacher learning, increased ESL students’ participation, and strengthened professional partnerships. However, ESL and content teachers’ collaboration has yet to become a routine teaching practice in the U.S., particularly in secondary mainstream classrooms, because of the reported challenges (Dove & Honigsfeld, 2018), such as teachers’ incompatible personalities and beliefs (Arkoudis, 2003), conflicting schedules (Peercy, Ditter, & DeStefano, 2016), inconsistent administrative support (Villa, Thousand, Nevin, Liston, 2005), and the ESL teacher’s relegated role compared to the content teacher (Ahmed Hersi, Horan, & Lewis, 2016). In order for ESL and content teachers’ collaboration to be a pathway for equitable learning outcomes for ESL students, educational stakeholders, namely content teachers, ESL teachers, and school administrators, need to share responsibility for planning for and teaching ESL students. This begins with school administrators who can foster a culture of collaboration, and content and ESL teachers who can take steps to build and strengthen collaborative partnerships. More specific recommendations are discussed in the conclusion.

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Section: Building a Pathway For Esl And Content Teachers' Collaborationmentioning

confidence: 99%

Section: Content Teachers' Misconceptions About Esl Studentsmentioning

confidence: 99%

ESL and content teachers’ collaboration

Giles¹,

Yazan²

2019

Indonesian JELT

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“…Strengthening these partnerships will require a willingness to engage in conversations where teachers discuss the successes and challenges frankly and with transparency (Baecher, Rorimer, & Smith, 2012). Second, educational stakeholders, namely, administrators, who have the authority and resources, need to create schedules that allot planning and teaching time for collaborating teachers (DelliCarpini, 2018). This may mean that they consider creative ways (e.g., a shared Google folder and/or online video-conferencing tools) to collaborate (Dove & Honigsfeld, 2018).…”

Section: Practical Implications and Future Directionsmentioning

confidence: 99%

Navigating the Contradictions: An ESL Teacher's Professional Self-Development in Collaborative Activity

Giles¹

2018

TESL Canada

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The study contributes to language teacher education research by emphasizing an English as a second language (ESL) teacher’s learning through critical activity, which includes my attempts to change my pedagogical practices to provide more equitable educational opportunities for ESL students in the mainstream contentclassroom. Framed by Engeström’s (2001) Cultural Historical Activity Theory (CHAT), the study’s purpose was to examine my own professional self-development as an ESL teacher in learning how to initiate and sustain collaboration with a seventh-grade social studies teacher at a suburban middle school in the southeastern United States. Data collection included self-study methods, specifically interviews, collaborative planning sessions, reflective journals, field notes, and e-mail exchanges with a critical friend. The findings showed how I learned to navigate the misuse of planning time and the misrepresentation of collaborative teaching notions as the two major contradictions in collaboration to plan for and teach ESL students. By resolving the contradictions, I negotiated a division of labour and enacted my agency to assume the position of a content social studies teacher, which ultimately sustained the collaborative activity. These findings attend to thecomplex factors that influence an ESL teacher’s professional self-development and agency in collaboration with a social studies teacher. L’étude contribue aux recherches sur la formation des enseignantes et enseignants de langues en rehaussant l’apprentissage d’une enseignante d’anglais langue seconde (ESL) grâce à l’ajout d’une activité critique tenant compte des tentatives que j’ai faites pour modifier mes pratiques pédagogiques afin de fournir des opportunités éducatives plus équitables aux élèves d’anglais langue seconde au niveau de l’enseignement général. Encadrée par la théorie historico-culturelle de l’activité (CHAT) (2001) d’Engeström, l’étude avait pour objet l’examen de mon propre développement professionnel comme enseignante d’anglais langue seconde alors que j’entreprenais et maintenais une collaboration avec un professeur d’études sociales qui enseignait à des élèves de septième année dans une école moyenne de banlieue du sud-est des États-Unis. Les données de l’étude consistaient en des méthodes d’auto-évaluation, plus précisément des entrevues, des séances de planification concertée, des journaux de bord, des notes de terrain, et des échanges de courriels avec un ami critique. Les conclusions montrent comment j’ai appris à contourner le mauvais usage du temps de préparation et la représentation erronée des notions d’enseignement collaboratif, c’est-à-dire les deux principales contradictions présentes dans une collaboration visant à planifier et dispenser l’enseignement aux élèves d’anglais langue seconde. En résolvant les contradictions, j’ai négocié une répartition des tâches et adapté mon agentivité de manière à assumer le poste d’enseignante d’études sociales, ce qui a ultimement soutenu l’activité de collaboration. Ces conclusions traitent des facteurs complexes qui influent sur l’auto-développement professionnel et l’agentivité d’une enseignante d’anglais langue seconde en collaboration avec un professeur d’études sociales.

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“…Consequently, there is a need for researchers to examine ESL and content teachers' multiple and complex roles because these roles ultimately influence how teachers engage in collaboration (DelliCarpini, 2018;Dove & Honigsfeld, 2018). Such analysis is particularly needed in the middle grades because collaborative practices are fundamental to effective middle level schools (Association for Middle Level Education, 2010).…”

Section: Introductionmentioning

confidence: 99%

“You’re Not an Island”: A Middle Grades Language Arts Teacher’s Changed Perceptions in ESL and Content Teachers’ Collaboration

Giles

Yazan

2020

RMLE Online

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Building on previous studies of ESL and content teachers' collaboration, this qualitative case study relied on Davies and Harré's positioning theory as a theoretical lens to examine the influences that collaboration between an ESL teacher and a language arts teacher had on the language arts teacher's approach to planning for and teaching ESL students. Data collection included three audio recorded semistructured interviews, two video recorded collaborative planning sessions, two reflective journals written by the language arts teacher, document analysis of the created lesson plan documents, and field notes. The findings showed that the language arts teacher changed her perceptions about the content teacher's role, lesson plan design, and her views about ESL students while working in collaboration with an ESL teacher. These findings implicate the potential for ESL and content teachers' collaboration to be a space to challenge the content teachers' accepted notions about language instruction for ESL students and highlight the ESL teacher's strengthened role in the collaborative partnership. Further, this study warrants further exploration into ESL and content teachers' collaboration in middle school content classrooms.

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Administrative Issues in Collaborative Teaching

Cited by 7 publications

References 11 publications

ESL and content teachers’ collaboration

ESL and content teachers’ collaboration

Navigating the Contradictions: An ESL Teacher's Professional Self-Development in Collaborative Activity

“You’re Not an Island”: A Middle Grades Language Arts Teacher’s Changed Perceptions in ESL and Content Teachers’ Collaboration

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