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Co-Teaching for English Learners - Book Cover

Co-Teaching for English Learners

A Guide to Collaborative Planning, Instruction, Assessment, and Reflection

Choose from seven co-teaching models, each with clear explanations of advantages, challenges, and each teacher’s role, plus techniques, tools, and accompanying videos and web content.

Full description

Product Details
  • Grade Level: PreK-12
  • ISBN: 9781483390918
  • Published By: Corwin
  • Year: 2017
  • Page Count: 312
  • Publication date: October 18, 2017

Price: $42.95



“Dove and Honigsfeld's new book arrives at the perfect time as an increasing number of schools move to a collaborative instructional model and are searching for guidance. The authors not only tell us how to effectively collaborate and co-teach to benefit English learners, they actually show us what each component of the collaborative instructional cycle looks and feels like, complemented by innovative video and web content.”

—DIANE STAEHR FENNER, Coauthor of Unlocking ELs’ Potential and President of SupportEd

Because teacher collaboration isn’t an option, it’s a MUST!

The proof is borne out by any assessment: our non-native speakers learn faster and achieve more when general ed teachers and EL specialists co-plan and co-deliver instruction in the very same classroom. That’s why you’ll want to put Co-Teaching for English Learners at the top of your reading list. Step by step, EL authorities Maria Dove and Andrea Honigsfeld walk you through the entire collaborative instruction cycle, along with seven potential classroom configurations from which to choose.
Whether you’re new to co-teaching or just see room for improvement in your practice, this practical handbook delivers every technique and tool you need to make the most of your collaboration, including video footage of co-teaching in action. Inside you’ll find:

In-depth profiles of the seven models, with detailed descriptions and analyses
A review of advantages and challenges of each model’s implementation
Clear explanations of each teacher’s role along with self-assessment tools
Tried-and-true strategies for the entire instructional cycle: co-planning, co-instruction, co-assessment, and reflection
Real-life accounts from co-teaching veterans

Long gone are the days when our ELs are taught in isolation—and rightfully so. Read Co-Teaching for English Learners, implement its strategies, and soon enough you, too, can set up a learning environment in which all students thrive.

Key features

(1) Provides a comprehensive, step-by-step guide to the major models of co-teaching for ELs as well as other collaborative practices that support EL achievement.

(2) Includes sample lessons for each co-teaching configuration as well as descriptions of the advantages and challenges of each model.

(3) Includes a series of classroom videos linked to the book by QR codes, which illustrate the various co-teaching practices with analyses of each example.

(4) The book will include an array of reproducibles (templates, checklists, etc.) that will also be available on a passcode-protected web site.



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).
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.
Table of Contents

Table of Contents



About the Authors

1. Teacher Collaboration Is Not an Option: It Is a Must

2. Co-Planning

3. Model 1—One Group: One Leads, One “Teaches on Purpose”

4. Model 2—One Group: Two Teach the Same Content

5. Model 3—One Group: One Teaches, One Assesses

6. Model 4—Two Groups: Two Teach Same Content

7. Model 5—Two Groups: One Preteaches, One Teaches Alternative Information

8. Model 6—Two Groups: One Reteaches, One Teaches Alternative Information

9. Model 7—Multiple Groups: Two Monitor/Teach

10. Collaborative Assessment

11. Reflection: Closing the Collaborative Instructional Cycle . . . and Starting a New One





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