| Owner: |
Stephanie C. Sanders-Smith
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| Owner Email: |
ssmit37@illinois.edu
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| Paper Title: |
Co-Teaching in Multilingual Early Childhood Classrooms
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| Session Title: |
Critical Perspectives on Multilingual Interactions in Early Childhood Classrooms
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| Paper Type: |
Paper
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| Presentation Date: |
4/17/2020
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| Presentation Location: |
Online
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| Descriptors: |
Bilingual/Bicultural, Early Childhood, School/Teacher Effectiveness
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| Methodology: |
Qualitative
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| Author(s): |
Stephanie C. Sanders-Smith, University of Illinois at Urbana-Champaign; Mary E. Lyons, University of Illinois at Urbana-Champaign; Sylvia Yang, University of Illinois at Urbana-Champaign; Sarah J. McCarthey, University of Illinois at Urbana-Champaign
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| Unit: |
SIG-Critical Perspectives on Early Childhood Education
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| Abstract: |
Co-teaching requires that teachers assume joint responsibility for instruction while providing experiences that cannot be produced by a solo teacher. In bilingual settings, co-teachers can support children’s primary and additional languages by providing a native-language model of both languages. Co-teaching requires that team members have a mutually beneficial relationship to support learning and deepen teaching practice. Building such a relationship, particularly when members of the team come from different cultures, can be difficult.
This study examines teachers’ views of a co-teaching model in a multilingual early childhood program in Hong Kong. All teachers considered their relationship to be instrumental in supporting an inquiry-based emergent curriculum in a multilingual setting. This study considers elements necessary to facilitate a productive co-teaching relationship.
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| DOI: |
https://doi.org/10.3102/1570864
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