ORCID
https://orcid.org/0009-0002-4609-0649
Date of Award
2025
Document Type
Dissertation
Degree Name
Education (Ph.D)
Department
Education Specialties
First Advisor
Michael Sampson
Second Advisor
Jordan Gonzalez
Abstract
As the schools in New York State increase in terms of the number of English as a New Language (ENL) co-taught classes in proportion to the number of English Language Learners (ELLs) enrolled, there is a greater need to understand the dynamics between co-teachers to identify best strategies to support this growing population of sensitive learners. In most schools, English language learners (ELLs), a subgroup of Multilingual Learners, are placed in an English language arts (ELA) class that is taught by a content area teacher along with an ENL teacher. The expectation is that the two teachers will work together to support language acquisition by building language and content skills simultaneously. In this qualitative study, I aimed to better understand the experiences of both teachers in a co-teaching setting through interviews and identify strengths and areas of growth that can be used to create a more successful co-teaching environment. I interviewed ELA content area teachers and ENL teachers to determine the challenges associated with co-teaching from their perspectives and experiences. The interviews showcased the need for more teacher planning time and preparation programs to help teachers build a collaborative relationship. The study builds upon the need for more consistency in terms of ENL co-teaching, either maintaining co-teaching pairs or keeping ENL teachers within the same content area.
Recommended Citation
Efkarpides, Helen, "CO-TEACHING IN A SECONDARY ENL SETTING" (2025). Theses and Dissertations. 970.
https://scholar.stjohns.edu/theses_dissertations/970