A National Survey of Collaborative Practices for Secondary Multilingual Learners Designated as English Learners

IF 3 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Tesol Quarterly Pub Date : 2023-12-28 DOI:10.1002/tesq.3295

Amanda K. Kibler, Virginia Lesser, Martha Castellón Palacios, Martha Sandstead, Sara Wiger, Karrie S. Woodruff, Jaclyn B. Bovee

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引用次数: 0

Abstract

Collaborative teaching models serving secondary multilingual learners designated as English Learners (ELs) have become increasingly prominent but remain understudied. This study draws upon an ecological framework and uses quantitative and qualitative survey findings from a national sample of school districts in the United States to investigate the prevalence and use of collaborative practices. The study examines variations in how collaborative models are structured and implemented, as well as how they vary by district characteristics. Findings suggest that collaborative practices are present in many types of districts but are typically more common in larger, urban districts with higher percentages of EL-designated students. Collaborative practices are more prevalent at middle school (grades 6–8) than high school (grades 9–12) levels but tend to occur across multiple key content areas. In relation to coteaching in particular, findings align with previous research on inequitable status and teaching responsibilities faced by some ESL teachers. District supports for collaboration vary, with professional development more prominent than teacher release time for collaborative planning. Overall, findings indicate that district resources and instructional capacity play important roles in the implementation of collaborative practices, and organizational capacity may influence the status of ESL teachers in these models.

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针对被指定为英语学习者的中学多语种学习者的合作实践全国调查

为被指定为英语学习者（ELs）的中学多语种学习者服务的合作教学模式已变得日益突出，但仍未得到充分研究。本研究借鉴生态学框架，利用美国全国学区样本的定量和定性调查结果，调查协作实践的普遍性和使用情况。本研究探讨了合作模式的结构和实施方式的变化，以及不同学区的特点。研究结果表明，合作实践在许多类型的学区都存在，但通常在较大的城市学区更为普遍，这些学区的指定英语语言学生比例较高。合作实践在初中（6-8 年级）比高中（9-12 年级）更普遍，但往往发生在多个关键内容领域。特别是在同课异构方面，研究结果与以往关于一些 ESL 教师所面临的地位和教学责任不平等的研究结果相一致。学区对合作的支持各不相同，专业发展比教师合作规划的脱产时间更为突出。总之，研究结果表明，地区资源和教学能力在合作实践的实施中发挥着重要作用，组织能力可能会影响 ESL 教师在这些模式中的地位。

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来源期刊

Tesol Quarterly Multiple-

CiteScore

6.40

自引率

6.20%

发文量

期刊介绍： TESOL Quarterly, a professional, refereed journal, was first published in 1967. The Quarterly encourages submission of previously unpublished articles on topics of signiﬁcance to individuals concerned with English language teaching and learning and standard English as a second dialect. As a publication that represents a variety of cross-disciplinary interests, both theoretical and practical, the Quarterly invites manuscripts on a wide range of topics, especially in the following areas: -psychology and sociology of language learning and teaching -issues in research and research methodology -testing and evaluation -professional preparation -curriculum design and development -instructional methods, materials, and techniques -language planning -professional standards Because the Quarterly is committed to publishing manuscripts that contribute to bridging theory and practice in our profession, it particularly welcomes submissions that address the implications and applications of research in, for example, -anthropology -applied and theoretical linguistics -communication education -English education, including reading and writing theory -psycholinguistics -psychology -ﬁrst and second language acquisition -sociolinguistics The Quarterly prefers that all submissions be written in a style that is accessible to a broad readership, including those individuals who may not be familiar with the subject matter. TESOL Quarterly is an international journal. It welcomes submissions from English language contexts around the world.