Counselor–Teacher Collaboration in Multilingual Learner Contexts: A Qualitative Case Study Investigating Counselor–Teacher Partnerships

Abstract

Through utilizing a qualitative case study approach, this practitioner-led research examined levels of collaboration between seven secondary English language development (ELD) teachers and eight school counselors within one school district. With data drawn from interviews, study results indicate that both school counselors and teachers see the benefit of closer collaborations through established frameworks that promote the establishment and maintenance of collaborative relationships. We offer implications for practice.