Andrea Honigsfeld - Böcker

Bridge the Digital Divide with Research-Informed Technology Models

Since the first edition of this bestselling resource many schools are still striving to close the digital divide and bridge the opportunity gap for historically marginalized students, including English learners. And the need for technology-infused lessons specifically aligned for English learners is even more critically needed.

Building from significant developments in education policy, research, and remote learning innovations, this newly revised edition offers unique ways to bridge the digital divide that disproportionally affects culturally and linguistically diverse learners. Designed to support equitable access to engaging and enriching digital-age education opportunities for English learners, this book includes

Research-informed and evidence-based technology integration models and instructional strategies Sample lesson ideas, including learning targets for activating students’ prior knowledge while promoting engagement and collaboration Tips for fostering collaborative practices with colleagues Vignettes from educators incorporating technology in creative ways Targeted questions to facilitate discussions about English language development methodology

Complete with supplementary tools and resources, this guide provides all of the methodology resources needed to bridge the digital divide and promote learning success for all students.

Teaching dual language learners? You’re not alone!

When implemented with commitment to collaboration, dual language programs work—and two teachers are better than one. Leveraging the power of teacher collaboration is the key to leading all your students to multilingual identity development and language, literacy, and academic success.

This practical book adapts a widely used, evidence-based collaboration and co-teaching framework specifically for educators in dual language contexts. Features include:

Special consideration to social justice and promoting critical consciousnessViable options for schools, districts, and state education agencies to effectively support and expand dual language educationSeven proven co-teaching models, newly applied to elementary and secondary dual language environmentsTemplates and tools for collaborative curriculum alignment and implementation of dual language instructionAuthentic examples of success from collaborative dual language teams around the US and beyond

More and more schools are implementing dual language programs to serve multilingual learners. This first-of-its-kind innovative resource helps collaborating educators work together to design, deliver, and assess engaging instruction for multilingualism and multiliteracies.

Your guide to culturally and linguistically sustaining practices in your dual language classroom and school.

It’s time to set the record straight: Multilingualism is a tremendous asset that must be nurtured and valued and the most effective pathway to multilingualism is dual language education. Despite significant evidence attesting to the cognitive, social/emotional, and economic benefits of multilingualism, the majority of our classrooms and schools are monolingual.

Encouragingly, recent shifts in state policies have increased the demand for dual language programming in our schools. This increased momentum brings new challenges, including the need for more bilingually authorized teachers, high-quality instructional resources, and accurate assessment and accountability in the target languages of instruction. With contributions from ten experts in multilingual education, Breaking Down the Monolingual Wall outlines the systemic and pedagogical approaches necessary for successful multilingual and dual language programs. The book supports educators to: 

Shift the paradigm from one that is subtractive and deficit-based to one that is additive and assets-basedEmbed culturally and linguistically sustaining practices in their instructionUnderstand how to promote multilingualism in the context of teaching academic contentDevelop assessments as, for, and of learning in multiple languages.Lead high-quality dual language schools and programsRecruit and retain highly qualified bilingual educators

Offering a comprehensive overview of bilingual policies and historical context all educators should understand, Breaking Down the Monolingual Wall is an invaluable guide to creating dual language learning environments that build on the precious assets of our multilingual students and families.

Create a rigorous learning environment with strategic and inclusive scaffolding practices

Today's classrooms are more linguistically diverse than ever, but many educators still feel underprepared to support multilingual learners in accessing grade-level academic content. Without intentional scaffolding, these students miss opportunities to thrive alongside their peers. Through nine scaffolded approaches—instructional, linguistic, multimodal, multisensory, graphic, digital, interactive/collaborative, social-emotional, and environmental—this resource offers content area teachers research-based, practical strategies to meet the linguistic, social-emotional, and academic needs of multilingual learners.

Key features of this book include

Detailed vignettes and authentic examples from classrooms to illustrate scaffolding in actionResearch-based strategies for integrating scaffolds into lessons across content areasSelf-assessment tools and reflection questions for personal and professional growthPractical templates to help educators tailor their scaffolding techniques to individual student needs

Scaffolding instruction is not just another teaching approach to learning—it is a critical non-negotiable for multilingual learners, providing a lifeline to language mastery, academic achievement, and a profound sense of belonging. Dove, Honigsfeld, and McDermott Goldman offer the guidance and inspiration educators need to cultivate equitable, engaging learning opportunities that truly help multilingual students to soar.

Collaborative assessment practices lead to strong partnerships

Join bestselling authors Margo Gottlieb and Andrea Honigsfeld on an engaging journey to showcase collaborative assessment within assets-driven instructional practices. Integrating instructional and assessment cycles, explore how multilingual learners can interact with each other and their teachers to form lasting partnerships. Using evidence-based, research-informed strategies, Gottlieb and Honigsfeld invite educators to form partnerships to fortify linguistically and culturally sustainable assessment within their classroom routines.

Throughout the learning journey, Collaborative Assessment for Multilingual Learners and Teachers offers:

Practical tips and adaptable templates to reinforce assessment during instructionVignettes that bring practical application of key concepts to lifeProtocols and tools for teachers and multilingual learners to engage in reflective conversations about their learningRecurring colorful icons that capture the travel theme and much more…

Collaborative assessment approaches AS, FOR, and OF learning encourage relationship building to foster multilingual learners’ academic, linguistic, cultural, and social-emotional development. This practical guide supports educators in implementing collaborative assessment and welcomes multilingual learners to be partners in the process.

Build collaborative leadership practices that transform outcomes for multilingual learners

The landscape of education is shifting, and multilingual learners now make up a growing portion of classrooms nationwide. Yet too many of these bright, capable students struggle to reach their potential because the adults around them aren't working together effectively. This updated guide shows exactly how to create the collaborative culture multilingual learners need to thrive.

Drawing from extensive research and real-world success stories, bestselling authors Andrea Honigsfeld and Maria Dove present a comprehensive roadmap for transforming your school's approach to supporting multilingual learners. This practical resource meets you where you are and guides you toward where you need to be. The authors understand that creating lasting change requires more than good intentions—it demands strategic leadership, shared vision, and sustained collaboration among all members of the learning community.

This essential guide provides:

A clear framework for collaborative leadership that moves beyond individual teacher efforts to create school-wide systems of supportResearch-based program models that integrate language development with academic content across all subject areasPractical tools and templates for coordinating services, developing shared curricula, and implementing effective assessment practicesProfessional learning strategies that build capacity among all staff members to work effectively with multilingual learnersReal voices from the field featuring authentic examples and reflections from successful educational leaders

The time for isolated approaches to multilingual learner education has passed. This guide empowers educational leaders to create collaborative, inclusive environments where multilingual learners don't just survive—they flourish alongside their peers while developing language and literacy skills.

Your English Language Learners are counting on you to collaborate effectively.

The Common Core State Standards have increased the pressure on English Language Learners. And with the EL population increasing every day, schools need proven systems for ensuring that the students of the future are able to thrive.

In practice, this is a challenge for educational leaders. The most promising solution is the collaborative approach pioneered by this book’s authors—America’s leading authorities on collaboration and co-teaching for EL achievement.

Honigsfeld and Dove’s resources for collaboration and co-teaching include

Templates for creating EL profiles that will enable you to address their unique  needs Prompts for Professional Learning activities (for teams or individuals) and further reading The latest research findings on best instructional practices that benefit ELs

This is your concise, comprehensive guide to creating a powerful collaborative program to benefit your ELs. Start implementing it today and watch the outcomes improve.  

“We have used Collaboration and Co-Teaching to strengthen the types of support that ELL Specialists offer classroom teachers. Having a systematic, collaborative process to create a school-wide success model for ELL students benefits everyone in education with the reward of student achievement. Our district is looking forward to using A Leader’s Guide as a way of strengthening our professional development and collaborative efforts towards quality instruction for English Learners.” —Heidi LaMare, Supervisor of Programs for ELL Students Bellevue School District, WA

"Collaboration and Co-Teaching for English Learners: A Leaders Guide is a critical addition to every new and experienced educational leader’s bookshelf. Schools that succeed with increasingly diverse populations are able to leverage every asset through collaborations and partnerships. This is a guidebook by trusted experts that will help any preK-12 program follow that path to success. —Karen N. Nemeth, Author/Consultant Language Castle LLC

 

New hope for our students who struggle most

Under the best of circumstances meeting the Common Core can be a challenge. But if you’re a teacher of academically or linguistically diverse students—and who isn’t these days—then that “challenge” may sometimes feel more like a “fantasy.” Finally, here are two expert educators who are brave enough, knowledgeable enough, and grounded enough to tackle this issue.

The grades 6-12 follow-up to Dove and Honigsfeld’s best-selling K-5 volume, this outstanding  resource is packed with all the advice, tools, and strategies you need to build struggling learners’ language skills in today’s Common Core climate. Armed with this book, you’ll

Better understand the 32 ELA anchor standards Learn more about the specific skills “uncommon learners” need to master them Discover new research-based teaching strategies aligned to each standard Maximize the effectiveness of collaboration and co-teaching

Read this book, implement its strategies, and see the benefits for yourself. It may be your best hope for making the standards achievable for all kinds of “uncommon learners”: ELLs, students with disabilities, speakers of nonstandard English, and other struggling students.

“Honigsfeld and Dove provide educators with research, insights, tools, and models for helping diverse students meet and exceed Common Core anchor literacy standards across disciplines. This book is a powerful guide for deepening classroom teaching practices and engaging in professional conversations that foster the enduring learning of content, language, and literacy.” --Jeff Zwiers, Researcher, Stanford University, CA

“Uncommon learners are more common in classrooms than you think. . . .Thankfully, Honigsfeld and Dove show us the way. They pave a path to high expectations that actually shows us how to get there. Filled with examples and ideas, this book will contribute in significant ways to the success that all learners have for decades to come.” --Douglas Fisher, Professor, San Diego State University, CA

The strategies you need to teach common standards to diverse learners

The elementary years are a critical opportunity to help students of all backgrounds meet the demands of the Common Core Standards. In this realistic, thorough book, Maria Dove and Andrea Honigsfeld show how to help every K-5 student, including English Learners, students with disabilities, speakers of nonstandard English, and other struggling learners, meet the Common Core Standards for English Language Arts (ELA).

Educators will find an adaptable approach that ensures all students develop lasting language skills. This resource

Familiarizes readers with each of the Common Core's 32 ELA anchor standards Outlines the specific skills that students need to master each standard Presents a wealth of flexible teaching strategies and instructional tools aligned to each anchor standard  Includes guidance on collaboration and co-teaching for student success

Common Core for the Not-So-Common Learner is the standards-based ELA resource that elementary teachers have been waiting for!

"Each anchor standard in all five domains is fully explained with practical, engaging activities that can add fun and learning to any classroom. Readers will feel supported and energized for the challenges ahead, with a toolkit for meeting the needs of all learners." —Elizabeth Gennosa, English/AIS Teacher Sagamore Middle School, Holtsville, NY

"Here's a resource that will make your teaching life easier and support those learners in your classroom who worry you the most." —Dolores Hennessy, Reading Specialist Hill and Plain School, New Milford, CT

Classroom management is often perceived as the most overwhelming challenge faced by new teachers; it may also continue to confront more experienced educators as they encounter a new group of youngsters or face a new set of demands. Successful classroom management is invariably tied to student engagement and empowerment: teachers who are singled out for excellent classroom management practices are often praised for successfully maintaining a strong instructional focus in their classes coupled with high levels of student motivation. The contributors offer classroom-tested strategies and timely advice on how to create such an effective and supportive instructional environment for academic and social-emotional learning for all.Similar to the previous four volumes, Breaking the Mold of School Instruction and Organization: Innovative and Successful Practices for the 21st Century (2010), Breaking the Mold of Preservice and Inservice Teacher Education (2011), and,Breaking the Mold of Education for Culturally and Linguistically Diverse Students (2012), and, Breaking the Mold of Education: Innovative and Successful Practices for Student Engagement, Empowerment, and Motivation (2013), the purpose of this book is to offer a carefully selected collection of documented best practices and practical, classroom-tested strategies for immediate implementation

Similar to the previous three volumes, Breaking the Mold of School Instruction and Organization: Innovative and Successful Practices for the 21st Century (Honigsfeld & Cohan, 2010), Breaking the Mold of Preservice and Inservice Teacher Education: Innovative and Successful Practices for the 21st Century (Cohan & Honigsfeld, 2011), and,Breaking the Mold of Education for Culturally and Linguistically Diverse Students: Innovative and Successful Practices for the 21st Century (Honigsfeld & Cohan, 2012), the purpose of this book is to offer a carefully selected collection of documented best practices for empowering students. The contributing authors represent diverse backgrounds, cultures, and experiences, yet their chapters recognize similarities among students so that the innovations can be transferred to other contexts. Each chapter represents practical, research-based success stories as well as authentic accomplishments which motivate and engage all students. The 20 chapters in this volume are organized into four sections: (a) making personal connections and engaging students in reflection; (b) engagement with literacy and language; (c) music, movement, arts, drama and other creative engagements; and (d) school culture, community, and student success. The compelling chapters shared in this volume—focused on innovation and transformation—will help thrust education and teacher action (rather than reaction) in a positive trajectory of change.

“Dove and Honigsfeld's new book arrives at the perfect time as an increasing number of schools move to a collaborative instructional model and are searching for guidance. The authors not only tell us how to effectively collaborate and co-teach to benefit English learners, they actually show us what each component of the collaborative instructional cycle looks and feels like, complemented by innovative video and web content.” —DIANE STAEHR FENNER, Coauthor of Unlocking ELs’ Potential and President of SupportEd

Because teacher collaboration isn’t an option, it’s a MUST! The proof is borne out by any assessment: our non-native speakers learn faster and achieve more when general ed teachers and EL specialists co-plan and co-deliver instruction in the very same classroom. That’s why you’ll want to put Co-Teaching for English Learners at the top of your reading list. Step by step, EL authorities Maria Dove and Andrea Honigsfeld walk you through the entire collaborative instruction cycle, along with seven potential classroom configurations from which to choose. Whether you’re new to co-teaching or just see room for improvement in your practice, this practical handbook delivers every technique and tool you need to make the most of your collaboration, including video footage of co-teaching in action. Inside you’ll find:  • In-depth profiles of the seven models, with detailed descriptions and analyses  • A review of advantages and challenges of each model’s implementation • Clear explanations of each teacher’s role along with self-assessment tools • Tried-and-true strategies for the entire instructional cycle: co-planning, co-instruction, co-assessment, and reflection • Real-life accounts from co-teaching veterans Long gone are the days when our ELs are taught in isolation—and rightfully so. Read Co-Teaching for English Learners, implement its strategies, and soon enough you, too, can set up a learning environment in which all students thrive. 

Looking for a silver bullet to accelerate EL achievement? There is none.  But this, we promise: when EL specialists and general ed teachers pool their expertise, your ELs’ language development and content mastery will improve exponentially. Just ask the tens of thousands of Collaboration and Co-Teaching users and now, a new generation of educators, thanks to this all-new second edition: Collaborating for English Learners. Why this new edition? Because more than a decade of implementation has generated for Andrea Honigsfeld and Maria Dove new insight into what exemplary teacher collaboration looks like, which essential frameworks must be established, and how integrated approaches to ELD services benefit all stakeholders. Essentially a roadmap to the many different ways we can all work together, this second edition of Collaborating for English Learners features:  All-new examples, case studies, illustrative video, and policy updates  In-depth coverage of the full range of strategies and configurations for determining the best model to adopt Templates, planning guides, and other practical tools to put collaboration into practice Guidelines, self-assessments, and questionnaires for evaluating the strategies’ effectiveness By this time, the big benefits of teacher collaboration are well documented. Where teachers and schools struggle still is determining the best way to do so, especially when working with our ELs. That’s where Andrea Honigsfeld, Maria Dove, and their second edition of Collaborating for English Learners will prove absolutely indispensable. After all, there are no two better authorities.

It was a dark and stormy night in Santa Barbara. January 19, 2017. The next day’s inauguration drumroll played on the evening news. Huddled around a table were nine Corwin authors and their publisher, who together have devoted their careers to equity in education. They couldn’t change the weather, they couldn’t heal a fractured country, but they did have the power to put their collective wisdom about EL education upon the page to ensure our multilingual learners reach their highest potential.

Proudly, we introduce you now to the fruit of that effort: Breaking Down the Wall: Essential Shifts for English Learners’ Success.

In this first-of-a-kind collaboration, teachers and leaders, whether in small towns or large urban centers, finally have both the research and the practical strategies to take those first steps toward excellence in educating our culturally and linguistically diverse children. It’s a book to be celebrated because it means we can throw away the dark glasses of deficit-based approaches and see children who come to school speaking a different home language for what they really are: learners with tremendous assets.

The authors’ contributions are arranged in nine chapters that become nine tenets for teachers and administrators to use as calls to actions in their own efforts to realize our English learners’ potential: 1.       From Deficit-Based to Asset-Based  2.       From Compliance to Excellence  3.       From Watering Down to Challenging  4.       From Isolation to Collaboration  5.       From Silence to Conversation  6.       From Language to Language, Literacy, and Content  7.       From Assessment of Learning to Assessment for and as Learning  8.       From Monolingualism to Multilingualism  9.       From Nobody Cares to Everyone/Every Community Cares   

Read this book; the chapters speak to one another, a melodic echo of expertise, classroom vignettes, and steps to take. To shift the status quo is neither fast nor easy, but there is a clear process, and it’s laid out here in Breaking Down the Wall. To distill it into a single line would go something like this: if we can assume mutual ownership, if we can connect instruction to all children’s personal, social, cultural, and linguistic identities, then all students will achieve.

 

 

 

Pool your collective wisdom in support of your English learners! English Learners (ELs) and multilingual learners (MLs) have double the work of their English-speaking peers as they are required to master language and content simultaneously. To support this dynamic academic and language development process, all teachers need to have an understanding of language acquisition and EL/ML-specific methodologies along with offering social-emotional support to ELs/MLs and work in tandem with each other.  Bestselling authors Andrea Honigsfeld and Maria G. Dove have returned with this new resource that complements and expands on their previous titles on co-teaching and collaboration by addressing collaborative planning in greater depth. Co-planning is positioned as the first step toward integrative language and content instruction as regular and purposeful collaboration ensures that Els/MLs have access to core content. Key features include:  • Practical, step-by-step guidance to starting and sustaining collaborative planning for integrated language, literacy, and social-emotional development  • An array of checklists, templates, and protocols for immediate implementation • Snapshots from the Field provide real-life examples of co-planning in action • Beautiful full-color design with original sketch notes to bring concepts to life • QR codes that link to author interviews elaborating on key ideas This substantial guide will assist novice and seasoned educators alike in their move away from isolated practices and help them engage in collaborative planning and professional dialogue about asset-based, best practices for ELs/MLs.

No single approach to teaching is effective with all children; each helps those with identified learning-style strengths to increase their knowledge base within the first three or four months of classroom use. Some learners will want to continue using a single method; others will prefer a variety of approaches. When the activities described herein are introduced to students whose learning styles they match, most will demonstrate strong abilities to learn and remember new and difficult content within the first four months of beginning_if not earlier. This book is written to prevent more children from becoming at risk and to help those who already have fallen behind their classmates and do not enjoy school. Each chapter describes different instructional strategies, a summary chart shows how to match at-risk learners with the specific approach most likely to substantially increase their academic achievement. These instructional approaches are designed to engage youngsters in action-oriented activities that gradually increase cognition and help children to internalize and retain what they are taught. Applications of these instructional strategies are suggested for increasing performance in literacy, mathematics, science, and social studies.

This one-of-a-kind collection of chapters takes the reader on a tour to explore innovative practices from classrooms, schools, districts, communities, and faraway places in the world. Each of the chapters-organized under six headings-tells an authentic, compelling story of a pioneering and successful initiative that breaks the traditional mold of instructional delivery and time-honored school organization. Breaking the Mold of School Instruction and Organization guides readers through examples of education initiatives which go beyond traditional classroom restraints to achieve surprising success.

This one-of-a-kind collection of chapters takes the reader on a tour to explore innovative practices from classrooms, schools, districts, communities, and faraway places in the world. Each of the chapters-organized under six headings-tells an authentic, compelling story of a pioneering and successful initiative that breaks the traditional mold of instructional delivery and time-honored school organization. Breaking the Mold of School Instruction and Organization guides readers through examples of education initiatives which go beyond traditional classroom restraints to achieve surprising success.

This unique collection of chapters takes the reader on a tour to explore innovative preservice and inservice teacher education practices from many regions of the United States, Canada and the world. Each of the chapters offers an authentic, documentary account of successful initiatives that break the traditional mold of teacher education.Section I presents unique preservice teacher preparation programs and initiatives. These chapters offer compelling ideas to readers who seek change in the higher education model of teacher training. Section II features inservice education for both the novice and veteran teacher. The chapters included in this section of the book offer stories of innovation as professional development initiatives. Each of the programs describes the setting or context in which the innovation takes place and focuses on the role of teachers and students. Chapters in Section III highlight the benefits of collaborative teacher education practices. Through the lens of community and with the tools of cooperation and support, innovative practices are described for the improvement of student learning.Section IV offers less commonly presented diverse, global perspectives on teacher education. The sharing of ideas through global examples highlight the similarities in educational practices and common goals across the world.

This unique collection of chapters takes the reader on a tour to explore innovative preservice and inservice teacher education practices from many regions of the United States, Canada and the world. Each of the chapters offers an authentic, documentary account of successful initiatives that break the traditional mold of teacher education.Section I presents unique preservice teacher preparation programs and initiatives. These chapters offer compelling ideas to readers who seek change in the higher education model of teacher training. Section II features inservice education for both the novice and veteran teacher. The chapters included in this section of the book offer stories of innovation as professional development initiatives. Each of the programs describes the setting or context in which the innovation takes place and focuses on the role of teachers and students. Chapters in Section III highlight the benefits of collaborative teacher education practices. Through the lens of community and with the tools of cooperation and support, innovative practices are described for the improvement of student learning.Section IV offers less commonly presented diverse, global perspectives on teacher education. The sharing of ideas through global examples highlight the similarities in educational practices and common goals across the world.

As editors of Breaking the Mold of School Instruction and Organization: Innovative and Successful Practices for the 21st Century (2010) and Breaking the Mold of Preservice and Inservice Teacher Education: Innovative and Successful Practices for the 21st Century (2011), we have explored innovative practices, many of which represent issues of diversity from multiple perspectives and schools of thought. As we have considered relevant factors, problems, and circumstances that influence effective education, we most readily recognize that within the twenty-first century, issues of diversity have become even more profound.This book, the third in the Breaking the Mold series, was conceptualized with the hope that by sharing compelling stories of successful innovation, advocacy, and social justice, more children and their families will be affected in positive ways. The narratives presented in this volume are rooted in classrooms, districts, communities, teacher preparation programs from around the United States and many corners of the world. The unique initiatives portrayed here represent collaborative efforts by students, teachers, administrators, professors, parents, boards of education, and global citizens who believe in change and transformation for the betterment of education.

As editors of Breaking the Mold of School Instruction and Organization: Innovative and Successful Practices for the 21st Century (2010) and Breaking the Mold of Preservice and Inservice Teacher Education: Innovative and Successful Practices for the 21st Century (2011), we have explored innovative practices, many of which represent issues of diversity from multiple perspectives and schools of thought. As we have considered relevant factors, problems, and circumstances that influence effective education, we most readily recognize that within the twenty-first century, issues of diversity have become even more profound.This book, the third in the Breaking the Mold series, was conceptualized with the hope that by sharing compelling stories of successful innovation, advocacy, and social justice, more children and their families will be affected in positive ways. The narratives presented in this volume are rooted in classrooms, districts, communities, teacher preparation programs from around the United States and many corners of the world. The unique initiatives portrayed here represent collaborative efforts by students, teachers, administrators, professors, parents, boards of education, and global citizens who believe in change and transformation for the betterment of education.

Much has been written about the cognitive and academic language needs of those learning English as a new language (be it a second language in the United States or other English-speaking countries or as a foreign language in all other parts of the world). Many guidebooks and professional development materials have been produced on teacher collaboration and co-teaching for special education, inclusive classrooms. Similarly, much has been published about effective strategies teachers can use to offer more culturally and linguistically responsive instruction to their language learners. However, only a few resources are available to help general education teachers and ESL (English-as-a-second-language) specialists, or two English-as-aforeign-language (EFL) teachers (such as native and nonnative English speaking) teachers to collaborate effectively.With this volume, our goal is to offer an accessible resource, long-awaited by educators whose individual instructional practice and/or institutional paradigm shifted to a more collaborative approach to language education. Through this collection of chapters, we closely examine ESL/EFL co-teaching and other collaborative practices by (a) exploring the rationale for teacher collaboration to support ESL/EFL instruction, (b) presenting current, classroom-based, practitioner-oriented research studies and documentary accounts related to co-teaching, co-planning, co-assessing, curriculum alignment, teacher professional development, and additional collaborative practices, and (c) offering authentic teacher reflections and recommendations on collaboration and co-teaching. These three major themes are woven together throughout the entire volume, designed as a reference to both novice and experienced teachers in their endeavors to provide effective integrated, collaborative instruction for EFL or ESL learners. We also intend to help preservice and inservice ESL/EFL teachers, teacher educators, professional developers, ESL/EFL program directors, and administrators to find answers to critical questions.

Much has been written about the cognitive and academic language needs of those learning English as a new language (be it a second language in the United States or other English-speaking countries or as a foreign language in all other parts of the world). Many guidebooks and professional development materials have been produced on teacher collaboration and co-teaching for special education, inclusive classrooms. Similarly, much has been published about effective strategies teachers can use to offer more culturally and linguistically responsive instruction to their language learners. However, only a few resources are available to help general education teachers and ESL (English-as-a-second-language) specialists, or two English-as-aforeign-language (EFL) teachers (such as native and nonnative English speaking) teachers to collaborate effectively.With this volume, our goal is to offer an accessible resource, long-awaited by educators whose individual instructional practice and/or institutional paradigm shifted to a more collaborative approach to language education. Through this collection of chapters, we closely examine ESL/EFL co-teaching and other collaborative practices by (a) exploring the rationale for teacher collaboration to support ESL/EFL instruction, (b) presenting current, classroom-based, practitioner-oriented research studies and documentary accounts related to co-teaching, co-planning, co-assessing, curriculum alignment, teacher professional development, and additional collaborative practices, and (c) offering authentic teacher reflections and recommendations on collaboration and co-teaching. These three major themes are woven together throughout the entire volume, designed as a reference to both novice and experienced teachers in their endeavors to provide effective integrated, collaborative instruction for EFL or ESL learners. We also intend to help preservice and inservice ESL/EFL teachers, teacher educators, professional developers, ESL/EFL program directors, and administrators to find answers to critical questions.

This edited volume examines co-teaching and integrated service delivery for English learners (ELs). Through research and documentary accounts, it explores the collaborative instructional cycle—co-planning, co-instruction, co-assessment, and reflection practices—of co-taught programs for ELs. This volume presents current, classroom-based, practitioner-oriented research related to all aspects of co-taught programs for ELs and offers authentic evidence and practical recommendations that yield positive outcomes for this student population.