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Over a decade ago, Morse (﴾2000)﴿ suggested that through collaboration, “educators will recognize they are not alone in searching for new modes of human exchange,” noting as well that “rejecting collaboration is not an option” (﴾p. xi)﴿. The complex challenges that English language learners (﴾ELLs)﴿ and their educators encounter on a daily basis with the implementation of new learning standards calls for a collaborative approach to instruction so teachers are better able to pool their talents and resources and offer the best possible learning experiences to ELLs. More specifically, the Common Core Learning Standards (﴾CCLS)﴿—what the Common Core State Standards (﴾CCSS)﴿ are called in New York State— require students to perform various academic tasks, such as to: (﴾a)﴿ comprehend and analyze complex texts that are frequently well above the reading ability of English learners, (﴾b)﴿ write across multiple genres in response to fiction and nonfiction selections, (﴾c)﴿ engage in academic conversations across the content areas, (﴾d)﴿ support written and oral arguments by citing text-‐based evidence, and (﴾e)﴿ conduct research projects using multiple print and nonprint resources. Considering these as well as other challenging undertakings that are benchmarks of the CCLS, teachers and school leaders should explore every avenue for collaborative conversations concerning best practices for ELLs.
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Dove, Maria Ed.D. and Honigsfeld, Andrea Ed.D., "Common Core Collaborations for the Sake of ELLs" (2015). Faculty Works: Education. 55.