The population in the United States continues to become more diverse each year. Our education system is not designed to support students that do not have English as a first language. The population of multilingual learners are falling behind their English Proficient peers. Inadequate teacher training and program design are contributing factors as…

Many elementary schools are shifting from traditional pull-out service models to push-in approaches, where multilingual learners collaborate with their English-only peers. However, research emphasizes the need for further investigation into implementing collaboration between elementary teachers and English Language Development (ELD) Specialists.…

This autoethnography explored how two third-grade dual language teacher partners (English/Spanish) managed challenges such as lack of leadership support, testing pressures, and English hegemony, to help their students grow personally and academically. Autoethnography was chosen as a method because it enables researchers to write evocatively…

English Language Learners (ELLs) in the United States are faced with many academic challenges including those of language acquisition, lack of background knowledge, fear of participation and unknown academic language. These challenges mixed with the ever-growing demands of the educational system, resulted in State and local educational agencies to…

This paper explores the role of collaborative teacher agency in facilitating translingual adjustments in a linguistically diverse primary school in Sweden. We focus on three multicompetent language teachers, who taught minoritized languages in the marginalized Mother Tongue (MT) subject, Modern Languages, and offered Multilingual Study Mentoring.…

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…

Teacher collaboration has received international research attention and has emerged as an effective way for teachers to engage in professional growth opportunities (Dove & Honigsfeld, 2018; Rao & Chen, 2020). An examination of teacher collaboration can shed light on the process by which teachers work together and illuminate further…

Team-teaching creates an opportunity for teacher collaborative learning. Teachers of English as Foreign Language (EFL) working in individual teaching contexts need to make a transition to team-teaching to successfully fulfill their roles as team teachers. However, teacher transition from individual to team-teaching is underexplored and there is an…

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…

In the United States, the growth of cultural and linguistic diversity of the nation's population brings students from a wide range of backgrounds to America's schools. This research investigated the perceptions of English as a New Language (ENL) and General Education (GE) co-teachers in a grades 3-5 setting. The study included the perceptions of…

This article explores the development of a professional learning community through a case study of three teachers--an ESOL specialist, a literacy specialist, and a fifth-grade teacher--who engaged in co-teaching and collaboration. The emerging community of practice offered these teachers a space to learn and problem-solve by utilizing their…

This paper continues the debate over TT (team-teaching) benefits and detriments. TT has been utilized extensively in Japan in English Language instructional courses at the elementary and junior high school levels over the past 20 years. Although at times satirical, the author in all seriousness discusses TT and; its advantages and disadvantages in…

Framed in the sociocultural theory, this case study was designed to investigate teachers' professional growth as situated in team teaching and the larger teaching context. The participants were one pair of Taiwanese and foreign English teachers who were in their first year of practicing team teaching in an elementary school in Hsinchu City,…

Supervision is an essential part of language teachers' professional experiences. The literature on language teacher supervision from the past few decades consists largely of descriptions of supervisory approaches (Bailey, 2009) and analysis of the supervisory discourse (Hooton, 2008; Wajnryb, 1994; 1995; 1998; Wallace & Woolger, 1991). This…

This paper presents findings from a study conducted in an urban elementary school in the United States with an English language learner (ELL) student and two teachers engaged in collaborative teaching in an inclusion science classroom. This study examines the efficacy of utilising cogenerative dialogues between an ELL student and his science…