Chapter 18: Co-Teaching to Support Project-Based Learning: A Model United Nations Approach With Dual Language Learners

As illustrated by Maria’s (pseudonym) experience in the vignette above, this chapter explores how co-teachers can empower English learners (ELs) through project-based learning (PBL). Maria is filled with pride and a sense of responsibility and maturity due to the authentic, professional level of discourse she realizes she is capable of leading in this very different classroom experience. The setting is an 8th grade, Spanish/English dual-language, co-taught English Language Arts (ELA)/English as a second language (ESL) classroom. This classroom is situated in a large, urban middle school that has 21% ELs from predominantly Latin American and South Asian countries. Within the school, several smaller academies run concurrently as a way to increase students’ sense of belonging and teachers’ sense of a community of practice. The program we report on is the Global Academy. In this program, learners are recent immigrants from Central America with gaps in their prior education, and they are placed into a dual language program through which they learn English, continue Spanish learning, and access content through both languages.