Date of Award
Spring 1996
Document Type
Dissertation - Restricted
Degree Name
Doctor of Philosophy (PhD)
Department
Education
Abstract
Recent literature in the fields of English as a Second Language (ESL) and bilingual education has highlighted the value of increased interdisciplinary collaboration. March (1994) reported that ESL teachers would like to see increased collaboration between bilingual teachers and themselves. Additionally, the increased use of content-centered instruction by ESL teachers, where ESL teachers teach vocabulary and content of other courses such as mathematics and social studies, has also highlighted the advantages of collaboration (Crandall, 1987; Genesee, 1994- 1995; Jama, 1992; Milk, 1990; Short, 1993).
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