ESL and Mainstream Collaboration: a practical how-to

Collaboration between ESL and mainstream educators is key when working with English language learners. But it is not always an easy task.

Some time ago I wrote a post, which was geared more towards mainstream teachers, who have English learners in their classrooms.

In this article, I will dive into the collaboration between mainstream and ESL teachers. And I will do so from a practical and actionable point of view.

I receive tons of questions about how to ensure that our students don’t fall through the cracks, so to speak. And it is a legitimate question: how do you work with your colleagues and who is responsible for what?

I travel between multiple schools each day (3 or 4 depending on the day) and naturally, I cannot be there as much as I would like to. This year especially I feel the need to create a system that would work for both my colleagues and me, so I have come up with a few ideas that I have already started implementing and some that I intend to work on later in the year.

Create a simple but powerful spreadsheet

At the beginning of the school year (and sometimes mid-year if the number of my students changes), I usually sit down and make a roster of students in each school. I create a spreadsheet in Google docs (because they are the best, in my opinion!:), which includes the following information:

• student name and grade

• home language

• test scores (Screener and/or ACCESS)

• how often an ESL teacher works with them
• comments

Once the document is complete, I share it with the administrators, teachers who work with my ESL students, reading specialists and other staff members that may need this information. Here is a quick screenshot of what it could look like.

Have a common teaching plan

I go to an NNETESOL (Northern New England) conference, which is held every fall, almost every year. It is always a wonderful experience with fantastic workshops to learn from.

During one workshop, in particular, a presenter shared an idea of a lesson plan that can be created between the ESL teacher and the ESL student’s classroom teacher(s). It highlights the important information that all teachers need to know – a student’s language background, grade, ACCESS/Screener scores, student strengths, and interests.

The second part of the teaching plan outlines the goals for the student, the time period over which they will be achieved and who will do what.

You may break it down into content goals, which could be the responsibility of a classroom teacher; and language goals, which could be the responsibility of the ESL teacher. Simple. Yet, effective.

Talk to each other. Like, really talk. And often.

A conference sounds like a longer event but it does not really have to be. Depending on the situation (and on the school), I am constantly in touch with my students’ teachers via email or a simple pop in their classroom for a chat during a break. There are times that we need to have longer meetings to go over the plan of action or to clarify questions about how to best deliver content to an English learner.

In one school, this year we started quarterly meetings during which everyone shares their concerns, wins, and strategies for the students, including English learners.

At the high school, I meet with the teachers of my beginner English learner every two-three weeks to go over the goals for the upcoming unit and what we all can do to ensure that the student learns both the content and the language that goes along with it.

The point of the matter is to be in touch. We tend to be isolated, and ESL is still like an island, which is not understood, misunderstood and mystified, especially in districts where the population of ESL students does not warrant having multiple classes. That’s why keeping each other informed is key.

To recap, here are some things you can start right away:

• a weekly email with a tip or strategy for teaching ESL students for the coming week

• a common planning time

• a 15-minute meeting with the students’ team or individual teachers

• classroom observation with a follow-up plan of action
• co-teaching a lesson – no matter how short or how long. Tap into your strengths as an ESL teacher and find a friendly classroom teacher. It may be a bit out of your comfort zone, but it is effective and eye-opening for both of you.

Educate

You have the knowledge. You have the experience. You believe in yourself (I know you do!). Why not share all this with your colleagues? Over the years, I have learned two things: a) a lot of general education teachers still lack knowledge about how to help ESL students, even though the numbers of those learning English are rising; and b) they are not sure where to seek information.

That’s why part of an ESL teacher’s job is to be out there. To reach out. To make sure everyone knows who you are and what you can do for them. Quite often, we, the ESL teachers, are the only ones that see our students’ struggles up close. We also are the ones who know what works and doesn’t work with a particular age group or a particular student.

Sharing our knowledge is a great gift and if you have an opportunity, I strongly recommend doing so.

How and where?

• prepare a presentation that you can deliver during a staff meeting

• offer a workshop – either after school or during a workshop day
• create short videos with targeted tips (no longer than 10 minutes, preferably 5) and email them to your colleagues .

Be Open

Teaching English learners requires a certain degree of open-mindedness.

There are so many assumptions regarding where our students are from, why they came to the United States, that the first language impedes learning English and many more.

It is important to remember that we do the best we can with what we have.

ESL students are not only the ESL teacher’s students. They are everyone’s – the classroom teachers’, the music, gym, computer lab, library, etc. teachers’, the entire school’s – students.

And sometimes what needs to change is the mindset. Teachers are humans just like anybody else and we bring our own personality and beliefs into the classroom.

Therefore, working through limiting attitudes and assumptions that prevent successful collaboration is essential.

Finally, here is a video of a Q and A session about teacher collaboration and student motivation in our Facebook group. Click the video below and check out the answers to the most commonly asked questions about this topic!

For more information here is another article that talks about collaboration.

How do you collaborate with your colleagues?

What are the challenges you face?

And what are some of the wins you would like to share?

Let me know in the comments below!