Abstract
This article reports the findings of a case study centered upon the implementation of a coteaching model in an elementary school with a mixed (EL and non-EL) population. In the co-teaching model examined, ESL teachers were embedded in the general education classroom, collaborated on instruction, and taught in cooperation with general education teachers. In addition to presenting the outcomes of the examined co-teaching model, the article outlines several key conditions for the successful application of this model to various teaching environments.
Recommended Citation
Pappamihiel, N. Eleni
(2012)
"Benefits and Challenges of Co-teaching English Learners in One Elementary School in Transition,"
TAPESTRY: Vol. 4:
Iss.
1, Article 2.
Available at:
https://stars.library.ucf.edu/tapestry/vol4/iss1/2
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Teacher Education and Professional Development Commons
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