Seventh International Conference on Immersion and Dual Language Education

Strand V: Teachers, Administrators, Preparation and Professional Learning

Spanish/English

Elementary (K-5)

In a newly formed elementary dual-language strand program, teachers must work together to co-deliver a grade-level curriculum while separately assuming the role of a language teacher.  This pilot study seeks to explore the collaborative behaviors of dual-language teachers and how collegiality contributes to the co-teaching environment.  Using Hargreaves’ (1994) models of collaborative cultures and contrived collegiality, data from participant interviews suggests that informal collaboration as well as contrived collaboration can co-exist successfully in this environment.  Implications at the local level include valuing both types of collaborative activities by prioritizing time and providing appropriate resources to support and sustain group cohesion.