Both Teachers' Names are on the Door

Abstract

More classroom teachers and English as a second language (ESL) teachers now collaborate in inclusive elementary settings to co-plan and co-teach for English language learners (ELLs). The purpose of this chapter is to examine possibilities and challenges ESL and classroom teachers encounter when they collaborate for ELLs’ literacy development. Drawn from a year-long qualitative data, the chapter examines the experiences of an ESL teacher working alongside a fourth grade teacher quite experienced with ELLs and a fifth grade teacher new to teaching ELLs. The findings are related to the complexities of collaboration, highlighting both possibilities and challenges. First, both partnerships leveraged ELLs’ experiences in literacy lessons. Second, the teaching partners had a “sounding board” to discuss challenges. Third, the teachers shared the role of providing language support. Lastly, the teachers negotiated the limited time with ELLs. The findings provide implications for how researchers and school leaders can promote respectful collaborative relationships between ESL and classroom teachers using practices that are based on ELLs’ diverse experiences and language needs.