Anika, My teaching is in universities and colleges, so many of the questions don't apply. However, I have answered a few, to get things started.
1. Do you think it would be beneficial to the ESL student to have a cooperating general education teacher
and an ESL teacher in the classroom ?
Yes- where a student lacks English, and ESLteacher will be able to help them and will be more aware than a non-ESL teacher of the difficulties faced by the student.
4. What are the advantages of an ESL student to have a bilingual teacher that speaks the studentís native
language or is this not necessary ? How does this benefit the studentís ability to learn the English
ESL teachers are trained to teach without using other languages, so it isn't necessary. It can make things easier, but it can also create dependence, which might inhibit use of the target language in the long-term. It is also impractical in many educational settings. In London, there are 300 langauges communities that have been identified- it would be impossible to cover them all. Where there is a predominant language group in an area, bilingual teachers could be used, but it's hard to predict needs. Also, if some students benefit from a bilingual teacher while others in the same school do not, it creates unfairness. It would need to be applied universally, which is difficult in a multilingual setting, but not in a monolingual one.
8. What are the indicators for moving studentís into and out of an ESL program?
Where I work, this is determined by testing and evaluating on joining, or by
request from subject teachers or the student in-couse.
9.When students have achieved the goals of the ESL program, what types of support, if any, follow them
to the general education classroom? How do you measure success?
Though this might be different from schools, success is measured through results.