Integrated English as a New Language (ENL) Resources
What Is Integrated English as a New Language?
In Integrated ENL classes, students receive core content area and English language development instruction, including the use of the home/primary language as support and appropriate ELL instructional supports to enrich comprehension. Integrated ENL classes are taught by a teacher dually certified in the content area and ENL or are co-taught by a certified content area teacher and a certified ENL teacher.
A Series of Topic Briefs About Integrated Co-Teaching in the English as a New Language Classroom
The following resources were developed for the New York State Education Department and New York State Language Bilingual Education Resource Network by Maria Dove, Ed.D. and Andrea Honigsfeld, Ed.D.
Drs. Dove and Honigsfeld both serve on the faculty of the Molloy College School of Education and Human Services; they are co-authors of numerous articles and books on the subject of co-teaching for English Language Learners (ELLs) including Collaborating for English Learners: A Foundational Guide to Integrated Practices and Co-Teaching for English Learners: A Guide to Collaborative Planning, Instruction, Assessment, and Reflection.
The goal of these resources is to support the implementation of the an Integrated ENL component of Commissioner’s Regulations Part 154. In the Integrated ENL classroom, students receive content-area instruction in conjunction with English language development. In order to provide such instruction, districts have developed plans for Integrated ENL that include co-teaching—the practice of an English to Speakers of Other Languages (ESOL) teacher and a grade-level or subject-specific teacher working together to teach ELLs via co-planning, co-instruction, co-assessment, and reflection. For the purposes of these documents, the term “co-teaching” refers to team-taught Integrated English as a New Language (ENL) classes and should not be confused with other co-teaching models.
To support districts in providing better services to ELLs, the following topic briefs identify the basis for the practice of co-teaching for this population as well as the specifics for implementation of the program. School and district administrators, coaches, teacher leaders, and all teachers working with ELLs will benefit from the recommendations outlined in these documents. These documents support teachers to become effective co-teaching partners as well as give school leaders a better understanding of the practice and the different models that can be implemented. to support the success of their students.
Resources and Helpful Links
Co-Teaching and Collaboration for Teachers of ELLs: The Role of Administrators (Powerpoint published by Long Island RBERN)