Abstract
English as a New Language (ENL) teachers in New York State public-schools provide English language instruction and support for students identified as English Learners (ELs). Each ENL student in the state is expected to receive at least one co-taught content class, taught by both a content and an ENL teacher. These two-teacher partnerships provide co-teaching in classes where students are instructed in both content and the English language at the same time. This study of ENL teachers’ experiences as co-teachers recruited 34 teachers from across the state in urban, suburban, and rural districts, to share their experiences with co-teaching for ELs in public-schools. The 34 participants all completed questionnaires in Stage 1, while six of those participants also completed questionnaires, reflective writing, and interviews in Stage 2. Data was analyzed using both quantitative score ranges and qualitative coding (including both a priori and inductive coding). Three findings emerged from analyzing the data. First, while all teachers reported at least one positive experience as co-teachers, the overall data on effective collaboration indicated that the ENL co-teachers needed more supports for co-teaching in the form of better communication with their partners and more incorporation of their expertise, leading to more equal and equitable relationships between co-teachers. Second, teachers expressed a need for schedules that support for co-planning, including a possible limit on the number of partners (for varying classes on the teacher’s caseload) to three or fewer. Third, 91.2% reported that marginalization of (or lack of equity for ELs) was occurring in their classes. Based on these findings, the study offers three recommendations for ENL teachers and for administrators: First, taking steps to ensure that ENL teachers are treated as equals in relationships where communication and collaboration are valued will enhance ENL teachers’ ability to incorporate their expertise. Second, updating scheduling policies for EL co-teaching partnerships will allow time for collaboration and co-planning. Third, adopting New York State Education Department’s best practices concerning students’ English levels and required service may boost equity.
