Embedded Files
Research Questions:
Research Questions:
Is the co-teaching model for EL instruction truly more effective than the pull-out model? If so, how can elementary schools effectively transition from the pull-out model to the co-teaching model?
Is the co-teaching model for EL instruction truly more effective than the pull-out model? If so, how can elementary schools effectively transition from the pull-out model to the co-teaching model?
Welcome!
Welcome!
If you are working in a school that is transitioning to from the pull-out model for English Learner (EL) services to the co-teaching model and want to help make this transition as effective as possible, you have come to the right place! You will find a plethora of information and resources for EL teachers, general education teachers, administrators, and coaches. Be sure to check out the links for practical handouts, checklists, and video clip examples. Likewise, make sure to click on the "Checklist" tab at the top of this page to view a checklist that will guide you through the five components of the transition process. Best wishes on your transition to the co-teaching model!
If you are working in a school that is transitioning to from the pull-out model for English Learner (EL) services to the co-teaching model and want to help make this transition as effective as possible, you have come to the right place! You will find a plethora of information and resources for EL teachers, general education teachers, administrators, and coaches. Be sure to check out the links for practical handouts, checklists, and video clip examples. Likewise, make sure to click on the "Checklist" tab at the top of this page to view a checklist that will guide you through the five components of the transition process. Best wishes on your transition to the co-teaching model!
Background Information
Background Information
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Terms
Terms
EL:
EL:
English Learner
English Learner
ELL:
ELL:
According to Ballantyne, Sanderman, & Levy (2008), “The term English language learners (ELLs)...refers to those students who are not yet proficient in English and who require instructional support in order to fully access academic content in their classes” (p. 2).
According to Ballantyne, Sanderman, & Levy (2008), “The term English language learners (ELLs)...refers to those students who are not yet proficient in English and who require instructional support in order to fully access academic content in their classes” (p. 2).
As a point of clarification, English Learners (ELs) are sometimes referred to by other acronyms such as English Language Learners (ELLs), Limited English Proficient (LEP) students, or English as a Second Language (ESL) students.
As a point of clarification, English Learners (ELs) are sometimes referred to by other acronyms such as English Language Learners (ELLs), Limited English Proficient (LEP) students, or English as a Second Language (ESL) students.
Pull-out model for EL instruction:
Pull-out model for EL instruction:
The traditional model of EL instruction, the pull-out model, was defined by Honigsfeld & Dove (2010) as “...self-standing ESL instruction. The ESL specialist either follows a specially designed ESL curriculum that is based on the participating students’ individual language and academic needs, or he or she might develop a curriculum closely aligned with the general-education curriculum” (p. 11). In this model, the EL teacher (sometimes referred to as an English as a Second Language or ESL teacher) pulls the EL students out of the general education classroom into a separate space or classroom for the purpose of targeted, small-group language instruction.
The traditional model of EL instruction, the pull-out model, was defined by Honigsfeld & Dove (2010) as “...self-standing ESL instruction. The ESL specialist either follows a specially designed ESL curriculum that is based on the participating students’ individual language and academic needs, or he or she might develop a curriculum closely aligned with the general-education curriculum” (p. 11). In this model, the EL teacher (sometimes referred to as an English as a Second Language or ESL teacher) pulls the EL students out of the general education classroom into a separate space or classroom for the purpose of targeted, small-group language instruction.
The co-teaching model for EL instruction:
The co-teaching model for EL instruction:
According to Beninghof (2012), “Co-teaching (or collaborative teaching) is a coordinated instructional practice in which two or more educators simultaneously work with a heterogeneous group of students in a general education classroom” (p. 7). These two educators may include a general education teacher plus an EL teacher, a special education teacher, an interventionist, or a paraprofessional. Beninghof (2015) explained that effective co-teachers are not clones; rather, both educators bring their unique areas of expertise to the classroom setting to provide effective instruction and support for all students. For the purpose of this research project, a focus on the particular co-teaching relationship of a general education teacher and an EL teacher will be conducted.
According to Beninghof (2012), “Co-teaching (or collaborative teaching) is a coordinated instructional practice in which two or more educators simultaneously work with a heterogeneous group of students in a general education classroom” (p. 7). These two educators may include a general education teacher plus an EL teacher, a special education teacher, an interventionist, or a paraprofessional. Beninghof (2015) explained that effective co-teachers are not clones; rather, both educators bring their unique areas of expertise to the classroom setting to provide effective instruction and support for all students. For the purpose of this research project, a focus on the particular co-teaching relationship of a general education teacher and an EL teacher will be conducted.
About the Author
About the Author
Alyssa Anderson graduated from University of Northwestern - St. Paul in May 2010 with a Bachelor of Arts in English as a Second Language (ESL, K-12) Education and Elementary Education (K-6) with an academic specialty in Communication Arts/Literature Education (CALE, 5-8). In August 2015 she earned a Reading License (K-12).
For the past few years, she has been pursuing a Master of Arts in Literacy Education (MALEd) degree through Hamline University in St. Paul. She anticipates completing her final coursework for the MALEd in October 2017 and receiving her degree in December 2017.
Throughout her career thus far, she has served as an ESL teacher at the elementary grade levels and has provided instruction using both the pull-out and co-teaching models for ESL instruction.
This website serves as her capstone project submitted in partial fulfillment of the requirements for the degree of Master of Arts in Literacy Education.
Please click the following link to view her capstone paper:
Questions?
Questions?
Contact Alyssa Anderson aanderson58@hamline.edu
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