Minnesota and Wisconsin Teachers of English to Speakers of Other Languages
The study examined how the instructional delivery models in inclusion programs were specifically implemented for
Grades 1-3 English Language Learners (ELLs) at 2 elementary schools in a large Midwest inner-city school district.
The nature of the 2 delivery models was diagramed and explained respectively. Interview, observation data, and
relevant documents were analyzed through the use of a comparative matrix. Themes and trends were developed: (a)
collaboration between the classroom teachers and resource teachers; (b) scheduling; (c) reading instruction,
curricular, and instruction time; (d) workload for classroom teachers and the resource teachers; (e) use of
paraprofessionals; (f) assessment of students’ ongoing progress; and (g) strengths and challenges of the implemented
models as described by the teachers. The findings indicated that the participating teachers were very positive about
their inclusion models even though the two models were distinctively different. The results signify that inclusion can
work for ELLs, but it is difficult for one classroom teacher to accomplish the job. Collaboration is the key to the
success of inclusive practices.
Two delivery models of inclusive practices for ELLs in a Midwest school district.
Minnesota and Wisconsin Teachers of English to Speakers of Other Languages.
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