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The purpose of this study is to determine whether co-teaching has a greater impact on the academic success and language acquisition of ELs compared to the pull-out model, and to discover how students view co-teaching. This study involved twelve second grade ESL students six were placed in a co-taught class and the others were dispersed among the other second grade classrooms. I co-taught with a second grade teacher during the language arts block. We implemented various strategies and made modifications to support our ELs. The other six students came to my classroom for specialized ESL instruction focusing on language. The students' pre- and post-assessments, reading passages, weekly and unit tests, and ACCESS scores were analyzed. The results from this study appear to indicate that co-teaching was more effective in increasing achievement and language acquisition, but were not able to assess the new model themselves.