A Collaborative Approach to Supporting Long Term English Learners: Implementing a Co-Teaching Model in Secondary Schools

Item

Media: ZacharyCole_PP_2024.pdf

Title: A Collaborative Approach to Supporting Long Term English Learners: Implementing a Co-Teaching Model in Secondary Schools
Creator: Zachary Cole
Degree Name: professional_project; Master of Science in Education: Curriculum and Instruction
Project Type: professional_project
Date: 8/1/2024
Abstract: This professional project investigates the implementation and impact of a co-teaching model in supporting Long-Term English Learners (LTELs). The primary objective is to enhance students' content access and support and develop structures that bolster students' academic vocabulary and language skills. The project incorporates quantitative and qualitative data collection through a weekly progress monitoring checklist, student grade tracking, and observations of academic language usage. Results indicate that the co-teaching model effectively improved student outcomes. The findings underscore the value of collaborative teaching and explicit language instruction in enhancing LTELs' academic performance and engagement. These results suggest that incorporating co-teaching models more broadly could provide consistent and effective support for LTEL students across various content areas.
Keywords: Co-teaching in Multilingual Programs, LTELs, Action Research in ESOL
Committee Member: Joshua Schulze; Annie Delbridge; Jessica Dougherty
Rights: https://rightsstatements.org/page/InC/1.0/?language=en; Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.
Language: English
Type: Text; Image; StillImage