Date of Award
1-1-1991
Document Type
Dissertation - NSU Access Only
Degree Name
Doctor of Education
Department
Center for the Advancement of Education
Advisor
Dr. William W. Anderson
Keywords
Elementary Education, Kindergarten, Teaching English as a Second Language (ESOL), Teacher Collaboration, Whole Language, Integrated Teaching Strategies.
Abstract
This practicum was designed to organize collaborative efforts among primary, ESOL, and bilingual teachers. Limited English proficient children were receiving instruction isolated from mainstream class instruction. There was no cohesiveness between the plans of mainstream teachers and ESOL/ bilingual teachers. The students were at an academic disadvantage when mainstreamed because they were not familiar with the same materials as mainstream students. The writer and mainstream primary teachers held planning meetings to develop a cohesive curricular plan whereby language arts and content area studies would be integrated. Bilingual instruction was coordinated with ESOL plans that were, in turn, reflective of mainstream class instruction. Pretest and posttest surveys were used to determine teacher feedback. Student progress was determined by writer-adapted assessment: instruments and by individual student portfolios. The writer determined that collaboration among teachers had been a successful and positive experience. Planning, sharing, and brainstorming had not only been helpful but had created a cooperative team effort ultimately benefitting the students.