Teacher Collaboration in Integrating Language and Content

Abstract

This paper describes a study of the mutual support and cooperation between an English as a second language (ESL) teacher and a content teacher in designing and conducting a unit in a secondary school in Vancouver. The unit was based on Mohan's (1986) Knowledge Framework, a conceptual framework which systematically integrates language and content and served as a common metaphor for the collaborating teachers. The participants of the study were an ESL teacher, a computer studies teacher, and eleven recent immigrant students. Research techniques included classroom observation; examination of documents including the unit plan, assignments both electronic and hard copies; and discussions with the students and teachers. Results showed that the Knowledge Framework is a powerful tool for effecting teacher collaboration and for enabling ESL students to systematically learn academic English, read a novel, acquire computer literacy, develop thinking skills, and socialize into the English-speaking classroom.