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Articles

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

Pages 454-475 | Published online: 22 Dec 2008

Keep up to date with the latest research on this topic with citation updates for this article.

Read on this site (29)

Xiaochen Rui, Xiaochu Li, Yuxia Li & Yuen Yi Lo. (2022) Examining the effects of teacher collaboration on student learning in a CLIL classroom. International Journal of Bilingual Education and Bilingualism 0:0, pages 1-17.
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Stephanie C. Sanders-Smith & Liv T. Dávila. (2021) ‘It has to be in a natural way’: a critical exploration of co-teaching relationships in trilingual preschool classrooms in Hong Kong. Journal of Multilingual and Multicultural Development 0:0, pages 1-15.
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Clara V. Bauler & Emily J. S. Kang. (2020) Elementary ESOL and content teachers’ resilient co-teaching practices: a long-term analysis. International Multilingual Research Journal 14:4, pages 338-354.
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Sandra Zappa-Hollman. (2018) Collaborations between language and content university instructors: factors and indicators of positive partnerships. International Journal of Bilingual Education and Bilingualism 21:5, pages 591-606.
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Liz Dale, Ron Oostdam & Marjolijn Verspoor. (2018) Searching for identity and focus: towards an analytical framework for language teachers in bilingual education. International Journal of Bilingual Education and Bilingualism 21:3, pages 366-383.
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Sandra I. Musanti. (2017) Challenging Inquiry and Building Community: Analyzing ESL and Bilingual Teachers’ Narratives. Action in Teacher Education 39:3, pages 292-306.
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Patrick Leung. (2017) Focus on content-based language teaching. International Journal of Bilingual Education and Bilingualism 20:5, pages 604-606.
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Megan Madigan Peercy, Melinda Martin-Beltrán, Bedrettin Yazan & Megan DeStefano. (2017) “Jump in Any Time”: How Teacher Struggle with Curricular Reform Generates Opportunities for Teacher Learning. Action in Teacher Education 39:2, pages 203-217.
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Liv T. Dávila, Lan Q. Kolano & Heather Coffey. (2017) Negotiating Co-Teaching Identities in Multilingual High School Classrooms. NABE Journal of Research and Practice 8:1, pages 28-43.
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Sungmin Im & Sonya N. Martin. (2015) Using cogenerative dialogues to improve coteaching for language learner (LL) students in an inclusion science classroom. Asia-Pacific Journal of Teacher Education 43:4, pages 355-369.
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Yuen Yi Lo. (2015) A glimpse into the effectiveness of L2-content cross-curricular collaboration in content-based instruction programmes. International Journal of Bilingual Education and Bilingualism 18:4, pages 443-462.
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Víctor Pavón Vázquez, Javier Ávila López, Arturo Gallego Segador & Roberto Espejo Mohedano. (2015) Strategic and organisational considerations in planning content and language integrated learning: a study on the coordination between content and language teachers. International Journal of Bilingual Education and Bilingualism 18:4, pages 409-425.
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Melinda Martin-Beltran & Megan Madigan Peercy. (2014) Collaboration to teach English language learners: opportunities for shared teacher learning. Teachers and Teaching 20:6, pages 721-737.
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Cheri Chan & Matthew Clarke. (2014) The politics of collaboration: discourse, identities, and power in a school–university partnership in Hong Kong. Asia-Pacific Journal of Teacher Education 42:3, pages 291-304.
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Megan Madigan Peercy & Melinda Martin-Beltran. (2012) Envisioning collaboration: including ESOL students and teachers in the mainstream classroom. International Journal of Inclusive Education 16:7, pages 657-673.
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Maria Coady, Candace Harper & Ester de Jong$suffix/text()$suffix/text(). (2011) From Preservice to Practice: Mainstream Elementary Teacher Beliefs of Preparation and Efficacy with English Language Learners in the State of Florida. Bilingual Research Journal 34:2, pages 223-239.
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Carla Chamberlin‐Quinlisk. (2010) Cooperative learning as method and model in second‐language teacher education. Intercultural Education 21:3, pages 243-255.
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KarenL. Newman, Keiko Samimy & Kathleen Romstedt. (2010) Developing a Training Program for Secondary Teachers of English Language Learners in Ohio. Theory Into Practice 49:2, pages 152-161.
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CandaceA. Harper & EsterJ. de Jong. (2009) English language teacher expertise: the elephant in the room. Language and Education 23:2, pages 137-151.
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Cecilia Silva, Molly Weinburgh, Kathy Horak Smith, Guadalupe Barreto & Joan Gabel. (2008) Partnering to Develop Academic Language for English Language Learners through Mathematics and Science. Childhood Education 85:2, pages 107-112.
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