Capstone Project Title
International schools date back to the early 20th century, just after the end of World War II. Today, they can still act as a kind of “island of English” in countries where English is not the language spoken by the majority of residents. English learner programs in international schools tend to reflect an English-advantaged mindset which can be detrimental to multilingual learners. This is especially problematic in the international school setting, where English learners are not immigrants, but rather are in the school for a short time (2-4 years), and will likely return to their home countries and home languages. In order to meet the needs of multilingual learners, both international and domestic schools have moved more and more to models of collaboration, where an ESL (English as a Second Language) teacher co-teaches in a content classroom. This can be beneficial for all parties only if both teachers are fully engaged in what Honigsfeld and Dove have identified as a cycle of co-planning, co-teaching, and co-assessing. This is often not the case, and the result can be ineffective lessons and the ESL teacher’s skills not being fully utilized, leading to an overall perception that the ESL teacher’s role is a minimal one. My project aims to educate teachers about these issues and to give them a toolkit for engaging in effective and rewarding collaboration, while using models of instruction that have been shown through research to be highly effective for multilingual learners, such as CALLA, Critical Inquiry, and the Prism Model.
ESL/ ELLs, Staff Development, Teachers/ Teaching, Collaboration
Butterfield, Elizabeth, "A Toolkit For Mainstream Teachers Of Multilingual Learners In International Schools" (2021). School of Education Student Capstone Projects. 716.
School of Education Student Capstone Projects