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The CATESOL Journal

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New Dialogues in Mainstream/ESL Teacher Collaboration

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https://doi.org/10.5070/B5.36486Creative Commons 'BY' version 4.0 license
Abstract

The purpose of this article is to identify some of the social, instructional, and administrative processes that both marginalize and enhance collaboration between ESL teachers and mainstream instructors and administrators. The article documents the verbal and written interactions between one ESL teacher and twelve mainstream instructors and administrators within an elementary school “pullout” ESL program. Its findings reveal that the ESL teacher operates as a “marginal” member of many of the social, instructional, and administrative events within the school. The implications for practice suggest opening new dialogues between ESL and mainstream teachers that include and dignify the expertise of the ESL teacher in faculty, department, and committee meetings

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