Document Type
Article
Publication Date
Spring 2026
Abstract
This study examines how co-teaching influences English Language Learner (ELL) engagement, behavior, teacher-student relationships, and academic achievement in a fifth-grade ELA classroom. As classrooms become more diverse, teachers need strategies that support language development while still holding students to grade-level expectations. Co-teaching, where a general education teacher works alongside a support teacher, allows for shared planning, instruction, and assessment to better meet student needs. The purpose of this study was to explore how different co-teaching approaches affect student engagement, confidence, classroom behavior, and learning outcomes. Data were collected through classroom observations, student work and performance data, and teacher reflections. Findings showed that when co-teaching includes clear communication, defined roles, and consistent support, ELL students tend to be more engaged and demonstrate improved behavior. These strategies also helped strengthen teacher-student relationships. Overall, the study suggests that co-teaching is an effective approach for supporting both academic and social success for ELL students in inclusive classrooms, and that intentional planning and flexible instructional practices are key to meeting diverse learner needs.