File Download
  Links for fulltext
     (May Require Subscription)
Supplementary

Article: Collaboration Between ESL and Content Teachers: How Do We Know When We Are Doing It Right?

TitleCollaboration Between ESL and Content Teachers: How Do We Know When We Are Doing It Right?
Authors
KeywordsEnglish as second language
Mainstreaming
Team teaching
Collaboration
Discourse
Issue Date2006
PublisherMultilingual Matters Ltd. The Journal's web site is located at http://www.portlandpress.com/pcs/journals/journal.cfm?product=BEB
Citation
International Journal of Bilingual Education and Bilingualism, 2006, v. 9 n. 4, p. 454-475 How to Cite?
AbstractPartnership and the integration of language and content teaching in English-medium schools have long been active areas of research and inquiry in applied linguistics and TESOL. However, most researchers have tended to focus on methods and techniques to use in the classroom or on the analysis of the linguistic demands of the content areas. Much less attention has been paid to researching the process of co-planning and co-teaching and to supporting the evolution of the partnership between ESL and content teachers. This paper draws on questionnaire and interview data collected as part of a school-based professional development initiative in an English-medium school in Asia that focused on developing more collaborative relationships between ESL and content/classroom teachers in a large culturally and linguistically diverse elementary school. The paper begins with an analysis of some of the underlying assumptions in current conceptualisations of effective collabora-tion between ESL and mainstream/content-area teachers, then presents an emerging framework that draws on teacher talk and critical discourse analysis to describe and evaluate the stages of collaboration and the different levels of its effectiveness. The implications of this research for evaluating approaches to partnership and for setting realistic goals for professional development and institutional change will also be explored.
Persistent Identifierhttp://hdl.handle.net/10722/45447
ISSN
2015 Impact Factor: 1.338
2015 SCImago Journal Rankings: 1.144

 

DC FieldValueLanguage
dc.contributor.authorDavison, CMen_HK
dc.date.accessioned2007-10-30T06:25:50Z-
dc.date.available2007-10-30T06:25:50Z-
dc.date.issued2006en_HK
dc.identifier.citationInternational Journal of Bilingual Education and Bilingualism, 2006, v. 9 n. 4, p. 454-475en_HK
dc.identifier.issn1367-0050en_HK
dc.identifier.urihttp://hdl.handle.net/10722/45447-
dc.description.abstractPartnership and the integration of language and content teaching in English-medium schools have long been active areas of research and inquiry in applied linguistics and TESOL. However, most researchers have tended to focus on methods and techniques to use in the classroom or on the analysis of the linguistic demands of the content areas. Much less attention has been paid to researching the process of co-planning and co-teaching and to supporting the evolution of the partnership between ESL and content teachers. This paper draws on questionnaire and interview data collected as part of a school-based professional development initiative in an English-medium school in Asia that focused on developing more collaborative relationships between ESL and content/classroom teachers in a large culturally and linguistically diverse elementary school. The paper begins with an analysis of some of the underlying assumptions in current conceptualisations of effective collabora-tion between ESL and mainstream/content-area teachers, then presents an emerging framework that draws on teacher talk and critical discourse analysis to describe and evaluate the stages of collaboration and the different levels of its effectiveness. The implications of this research for evaluating approaches to partnership and for setting realistic goals for professional development and institutional change will also be explored.en_HK
dc.format.extent420607 bytes-
dc.format.extent2374 bytes-
dc.format.mimetypeapplication/pdf-
dc.format.mimetypetext/plain-
dc.languageengen_HK
dc.publisherMultilingual Matters Ltd. The Journal's web site is located at http://www.portlandpress.com/pcs/journals/journal.cfm?product=BEBen_HK
dc.relation.ispartofInternational Journal of Bilingual Education and Bilingualism-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subjectEnglish as second languageen_HK
dc.subjectMainstreamingen_HK
dc.subjectTeam teachingen_HK
dc.subjectCollaborationen_HK
dc.subjectDiscourseen_HK
dc.titleCollaboration Between ESL and Content Teachers: How Do We Know When We Are Doing It Right?en_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=1367-0050&volume=9&issue=4&spage=454&epage=475&date=2006&atitle=Collaboration+Between+ESL+and+Content+Teachers:+How+Do+We+Know+When+We+Are+Doing+It+Right?en_HK
dc.description.naturepublished_or_final_versionen_HK
dc.identifier.doi10.2167/beb339.0en_HK
dc.identifier.scopuseid_2-s2.0-33747109520-
dc.identifier.hkuros123859-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats