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Supporting Struggling ELLs Using Collaboration

Collaboration between ESL (English as a Second Language) and general education teachers is the answer to increasingly supporting struggling elementary ELLs (English Language Learners) in fast-paced classrooms ‘today.

Teachers are realizing that accelerating the curriculum isn’t the answer to supporting struggling ELLs, but finding more affordable and user-friendly ways to collaborate. The next logical step is for general education teachers to work strategically with ESL teachers. To further complicate the issue, many school districts do not provide teachers with specific guidelines on how to collaborate, which is what is lacking in many collaborative contexts in US schools today.

Use of collaboration

Struggling ELLs are those students who have yet to achieve reading proficiency alongside their native English-speaking peers in a general education classroom. This makes teacher collaboration even more urgent so that teachers can support ELLs to catch up with their native English speaking peers.

Many general education teachers realize that their struggling ELLs need more than just reading support. Discussing these critical needs can help teachers learn more about how the other teacher provides more decoding and fluency activities to support the early reading skills that ELLs need.

Steps to build a collaborative plan

Teachers must define these students in both general education contexts and ESL learning groups. Can they read and understand the meaning of the words they read? Still stuck with technical reading? Knowing their students’ speaking abilities helps teachers identify the necessary knowledge they need to target English speaking proficiency goals and implement instruction in both ESL and general education contexts.

Next step: ESL and general education teachers differentiate instruction

Once teachers are able to conduct a thorough pre-assessment of their ELLs, they can differentiate instruction based on various groupings that support the oral language skills that ELLs will need to practice and understand words and texts at a level of deeper understanding. In ESO and general education collaborative groups, teachers can decide criteria based on critical areas of instruction.

Collaboration helps create supportive and structured learning environments

Collaboration creates a supportive environment that is only successful when built gradually. When teachers collaborate frequently, they can maximize their collaborative relationships by providing strategies to meet all levels of struggling ELLs in both ESL and general education groups.

Collaborative teaching between ELS and general education teachers is an important tool for supporting struggling ELLs. Hopefully, over time, more and more teachers will learn how to optimize collaboration to support their struggling ELLs.

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