Review of Crossing Borders to Teach English Language Learners by David Fitelovitch

I taught EAL in Japan for almost seven years, and I am about to take a course entitled EAL Fundamentals. So I reviewed an article by Dr. Haworth called Crossing Borders to Teach English Language Learners, and I was a bit concerned with the results of the interviews and observations. Haworth interviewed and observed eight teachers who had direct interaction with EAL students to get their opinions on what it was like team teaching. Haworth found that the classroom teachers did not interact with support teachers unless the support teachers initiated the contact. They felt that if they went to a support teacher it meant they had a problem teaching a student, which has a negative imagery. This is unfortunate because it totally goes against the concept of team teaching- being a team. Furthermore, the general education teachers did not view EAL professional development as necessary for themselves, as it was the job of the support teacher. In addition, the general teachers did not want to take time out of their days to meet, plan, or discuss with the support teachers. They basically wanted to be in control of everything and saw no need for them to alter their lessons to provide scaffolding for the EAL students. This study suggests that EAL teachers are devalued in the school setting. They are portrayed as virtual babysitters, an annoyance, or as essentially unnecessary by classroom teachers. If EAL teachers are phased out due to them being perceived as largely unnecessary in schools, what effect would it have on EAL students, and what effect would it have on classroom teachers? I certainly hope these situations are not congruent in Canada. In our multicultural society, with our high influx of immigrants support teachers and general school teachers need to work together. Indeed, one could easily argue that the entire fabric of our society is depending on this weave.