Date of Award


Document Type

Dissertation - NSU Access Only

Degree Name

Doctor of Education


Center for the Advancement of Education


Dr. William W. Anderson


Elementary Education, Kindergarten, Teaching English as a Second Language (ESOL), Teacher Collaboration, Whole Language, Integrated Teaching Strategies.


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.

Files over 10MB may be slow to open. For best results, right-click and select "Save as..."

To access this thesis/dissertation you must have a valid OR email address and create an account for NSUWorks.

Free My Thesis

If you are the author of this work and would like to grant permission to make it openly accessible to all, please click the Free My Thesis button.

Included in

Education Commons