ABSTRACT
In its statement on bilingual education, TESOL advocates for programs that promote bilingualism and have a strong, carefully integrated English as a second language (ESL) component (TESOL, 1993). In this chapter, I describe the study of a collaborative teacher development project that focuses on improving instruction in bilingual classrooms by engaging bilingual teachers in (a) using assessment information in the first and second languages to plan for ESL instruction, and (b) providing effective content-based ESL instruction that builds on what is taught in the native language. The project is one of several collaborative teacher development activities that take place in a Professional Development School (PDS) partnership between an urban public elementary school and an urban public university.
