Abstract
As educators utilize various forms of teacher collaboration to address the academic and linguistic development of multilingual learners classified as English learners, it is important to understand teachers’ collaborative roles and practices and their influence on the instruction that students receive. In this Research and Theory article, we draw upon our findings from a recent qualitative study of middle and high school co-teachers in the United States to provide a research-based reflective tool that educators can use to explore their own collaborative practices in providing content and language integrated instruction. Drawing upon notions of interdependence and preparation, we present a musical metaphor to describe co-teachers’ roles and practices and provide vignettes of three selected co-teaching pairs who demonstrate various aspects of this metaphor.
Recommended Citation
Bovee, J., Kibler, A. K., Sandstead, M., Castellón Palacios, M., & Howard, S. (2026). Are you Performing with a Band or Singing Karaoke? Rethinking Co-teaching Roles and Practices to Serve EL-classified Multilingual Learners. Journal of English Learner Education. (19)2.
Retrieved from https://stars.library.ucf.edu/jele/vol19/iss2/1
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Language and Literacy Education Commons, Teacher Education and Professional Development Commons
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