Collaborating for English Learners

Andrea Honigsfeld, EdD, is professor in the School of Education at Molloy College, Rockville Centre, New York. Before entering the field of teacher education, she was an English-as-a-foreign-language teacher in Hungary (Grades 5–8 and adult) and an English-as-a-second-language teacher in New York City (Grades K–3 and adult). She also taught Hungarian at New York University. She was the recipient of a doctoral fellowship at St. John’s University, New York, where she conducted research on individualized instruction. She has published extensively on working with multilingual learners and teacher collaboration. She received a Fulbright Award to lecture in Iceland in the fall of 2002. In the past 22 years, she has been presenting at conferences across the United States, China, Denmark, Japan, the Philippines, Sweden, Thailand, the United Kingdom, and the United Arab Emirates.She coauthored Differentiated Instruction for At-Risk Students (2009) and coedited the five-volume Breaking the Mold of Education series (2010–2013), published by Rowman and Littlefield. She is also the coauthor of Core Instructional Routines: Go-To Structures for Effective Literacy Teaching, K–5 and 6–12 (2014), Growing Language and Literacy (K-8 and 6-12, 2019, 2024 respectively) published by Heinemann. With Maria G. Dove, she coedited Coteaching and Other Collaborative Practices in the EFL/ESL Classroom: Rationale, Research, Reflections, and Recommendations (2012), Co-Teaching for English Learners: Evidence-Based Practices and Research-Informed Outcomes (2020), Portraits of Collaboration: Educators Working Together to Support Multilingual Learners (2022), and coauthored Collaboration and Co-Teaching: Strategies for English Learners (2010), Common Core for the Not-So-Common Learner, Grades K–5: English Language Arts Strategies (2013), Common Core for the Not-So-Common Learner, Grades 6–12: English Language Arts Strategies (2013), Beyond Core Expectations: A Schoolwide Framework for Serving the Not-So-Common Learner (2014), Collaboration and Co-Teaching: A Leader’s Guide (2015), Co-Teaching for English Learners: A Guide to Collaborative Planning, Instruction, Assessment, and Reflection (2018), Collaborating for English Learners: A Foundational Guide to Integrated Practices (2019), and Co-Planning: 5 Essential Practices to Integrate Curriculum and Instruction for English Learners (2022). She is a contributing author of Breaking Down the Wall: Essential Shifts for English Learner Success (2020), From Equity Insights to Action (2022), Digital-Age Teaching for English Learners (2022), Collaboration and Co-Teaching for Dual Language Learners: Transforming Programs for Multilingualism and Equity (2023), Breaking Down the Monolingual Wall: Essential Shifts for Multilingual Learners’ Success (2024), Collaboration for Multilingual Learners With Exceptionalities: We Share the Students (2024), Collaborative Assessment for Multilingual Learners and Teachers: Pathways to Partnerships (2025), and  Nine Dimensions of Scaffolding for Multilingual Learners (2026). Ten of her Corwin books are bestsellers.Maria G. Dove, EdD, is professor in the School of Education and Human Services at Molloy University, Rockville Centre, New York. She teaches preservice and inservice teachers about the research and best practices for implementing effective instruction for English learners, and she supports doctoral students in the EdD program in Educational Leadership for Diverse Learning Communities.  Before entering the field of higher education, she worked for over thirty years as an English-as-a-second-language teacher in public school settings (Grades K–12) and in adult English language programs in the greater New York City area. She frequently provides professional development for educators throughout the United States on the teaching of multilingual learners. She also serves as a mentor for new ESOL teachers as well as an instructional coach for general-education teachers and literacy specialists. With Andrea Honigsfeld, she has coauthored multiple best-selling Corwin books, including Collaboration and Co-Teaching: Strategies for English Learners (2010), Common Core for the Not-So-Common Learner, Grades K–5: English Language Arts Strategies (2013), and Common Core for the Not-So-Common Learner, Grades 6–12: English Language Arts Strategies (2013), Collaboration and Co-Teaching: A Leader’s Guide (2015), Co-Teaching for English Learners: A Guide to Collaborative Planning, Instruction, Assessment, and Reflection (2018). Along with other Corwin top-named authors, she coauthored Breaking Down the Wall: Essential Shifts for English Learner Success (2020). In addition, she coedited, Coteaching and Other Collaborative Practices in the EFL/ESL Classroom: Rationale, Research, Reflections, and Recommendations (2012) and Co-Teaching for English Learners: Evidence-Based Practices and Research-Informed Outcomes (2020) published by Information Age. With Audrey Cohan and Andrea Honigsfeld, she coauthored Beyond Core Expectations: A Schoolwide Framework for Serving the Not-So-Common Learner (2014) published by Corwin and Team Up, Speak Up, Fire Up: Educators, Students, and the Community Working Together to Support English Learners (2020) published by ASCD.

• PrefaceAcknowledgmentsAbout the Authors1. What Is This Book About?OverviewWhat Guided Us When We Wrote This Book?The PurposeStructure and Organization of the BookThe English Learner PopulationCollaborationProgram Models Serving English LearnersWhat Can We Learn From the History and Research on Collaborative Practices?Teacher Collaboration in Today’s Schools 17SummaryDiscussion QuestionsKey Online Resources2. Why Is Collaboration Needed?OverviewUnderstanding English LearnersChallenges School Administrators FaceWhy Collaboration Is the Answer to the Challenges Teachers and Administrators FaceWhy Co-Teaching Is a Possible Answer to Challenges Teachers and Administrators FaceAdministrators’ Role: Creating a School Community to Support Effective Instruction for ELsSummaryDiscussion QuestionsKey Online Resources3. Who Does Teacher Collaboration and Co-Teaching for ELs Concern?OverviewAll StakeholdersAdministrators’ Role: Developing and Sustaining a Collaborative School CultureSummaryDiscussion QuestionsKey Online Resources4. What Are the Essential Components of an Integrated, Collaborative Service Delivery for ELs?OverviewInformal Collaborative PracticesFormal Collaborative PracticesAdministrators’ Role: Creating Collaborative Opportunities and Supporting Collaborative EffortsWhat Administrators Need to ConsiderSummaryDiscussion QuestionsKey Online Resources5. How Do Teachers Plan, Instruct, Assess, and Reflect Collaboratively?OverviewMaking a Case for Collaborative EffortsLaunching the Collaboration Team: Top Down or Bottom Up?Collaborative Teams in ActionA Framework for Effective Collaborative InstructionTechnology and CollaborationCo-Teaching for Powerful InstructionCollaborative Student AssessmentAdministrators’ Role: Effective Management of ResourcesSummaryDiscussion QuestionsKey Online Resources6. When Do Teachers Collaborate and Co-Teach?OverviewTime and Structure for TeamworkSetting a Purpose for CollaborationTwo Observations of Ongoing CollaborationA Remedy for Time Limitations: Conversation ProtocolsWhen Do Collaborative Teams Meet?Expectations for Teacher CollaborationTime frames for Co-teachingAdministrators’ Role: Scheduling and Supporting Collaborative and Co-Teaching PracticesSummaryDiscussion QuestionsKey Online Resources7. Where Do Teachers Collaborate and Co-Teach?OverviewReexamining the Importance of Positive School CultureSpaces and Places for Teacher CollaborationCollaboration Inside the ClassroomClassroom Design for Co-Taught LessonsThe Impact of Classroom DesignAdministrators’ Role: School Organization and LogisticsSummaryDiscussion QuestionsKey Online Resources8. What Next? Reviewing and Evaluating Integrated, Collaborative Service Delivery for ELsOverviewReflective PracticesSelf-Assessment ToolsOngoing (Formative) Collaborative Program AssessmentProgram EvaluationAdministrators’ Role: Leading Effective Assessment PracticesSummaryDiscussion QuestionsKey Online Resources9. Portraits of CollaborationOverviewDistrictwide Case StudyElementary School Case Study #1Elementary School Case Study #2Middle School Case Study #1Middle School Case Study #2High School Case Study #1High School Case Study #2SummaryDiscussion QuestionsReferencesName IndexSubject Index

One of the biggest dilemmas that every educator experiences is how to teach all of our students- especially when so many come from cultural and linguistic experiences that are distinct from our own.  Honigsfeld and Dove bring to light the positive possibilities of working together.  This new edition of their foundational book provides a refreshing look at collaboration.  Backed by new research-based evidence, voices from the field, and their superb writing, they demonstrate how co-teaching and collaboration makes it possible for English learners to be successful in school and their lives.  Whether you are new to the profession or a seasoned veteran, it’s filled with powerful ideas, strategies and protocols that you can be put to use immediately.