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ISSN #2331-6845 

 

Benefits of collaboration between the 
ESOL Teacher and the Library Media Specialist 

 

By Kelly Paynter 
Department of Educational Resources 

Jacksonville State University 
kpaynter@jsu.edu 

Stacey Arnett 
Cobb County School District 
stacey.arnett@cobbk12.org     

 

With class sizes, administrator expectations, and general workloads increasing, ESOL 
teachers can feel overwhelmed. This article describes the benefits that ESOL teachers 
may experience when collaborating with school library media specialists (LMSs) 
regarding the differentiation of instruction, collaborative planning of lessons, technology 
integration, and student relationships. 

 
Keywords: School libraries; teacher collaboration; IEL students; English language 
learners (ELLs) 
 

 

Introduction 

The ESOL teacher has many of the same roles as traditional classroom teachers: 

instructor, manager, guardian, leader, social worker, psychologist, coach, servant, and 

learner (Howard, 2015). In addition, the ESOL teacher must cope with a variety of 

mailto:kpaynter@jsu.edu
mailto:stacey.arnett@cobbk12.org


 
2                                      GATESOL in Action, Fall 2018 
 

unique issues specific to the needs of multinational students who differ in academic 

ability, native language, language proficiency levels, exposure to technology, emotional 

needs due to culture shock or political environment, and cultural expectations. 

Particularly in the era of class size waivers, in which an ESOL teacher may have many 

more than the “maximum allowed” number of students on his/her caseload, the job can 

feel overwhelming at times. 

The ESOL teacher, however, has a potential advocate and helpmate, one that 

s/he may not have considered approaching—the library media specialist (LMS). The 

LMS can help the ESOL teacher juggle daily demands through methods such as co-

teaching, technology assistance, and co-assessment (Bogel, 2009; Johnston, 2013). 

Our article seeks to describe the synergy that can be achieved between the ESOL 

teacher and the LMS with discussions regarding pupil-to-teacher ratios, differentiation of 

instruction, collaborative planning of lessons, technology integration, and student 

relationships. We discuss what research states about high-quality teacher-to-LMS 

relationships as well as the personal experiences of the authors, both of whom 

collaborated numerous times over the years in which they worked together at 

Sprayberry High School in Marietta, Georgia. We consider our partnership to have been 

successful, rewarding, and downright fun, and we are honored to share some of the 

highlights of our eight-year-long working relationship. 

Reduction in Pupil-to-Teacher Ratio 

Since the Great Recession of 2008, K-12 class sizes have continued to rise. 

Many states, including Georgia (GADOE, 2012) have sought waivers, or “Flexibility 

Resolutions,” to No Child Left Behind requirements; unfortunately, one of the waivers 



 
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frequently implemented is a dismissal of the maximum number of students that can be 

placed in an ESOL classroom. In 2007-2008, the teacher-to-student ratio was 1:11 for 

K-3 classrooms; 1:14 for grades 4-8; and 1:18 for 9th-12th grades (GADOE, 2007). With 

the applicable waivers for districts across the state, teachers can expect to add at least 

five students to the generally accepted class sizes for an ESOL class. This is due 

greatly to the fact that the waiver numbers are based on district averages for class sizes 

(GADOE, 2007).  

Fortunately, the LMS can help the ESOL teacher slash the teacher-to-pupil ratio 

in half. Every time the ESOL teacher brings his/her class to the library and involves the 

LMS in a lesson, this presents an opportunity for the students to utilize the assistance of 

another adult to answer questions about content, technology, or language.  Thus, this 

promotes further opportunities for incorporating Sheltered Instruction Observation 

Protocol (SIOP®) components such as target language interaction and individualized 

scaffolding (Echevarria, Vogt, & Short, 2008).  Research supports the idea of the ESOL 

teacher collaborating with specialists in the building in this manner to help increase 

English language learner (ELL) students’ language, literacy, and social needs (Hersi, 

Horan, & Lewis, 2016). Most libraries have a paraprofessional or clerk; these individuals 

can also be invited to join in the lessons as another friendly adult who can answer 

questions. Similarly, in middle and high schools, some students may be assigned to the 

media center for one period per day as library aides; these students can also serve as 

valuable helpers to ELLs during lessons, acting as a one-on-one buddy or walking 

among all students, answering questions as needed.   



 
4                                      GATESOL in Action, Fall 2018 
 

Differentiation of Instruction 

As noted above, the LMS can help provide additional person-power when ESOL 

classes visit the library. A more specific application of this is the added differentiation of 

instruction (Parrott & Keith, 2015) that can occur when two certified educators work 

together to benefit ELLs. By incorporating the various models of co-teaching, the ESOL 

teacher and LMS are able to employ various models when working with the ELLs.  For 

example, the ESOL teacher can divide the class into two groups, and the LMS can work 

with one group on Topic A while the ESOL teacher remediates the second group on 

Topic B (Honigsfeld & Dove, 2010). The library can be set up in stations through which 

the ELLs rotate; some stations (such as those requiring computer-based work) can be 

self-guided by the students, and others can be staffed by the LMS and ESOL teacher. 

Instead of differentiating to one small group at a time, while leaving the rest of the class 

to work individually, the LMS can help the ESOL teacher provide individualized 

instruction to more students simultaneously. Since all people are unique, the LMS may 

explain things differently than the ESOL teacher and provide another bridge to 

understanding for ELLs (Peirce, 2008). Of course, both the LMS and ESOL teacher are 

busy individuals, so such collaborations should be planned together in advance to 

ensure a productive, meaningful environment. 

Another way the LMS can help support instruction for ELLs is s/he can purchase 

books, e-books, audiobooks, databases, language-learning software, and subscription 

websites tailored to their needs (Melillo, 2007). For example, many ELLs process 

English-language materials at a very low reading level until their language proficiency 

increases. Many books on their reading level are tailored toward younger students, so 



 
5                                      GATESOL in Action, Fall 2018 
 

the subject matter may not interest the students, or the books appear to be for young 

students and the ELLs are embarrassed to read them (Hadaway, Vardell, & Young, 

2002). The LMS can order high-interest, low-reading-level books (known as Hi/Lo in 

library vernacular) for the media center’s collection so that students have exciting books 

to check out when they visit (Morin, 2013). The LMS can also pull books or electronic 

resources for the ESOL teacher that align to specific Lexile levels, Fountas & Pinnell 

letters, or curricular standards. In addition, the LMS can take an active role in the 

differentiation of instruction by acting as a co-teacher or small group leader, under the 

direction of the ESOL teacher. By collaborating in advance, the two educators can 

determine each person’s role. 

Technology Expertise  

Most school library licensure programs offer classes that provide extensive 

training in technology integration and troubleshooting. Chances are, the LMS at any 

given school has at least an above-average awareness of emerging technology tools 

(e.g. coding/computational thinking, PowerPoint alternatives, web design, Web 2.0 

sites, makerspaces/engineering/robots) and an understanding of common technical 

problems that may arise when teachers integrate technology into their lessons 

(Johnston, 2013). Some ESOL teachers may be leery of or feel uncomfortable with 

educational technologies; they can reach out to the LMS for help (Morin, 2013). For 

example, the ESOL teacher can instruct the students on a lesson’s topical content and 

ask the LMS to teach the students how to use a particular technology tool to 

demonstrate mastery of that standard (Hoppe, 2013). When there is only one ESOL 

teacher in a school building, the LMS can become a great resource for new ideas of 



 
6                                      GATESOL in Action, Fall 2018 
 

ways to integrate technology into teaching. Librarians can act as keys to technology 

integration for initiatives such as Bring Your Own Device (BYOD), Google Apps for 

Education, or 1:1 initiatives (Kuzo, 2015) while implementing best practices such as the 

Technological, Pedagogical, and Content Knowledge (TPACK) framework into 

instruction (Mishra & Kohler, 2006). Sobel and Grotti (2013) note that TPACK can “be 

particularly valuable to librarians, who are heavy users of technology, and can provide a 

structure that can help librarians to critically examine technologies being considered for 

integration” (p. 255). 

The LMS can also learn from the ESOL teachers, many of whom are very 

technology savvy. Since the LMS has such a centralized job, working with many 

teachers, administrators, and students across the school, the LMS can benefit from 

technology-knowledgeable ESOL teachers and in turn suggest innovative programs and 

techniques to others around the school. Due to time constraints and the physical layouts 

of schools, teachers often become very departmentalized or grade-level focused, and 

the LMS can help serve as a bridge between the ESOL teacher and other personnel.  

Synergistic Partners 

While working together, the LMS and ESOL teacher may discover some mutual 

benefits to their partnership. For example, the LMS may have familiarity with the 

language, culture, etc. of specific ELL(s) with whom the ESOL teacher is struggling. 

Kelly previously worked at a school that had a high concentration of students from 

China, Japan, and Korea and thus brought to Sprayberry a solid background of the 

needs of newly immigrated students from those countries. The LMS, when working with 

the ESOL population, becomes exposed to different languages and cultures; this in turn 



 
7                                      GATESOL in Action, Fall 2018 
 

helps him/her choose materials for the library that accurately reflect the student 

population. At Sprayberry, Kelly now worked with many students from Brazil and thus 

learned more about that country’s culture and the Portuguese language. As the ELL 

population observes this synergistic partnership and grows comfortable interacting with 

the LMS, the ELLs not only gain another advocate but begin to actively seek out the 

LMS as another adult resource (Adams, 2010). The LMS and ESOL teacher can work 

together on shared initiatives such as grant writing for materials like software or 

headphones that can benefit all students who visit the library. Since the LMS works with 

most departments in the school, s/he can let the ESOL teacher know what other 

departments are doing. For example, by observing the accommodations that special 

education teachers utilize for their students, the LMS can suggest these ideas to the 

ESOL teachers, whose students may benefit from similar accommodations. The ELL 

population is unique and requires teachers with specialized training, and while good 

teaching for native speakers is not necessarily good teaching for ELLs (Harper & de 

Jong, 2004), all educators can benefit from collaboration with and observation of 

successful teachers in their schools. The LMS also can assist teachers of advanced 

placement or honors courses with a new technology or with the implementation of 

project topics related to the ESOL teacher’s curriculum.  The LMS may suggest 

authentic or problem-based assessments (Bogel, 2009) to the ESOL teacher that s/he 

might not have considered that may aid in showing student growth and mastery.   

Student Relationships outside the Classroom 

One of the most fun byproducts of the ESOL teacher collaborating with the LMS 

is the relationships that can be formed outside of the ESOL classroom. When the ESOL 



 
8                                      GATESOL in Action, Fall 2018 
 

teacher brings pupils to the library frequently, they get to know the library staff well, 

which gives the students access to other friendly, helpful adults in the building (Carlyle, 

2013). Depending on how a school structures its ESOL programs, some students may 

be with their ESOL teacher for much of the day, so providing these students with 

comfortable contact points outside of the ESOL classroom may make them feel more 

connected to the school culture. The students may come to feel that the library is their 

“second home” and can use its facilities outside of class time or begin participating in 

library initiatives like book clubs or reading incentives. As noted above, some middle 

and high schools have student library aides; ELLs can be placed in these positions to 

gain English proficiency and confidence as well as provide a friendly face for other ELLs 

in the library. Bordonaro (2006) observed similar librarian/ELL relationships in her 

institution’s library, noting that: 

The ESL students described how they used the library as a study hall for both 

individual and group work, as a repository for both academic and recreational 

material, as a place to receive instructional assistance from librarians and other 

students, and as a social center for both planned and unplanned socializing. 

Connecting all of their self-described uses of the library was the desire on the 

part of the participants to improve their English language skills. Participants 

viewed the library as a place that affords them an opportunity to improve their 

English in the four language skills areas: speaking, listening, reading, and writing. 

(p. 520) 



 
9                                      GATESOL in Action, Fall 2018 
 

The Model in Action 

Stacey has served as the Intensive English Language (IEL) teacher at 

Sprayberry in Marietta, Georgia for over 10 years. She works with newly arrived 

students who speak a variety of languages (frequently Portuguese, Korean, Spanish, 

Vietnamese, Arabic, and Farsi) and serves as their primary instructor for core classes 

until they gain enough proficiency on the ACCESS test to move into less intensive 

ESOL and/or traditional high school classes. Kelly, before becoming a college 

professor, worked at Stacey’s school as the LMS. The two collaborated frequently and 

co-taught and co-assessed numerous lessons, using programs such as Biteslide, 

PhotoStory, Weebly, SpiderScribe, and PowToon. Stacey, as a technology innovator, 

frequently discovered promising emerging technologies to use with her students; 

similarly, Kelly often asked Stacey’s classes to be the “guinea pigs” for new programs or 

initiatives that she wanted to try.   

Stacey worked with school administrators to place some ELLs in the library as 

student aides; Kelly then helped those students with language and social skills 

(Bordonaro, 2006) and personally witnessed these students blossom in the role. One 

former student, Hong (a pseudonym) stated, “Working in the library helped me to 

improve my English and feel more confident about speaking to others.” Before Hong’s 

experience working in the library, Hong was frequently bitter and angry and did not want 

to be around people. Kelly’s prior experience at a school that had a large percentage of 

students from Korea, Japan, India, and Pakistan helped her to establish relationships 

with students from similar backgrounds at Sprayberry. Kelly enjoyed getting to know the 

IEL students and with Stacey’s simultaneous encouragement, pulled some of them into 



 
10                                      GATESOL in Action, Fall 2018 
 

library activities such as Reading Bowl and Read Across America (Dr. Seuss’ birthday 

celebration). Kelly and Stacey frequently co-authored grants and made purchasing 

decisions together, such as headphones with attached microphones (to listen to read-

aloud databases and practice speaking via Web 2.0 tools); books that supported 

curricular needs; and non-English-language materials. Although Kelly has now taken a 

job in higher education, Stacey continues to collaborate with the current LMS at 

Sprayberry and involve her students heavily in library initiatives.  

Conclusion 

ESOL teachers have jobs that are difficult but rewarding. One of the core tenets 

of a LMS’s job is to reach out to other educators to build collaborative, collegial 

relationships that increase student achievement. It is the hope of the authors that ESOL 

teachers and LMSs will consider working with each other if they have not yet done so. 

ESOL teachers may find that they have willing allies just down the hall who will 

champion, befriend, and help to instruct the ELLs, and the LMSs may find themselves 

greatly enriched by their experiences with both the ESOL teachers and the ELL 

students. In addition, student achievement may increase in the areas of reading, 

speaking, writing, and listening (Bordonaro, 2006) because of the combined efforts of 

these educators working together.  

For those ESOL teachers and LMSs who are already working together—

congratulations! You are to be commended for your willingness to utilize available 

resources and personnel for the benefit of your students. We challenge you to take your 

relationship to the next level by examining further ways in which you can benefit each 

other and ELL students; presenting together about your successes at ESOL and library-



 
11                                      GATESOL in Action, Fall 2018 
 

related conferences; sharing your strategies with teachers, administrators, and school 

board members; and submitting your best practices to practitioner- and research-

focused professional journals.  

  



 
12                                      GATESOL in Action, Fall 2018 
 

References 

Adams, H. R. (2010). Welcoming America's newest immigrants: Providing access to 

resources and services for English language learners. School Library Monthly, 

27(1), 50-51. 

Bordonaro, K. (2006). Language learning in the library: An exploratory study of ESL 

students. The Journal of Academic Librarianship, 32(5), 518–526. 

Bogel, G. (2009). School librarian's bill of responsibilities and the ALA core 

competences. Knowledge Quest, 38(2), 64-68.  

Carlyle, C. (2013). Practicalities: Serving English as a second language library users. 

Feliciter, 59(3), 18-20. 

Echevarria, J., Vogt, M., & Short, D. (2008). Making content comprehensible for English 

learners: The SIOP® model. Boston: Pearson Education, Inc. 

Georgia Department of Education. (2007). Rule 160-5-1-.08: Class size. Retrieved from 

https://www.gadoe.org/External-Affairs-and-Policy/State-Board-of-

Education/SBOE%20Rules/160-5-1-.08.pdf 

Georgia Department of Education. (2012). ESOL/Title III resource guide, 2012-2013. 

Retrieved from http://www.gadoe.org/Curriculum-Instruction-and-

Assessment/Curriculum-and-Instruction/Documents/2012-

2013%20ESOL%20Title%20III%20Resource%20Guide.pdf  

Hadaway, N. L., Vardell, S. M., & Young, T. A. (2002). “Just right” books for the ESL 

library. Book Links, 11(4), 56. 

Harper, C., & de Jong, E. (2004). Misconceptions about teaching English-language 

learners. Journal of Adolescent & Adult Literacy, 48(2), 152-162. 



 
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Hersi, A. A., Horan, D. A., & Lewis, M. A. (2016). Redefining ‘community’ through 

collaboration and co-teaching: A case study of an ESOL specialist, a literacy 

specialist, and a fifth-grade teacher. Teachers and Teaching: Theory and 

Practice, 22(8), 927-946. 

Honigsfeld, A., & Dove, M. G. (2010). Collaboration and co-teaching: Strategies for 

English learners. Thousand Oaks, CA: Corwin Press. 

Hoppe, K. M. (2013). ESL—Turn it around and make a new acronym: Library serves 

everyone. Library Media Connection, 32(3), 29. 

Howard, S. D. (2015). Teachers are psychologists, technologists, coaches, 

servants…and much more. PAGE One, 36(5), 5.  

Johnston, M. P. (2013). Taking the lead with technology integration. School Library 

Monthly, 29(4), 33-35. 

Kuzo, J. (2015). School librarians: Key to technology integration. Knowledge Quest, 

44(1), 74-76. 

Melillo, P. (2007). Transforming ESOL-learning opportunities through technology. 

Florida Libraries, 50(2), 11-13. 

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A 

framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. 

doi: 10.1111/j.1467-9620.2006.00684.x. 

Morin, M. (2013). How school library media specialists support reading and information 

literacy skills instruction for English language learners (Doctoral dissertation, 

Georgia State University) (Order No. 3583654). Available from ProQuest 

Dissertations & Theses Global. (1609014034).  

http://scholar.google.com/scholar?cluster=4833908126621332237


 
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Parrott, D. J., & Keith, K. J. (2015). Three heads are better than one: Librarians, reading 

specialists, and classroom teachers in the learning commons. Teacher Librarian, 

42(5), 12-18.  

Peirce, N. (2008). Libraries and new Americans: The indispensable link. Nation's Cities 

Weekly, 31(15), 2. 

Sobel, K., & Grotti, M. G. (2013). Using the TPACK framework to facilitate decision 

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Librarianship, 25(4), 255-262. doi:10.1080/1941126X.2013.847671 

 

  


	Benefits of collaboration between the ESOL Teacher and the Library Media Specialist
	By Kelly Paynter Department of Educational Resources Jacksonville State University kpaynter@jsu.edu
	Stacey Arnett Cobb County School District stacey.arnett@cobbk12.org
	With class sizes, administrator expectations, and general workloads increasing, ESOL teachers can feel overwhelmed. This article describes the benefits that ESOL teachers may experience when collaborating with school library media specialists (LMSs) r...

