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Collaboration and Co-Teaching for English Learners - Book Cover

Collaboration and Co-Teaching for English Learners

A Leader's Guide

The recognized authorities on collaboration and co-teaching for English language learner (ELL) achievement provide an integrated, collaborative service delivery for ensuring ELL success across language barriers.

Full description

Product Details
  • Grade Level: PreK-12
  • ISBN: 9781452241968
  • Published By: Corwin
  • Year: 2014
  • Page Count: 176
  • Publication date: November 20, 2014

Price: $34.95



Your English Language Learners are counting on you to collaborate effectively.

The Common Core State Standards have increased the pressure on English Language Learners. And with the EL population increasing every day, schools need proven systems for ensuring that the students of the future are able to thrive.

In practice, this is a challenge for educational leaders. The most promising solution is the collaborative approach pioneered by this book’s authors—America’s leading authorities on collaboration and co-teaching for EL achievement.

Honigsfeld and Dove’s resources for collaboration and co-teaching include

This is your concise, comprehensive guide to creating a powerful collaborative program to benefit your ELs. Start implementing it today and watch the outcomes improve.

“We have used Collaboration and Co-Teaching to strengthen the types of support that ELL Specialists offer classroom teachers. Having a systematic, collaborative process to create a school-wide success model for ELL students benefits everyone in education with the reward of student achievement. Our district is looking forward to using A Leader’s Guide as a way of strengthening our professional development and collaborative efforts towards quality instruction for English Learners.”
—Heidi LaMare, Supervisor of Programs for ELL Students
Bellevue School District, WA

"Collaboration and Co-Teaching for English Learners: A Leaders Guide is a critical addition to every new and experienced educational leader’s bookshelf. Schools that succeed with increasingly diverse populations are able to leverage every asset through collaborations and partnerships. This is a guidebook by trusted experts that will help any preK-12 program follow that path to success.
—Karen N. Nemeth, Author/Consultant
Language Castle LLC

Key features

(1) Provides educational leaders with essential knowledge and practical suggestions aimed at enhanced EL achievement and preparing all students to meet the Common Core State Standards.

(2) Emphasizes the need for effective collaboration between ESL specialists, general education teachers, and other education professionals, in designing effective programs and practices to facilitate EL achievement.

(3) Addresses a range of critical topics such as subpopulations of ELs, leadership to promote collaboration between general education teachers, ESL specialists and other professionals, collaborative program models to serve ELs, research-based instructional practices, promoting family engagement, and leading professional development to facilitate EL achievement.

(4) Each chapter includes Activities for Professional Learning for use by teams or individuals, as well as key resources such as relevant web sites or suggestions for further reading.

(5) A Leadership Voice from the Field boxes feature short, authentic quotes from practitioners that capture the essence of a chapter or authentically illustrating a key point. What the Research Says boxes capture key research findings related to best instructional practices that benefit ELs.



Andrea Honigsfeld photo

Andrea Honigsfeld

Andrea Honigsfeld, EdD, is a TESOL Professor in the School of Education and Human Services at Molloy College in Rockville Centre, New York. She teaches graduate courses in linguistics, TESOL methods, and cultural and linguistic diversity. Before her current position, she was an English-as-a-foreign-language teacher in Hungary (Grades 5-8 and adult) and an English-as-a-second-language teacher in New York City (Grades K-3 and adult). She also taught Hungarian at New York University. Andrea earned a doctoral fellowship at St. John's University in New York, where she conducted research on individualized instruction. She received a Fulbright Award to lecture in Iceland in 2002. Over the past 20 years, Andrea has presented at conferences in multiple countries, including the United States, Canada, China, Denmark, Great Britain, Italy, the Philippines, Sweden, Thailand, and the United Arab Emirates. She frequently offers staff development, primarily focusing on effective differentiated strategies and collaborative practices for both English-as-a-second-language and general-education teachers.
Maria G. Dove photo

Maria G. Dove

Maria G. Dove, Ed.D, is currently a Professor in the School of Education and Human Services at Molloy College, Rockville Centre, New York. Prior to working in higher education, she spent over thirty years as an English-as-a-second-language teacher in public schools and adult English language programs. She is well-known for her professional development work across the United States, focusing on culturally and linguistically diverse students. Dove's work has led her to publish books, articles, and chapters on collaborative teaching practices and instructional strategies for English learners. In collaboration with Andrea Honigsfeld, she has co-authored four best-selling Corwin Press books including Collaboration for English Learners: A Foundational Guide to Integrated Practices (2019).
Table of Contents

Table of Contents



About the Authors

1. Why Do Collaborative Services Make Sense for English Language Learners?

2. What Are Collaborative Program Models to Serve ELLs?

3. How Do You Support Shared Curriculum Development and Implementation for the Sake of ELLs?

4. How Do You Support Collaborative Instructional and Assessment Practices for ELLs?

5. What Are the Nuts and Bolts of Coordinating Collaborative Teaching for ELLs?

6. What Type of Professional Learning Is Needed to Work with ELLs Effectively?

7. What Type of Leadership is Needed for Integrated, Collaborative Schools?




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