"My Partner Always Helps Me": Exploring Two Co-Teachers' Practices to Support Writing in a First-Grade Linguistically Diverse Elementary Class

Autor/inn/en	Bauler, Clara V.; Kang, Emily; Afanador-Vega, Annabelle; Stevenson, Anita
Titel	"My Partner Always Helps Me": Exploring Two Co-Teachers' Practices to Support Writing in a First-Grade Linguistically Diverse Elementary Class
Quelle	In: TESL-EJ, 24 (2019) 2, (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	Team Teaching; English Language Learners; English (Second Language); Second Language Learning; Writing (Composition); Language Teachers; Writing Instruction; Content Area Writing; Academic Language; Classroom Communication; Case Studies; Grade 1; Elementary School Teachers; Elementary School Students; Scaffolding (Teaching Technique); Teaching Methods; Teacher Role; Lesson Plans; Teacher Collaboration; Mainstreaming; New York + Suchen Sie Ihr Suchwort? Teamteaching; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Schreibübung; Language teacher; Sprachunterricht; Schreibunterricht; Schriftliche Übung; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Klassengespräch; Case study; Fallstudie; Case Study; School year 01; 1. Schuljahr; Schuljahr 01; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerrolle; Lesson planning; Unterrichtsplanung; Lehrerkooperation
Abstract	English Language Learners (ELLs) are often deprived of using English for academic purposes in meaningful and authentic contexts when pulled out of the classroom for English Language Development services. To tackle this issue, schools have increasingly integrated ELLs in the mainstream classroom through an inclusive model of co-teaching between one content and one language teacher. Through a case study approach, we explored two co-teachers' practices that fostered writing development within one first grade linguistically diverse mainstream classroom. Through analysis of classroom interaction as well as teachers' and researchers' notes, findings revealed that in holding core shared practices, the two teachers achieved an enhanced ability to scaffold their teaching to support their students' writing development. Core shared practices included a sensitive view of students' academic language and writing development, modeling for conversations about writing, embedding specific scaffolds for academic language, and opportunities for talking and sharing ideas about writing. These core practices enabled the ESOL and content teacher to take up and share equal and complementing roles during planning, instruction, and assessment. Co-teaching can yield positive results provided that the ESOL teacher has a central, not peripheral role in the mainstream classroom. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01