This article examines collaboration between ESOL (English for Speakers of Other Languages) and mainstream teachers in the U.S. elementary school context. The study focuses on how these educators envision their collaborative relationships and how this influences the inclusion of English Language Learners (ELLs). The researchers analyzed three pairs of teachers with varying levels of collaboration, from voluntary partnerships to mandated co-teaching models. Findings reveal that collaboration is most successful when teachers share common goals, openly address disagreements, recognize each other’s expertise, and feel equally valued within their schools. The study also highlights the importance of administrative support and structured planning time but notes that teachers’ perceptions of collaboration significantly impact outcomes. Collaborative efforts create a synergistic network of resources, enhancing ELLs’ academic success by aligning language and content instruction.
Implications include the need for teacher education programs and school policies to foster collaborative environments, provide shared planning opportunities, and integrate ESOL teachers into mainstream classrooms. Ultimately, the study emphasizes that successful collaboration depends on mutual respect, shared vision, and effective communication between ESOL and mainstream teachers.