Looking for a silver bullet to accelerate EL achievement? There is none.
But this, we promise: when EL specialists and general ed teachers pool their expertise, your ELs’ language development and content mastery will improve
exponentially. Just ask the tens of thousands of
Collaboration and Co-Teaching users and now, a new generation of educators, thanks to this all-new second edition:
Collaborating for English Learners.
Why this new edition? Because more than a decade of implementation has generated for Andrea Honigsfeld and Maria Dove new insight into what exemplary teacher collaboration looks like, which essential frameworks must be established, and how integrated approaches to ELD services benefit all stakeholders. Essentially a roadmap to the many different ways we can all work together, this second edition of
Collaborating for English Learners features:
- All-new examples, case studies, illustrative video, and policy updates
- In-depth coverage of the full range of strategies and configurations for determining the best model to adopt
- Templates, planning guides, and other practical tools to put collaboration into practice
- Guidelines, self-assessments, and questionnaires for evaluating the strategies’ effectiveness
By this time, the big benefits of teacher collaboration are well documented. Where teachers and schools struggle still is determining the best way to do so, especially when working with our ELs. That’s where Andrea Honigsfeld, Maria Dove, and their second edition of
Collaborating for English Learners will prove absolutely indispensable. After all, there are no two better authorities.
Arvustused
One of the biggest dilemmas that every educator experiences is how to teach all of our students- especially when so many come from cultural and linguistic experiences that are distinct from our own. Honigsfeld and Dove bring to light the positive possibilities of working together. This new edition of their foundational book provides a refreshing look at collaboration. Backed by new research-based evidence, voices from the field, and their superb writing, they demonstrate how co-teaching and collaboration makes it possible for English learners to be successful in school and their lives. Whether you are new to the profession or a seasoned veteran, its filled with powerful ideas, strategies and protocols that you can be put to use immediately. -- Dr. Debbie Zacarian, President Authors of teaching books have their niche expertise. Some are gurus in project-based learning, technology integration, or inquiry learning to name a few topics. Honigsfeld and Dove are undoubtedly the leaders of teacher collaboration. They synthesize their decades of research and field experience into clear, actionable suggestions for all teachers who are seeking to have effective, positive collaboration partnerships. This is THE guide if teachers want to know who benefits from teacher collaboration, what are the different forms of collaboration, how to collaborate, when to collaborate, and why teachers might consider collaborating. Teachers new to collaborating, administrators who want to support the collaborative relationships, and experienced educators who want to teach collaboratively will be well served by this definitive guide. -- Tan Huynh, English Language Development Teacher When building your infrastructure of collaboration and co-teaching, it is imperative to equip both teachers and leaders on successful and sustainable partnerships and environments to produce equitable access to education. Without knowing the elements of the infrastructure to co-teaching it is inevitable that the system will return to singleton lead teacher classrooms, leaving accessibility and equitable access to core behind for ALL students. This text is imperative to those on the collaborative journey; whether just beginning, advancing, or re-imagining a current co-teaching framework or integrated services for ELs. Honigsfeld and Dove never cease to amaze me! -- Dr. Martina T. Wagner, Executive Director Collaborating for English Learners: A Foundational Guide to Integrated Practices is a great follow-up to the first edition of the book as well as Dr. Doves and Dr. Honigsfelds recently published Co-Teaching for English Language Learners.
Teachers and administrators will find this book a great asset in implementing or enhancing a co-teaching service delivery model for ELs. Readers will appreciate the consistency of the text. Title chapters and overviews enable the reader to choose their reading journey. The discussion questions at the end of each chapter make it ideal for Professional Learning Communities as they promote deep conversations which enhance both teachers and administrators understanding of collaborative integrated services for ELs.
As a former principal and present mentor, I highly recommend this book for a book study as it provides a framework for educators to talk about their teaching practices and by working together ensures academic success for all learners. -- Carol Capassa Wertheimer, Educational Consultant "Collaborating for English Learners: A Foundational Guide to Integrated Practices, Second Edition comes at a critical time as educators seek guidance on how to skillfully integrate language and content standards and curriculum, and implement collaborative practices serving our multilingual students. Honigsfeld and Dove provide not only the most current research foundations, but also very practical strategies that teachers and school leaders can immediately implement. These strategies are further supported with compelling case studies and implementation frameworks that will leverage, support and sustain collaboration transformations in your daily work. Honigsfeld and Doves expertise and experience shared in this Second Edition is tried, true and trusted because it is informed by their deep and sustained experiences over time, right in schools, digging deep into collaborative practice with teachers and school leaders. This resource is a must-add to your PLC discussions, professional learning plans and school and district improvement planning!" -- Paula Merchant, Co-Founder "This second edition of Collaborating for English Learners has all the practical advice of the original resource, now updated with current research, voices from the field, alignment to todays best practices and much more. If you or your staff are veterans of co-teaching, youll appreciate the specific advice for working with language learners and the opportunities to reflect on how we are serving these students. If youre an administrator or teacher who is new to the model, youll find answers to questions about collaboration and a clear path for moving toward healthy, productive co-teach partnerships for the sake of English learners. " -- Carol Salva, Author
| Preface |
|
ix | |
| Acknowledgments |
|
xiii | |
| About the Authors |
|
xv | |
| 1 What Is This Book About? |
|
1 | (18) |
|
|
|
1 | (2) |
|
What Guided Us When We Wrote This Book? |
|
|
3 | (1) |
|
|
|
4 | (1) |
|
Structure and Organization of the Book |
|
|
4 | (2) |
|
The English Learner Population |
|
|
6 | (1) |
|
|
|
6 | (3) |
|
Program Models Serving English Learners |
|
|
9 | (6) |
|
What Can We Learn From the History and Research on Collaborative Practices? |
|
|
15 | (2) |
|
Teacher Collaboration in Today's Schools |
|
|
17 | (1) |
|
|
|
17 | (1) |
|
|
|
18 | (1) |
|
|
|
18 | (1) |
| 2 Why Is Collaboration Needed? |
|
19 | (24) |
|
|
|
19 | (1) |
|
|
|
20 | (1) |
|
Understanding English Learners |
|
|
20 | (11) |
|
Challenges School Administrators Face |
|
|
31 | (4) |
|
Why Collaboration Is the Answer to the Challenges Teachers and Administrators Face |
|
|
35 | (1) |
|
Why Co-Teaching Is a Possible Answer to Challenges Teachers and Administrators Face |
|
|
36 | (1) |
|
Administrators' Role: Creating a School Community to Support Effective Instruction for ELs |
|
|
37 | (1) |
|
|
|
38 | (1) |
|
|
|
38 | (1) |
|
|
|
39 | (4) |
| 3 Who Does Teacher Collaboration and Co-Teaching for ELs Concern? |
|
43 | (26) |
|
|
|
43 | (1) |
|
|
|
44 | (1) |
|
|
|
45 | (17) |
|
Administrators' Role: Developing and Sustaining a Collaborative School Culture |
|
|
62 | (4) |
|
|
|
66 | (1) |
|
|
|
66 | (1) |
|
|
|
67 | (2) |
| 4 What Are the Essential Components of an Integrated, Collaborative Service Delivery for ELs? |
|
69 | (38) |
|
|
|
69 | (1) |
|
|
|
70 | (1) |
|
Informal Collaborative Practices |
|
|
71 | (1) |
|
Formal Collaborative Practices |
|
|
72 | (30) |
|
Administrators' Role: Creating Collaborative Opportunities and Supporting Collaborative Efforts |
|
|
102 | (1) |
|
What Administrators Need to Consider |
|
|
103 | (1) |
|
|
|
104 | (1) |
|
|
|
104 | (1) |
|
|
|
105 | (2) |
| 5 How Do Teachers Plan, Instruct, Assess, and Reflect Collaboratively? |
|
107 | (26) |
|
|
|
107 | (1) |
|
|
|
108 | (1) |
|
Making a Case for Collaborative Efforts |
|
|
109 | (2) |
|
Launching the Collaboration Team: Top Down or Bottom Up? |
|
|
111 | (1) |
|
Collaborative Teams in Action |
|
|
112 | (6) |
|
A Framework for Effective Collaborative Instruction |
|
|
118 | (2) |
|
Technology and Collaboration |
|
|
120 | (2) |
|
Co-Teaching for Powerful Instruction |
|
|
122 | (6) |
|
Collaborative Student Assessment |
|
|
128 | (1) |
|
Administrators' Role: Effective Management of Resources |
|
|
129 | (1) |
|
|
|
130 | (1) |
|
|
|
130 | (1) |
|
|
|
130 | (3) |
| 6 When Do Teachers Collaborate and Co-Teach? |
|
133 | (24) |
|
|
|
133 | (1) |
|
|
|
133 | (2) |
|
Time and Structure for Teamwork |
|
|
135 | (1) |
|
Setting a Purpose for Collaboration |
|
|
136 | (6) |
|
Two Observations of Ongoing Collaboration |
|
|
142 | (2) |
|
A Remedy for Time Limitations: Conversation Protocols |
|
|
144 | (2) |
|
When Do Collaborative Teams Meet? |
|
|
146 | (1) |
|
Expectations for Teacher Collaboration |
|
|
147 | (2) |
|
Time Frames for Co-Teaching |
|
|
149 | (5) |
|
Administrators' Role: Scheduling and Supporting Collaborative and Co-Teaching Practices |
|
|
154 | (1) |
|
|
|
155 | (1) |
|
|
|
155 | (1) |
|
|
|
155 | (2) |
| 7 Where Do Teachers Collaborate and Co-Teach? |
|
157 | (20) |
|
|
|
157 | (1) |
|
|
|
157 | (1) |
|
Reexamining the Importance of Positive School Culture |
|
|
158 | (2) |
|
Spaces and Places for Teacher Collaboration |
|
|
160 | (4) |
|
Collaboration Inside the Classroom |
|
|
164 | (4) |
|
Classroom Design for Co-Taught Lessons |
|
|
168 | (4) |
|
The Impact of Classroom Design |
|
|
172 | (2) |
|
Administrators' Role: School Organization and Logistics |
|
|
174 | (1) |
|
|
|
175 | (1) |
|
|
|
175 | (1) |
|
|
|
176 | (1) |
| 8 What Next? Reviewing and Evaluating Integrated, Collaborative Service Delivery for ELs |
|
177 | (32) |
|
|
|
177 | (1) |
|
|
|
178 | (1) |
|
|
|
179 | (9) |
|
|
|
188 | (5) |
|
Ongoing (Formative) Collaborative Program Assessment |
|
|
193 | (5) |
|
|
|
198 | (5) |
|
Administrators' Role: Leading Effective Assessment Practices |
|
|
203 | (3) |
|
|
|
206 | (1) |
|
|
|
206 | (1) |
|
|
|
207 | (2) |
| 9 Portraits of Collaboration |
|
209 | (28) |
|
|
|
209 | (1) |
|
|
|
209 | (3) |
|
Elementary School Case Study #1 |
|
|
212 | (6) |
|
Elementary School Case Study #2 |
|
|
218 | (2) |
|
Middle School Case Study #1 |
|
|
220 | (2) |
|
Middle School Case Study #2 |
|
|
222 | (7) |
|
High School Case Study #1 |
|
|
229 | (3) |
|
High School Case Study #2 |
|
|
232 | (2) |
|
|
|
234 | (1) |
|
|
|
235 | (2) |
| References |
|
237 | (10) |
| Name Index |
|
247 | (4) |
| Subject Index |
|
251 | |
Andrea Honigsfeld, EdD, is a professor in the School of Education at Molloy College, Rockville Centre, New York. Before entering the field of teacher education, she was an English-as-a-foreign-language teacher in Hungary (Grades 58 and adult) and an English-as-a-second-language teacher in New York City (Grades K3 and adult). She also taught Hungarian at New York University. She was the recipient of a doctoral fellowship at St. Johns University, New York, where she conducted research on individualized instruction. She has published extensively on working with multilingual learners and teacher collaboration. She received a Fulbright Award to lecture in Iceland in the fall of 2002. In the past 22 years, she has been presenting at conferences across the United States, China, Denmark, Japan, the Philippines, Sweden, Thailand, the United Kingdom, and the United Arab Emirates.
She coauthored Differentiated Instruction for At-Risk Students (2009) and coedited the five-volume Breaking the Mold of Education series (20102013), published by Rowman and Littlefield. She is also the coauthor of Core Instructional Routines: Go-To Structures for Effective Literacy Teaching, K5 and 612 (2014), Growing Language and Literacy (K-8 and 6-12, 2019, 2024 respectively) published by Heinemann. With Maria G. Dove, she coedited Coteaching and Other Collaborative Practices in the EFL/ESL Classroom: Rationale, Research, Reflections, and Recommendations (2012), Co-teaching for English Learners: Evidence-based Practices and Research-informed Outcomes (2020), Portraits of collaboration: Educators working together to support multilingual learners (2022), and coauthored Collaboration and Co-Teaching: Strategies for English Learners (2010), Common Core for the Not-So-Common Learner, Grades K5: English Language Arts Strategies (2013), Common Core for the Not-So-Common Learner, Grades 612: English Language Arts Strategies (2013), Beyond Core Expectations: A Schoolwide Framework for Serving the Not-So-Common Learner (2014), Collaboration and Co-Teaching: A Leaders Guide (2015), Co-Teaching for English Learners: A Guide to Collaborative Planning, Instruction, Assessment, and Reflection (2018), Collaborating for English Learners: A Foundational Guide to Integrated Practices (2019), and Co-Planning: 5 Essential Practices to Integrate Curriculum and Instruction for English Learners (2022). She is a contributing author of Breaking Down the Wall: Essential Shifts for English Learner Success (2020), From Equity Insights to Action (2021), Digital-Age Teaching for English Learners (2022), Collaboration and Co-teaching for Dual Language Learners: Transforming Programs for Multilingualism and Equity (2023), Breaking Down the Monolingual Wall: Essential Shifts for Multilingual Learners Success (2024). Collaboration for Multilingual Learners with Exceptionalities: We Share the Students (2024), Collaborative Assessment for Multilingual Learners and Teachers: Pathways to Partnerships (2025), 9 Dimensions of Scaffolding for Multilingual Learners. Ten of her Corwin books are bestsellers.
Maria G. Dove, Ed.D., is a Professor in the School of Education and Human Services at Molloy University, Rockville Centre, New York. She teaches preservice and inservice teachers about the research and best practices for implementing effective instruction for English learners, and she supports doctoral students in the Ed.D. program in Educational Leadership for Diverse Learning Communities. Before entering the field of higher education, she worked for over thirty years as an English-as-a-second-language teacher in public school settings (Grades K12) and in adult English language programs in the greater New York City area. She frequently provides professional development for educators throughout the United States on the teaching of multilingual learners. She also serves as a mentor for new ESOL teachers as well as an instructional coach for general-education teachers and literacy specialists.
With Andrea Honigsfeld, she has coauthored multiple best-selling Corwin books, including Collaboration and Co-Teaching: Strategies for English Learners (2010), Common Core for the Not-So-Common Learner, Grades K5: English Language Arts Strategies (2013), and Common Core for the Not-So-Common Learner, Grades 612: English Language Arts Strategies (2013), Collaboration and Co-Teaching: A Leaders Guide (2015), Co-Teaching for English Learners: A Guide to Collaborative Planning, Instruction, Assessment, and Reflection (2018). Along with other Corwin top-named authors, she co-authored Breaking Down the Wall: Essential shifts for English learner success (2020). In addition, she co-edited, Coteaching and Other Collaborative Practices in the EFL/ESL Classroom: Rationale, Research, Reflections, and Recommendations (2012) and Co-Teaching for English Learners: Evidence-based practices and research-informed outcomes (2020) published by Information Age. With Audrey Cohan and Andrea Honigsfeld, she coauthored Beyond Core Expectations: A Schoolwide Framework for Serving the Not-So-Common Learner (2014) published by Corwin and Team up, speak up, fire up: Educators, students, and the community working together to support English learners (2020) published by ASCD.
Lisainfo e-raamatute kohta