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period. The research can present more first-hand data, such as the other NESTs’
opinions of the orientations and in-service training and how the NEST and the NNEST conduct the team teaching class in different grades.
3. Researching NESTs and NNESTs with/without team teaching experience. The participants in the present study were both new to the team teaching program in Kinmen. Their problems might differ from the experienced NESTs and the NNESTs. It would be interesting to investigate experienced teachers’ difficulties in team teaching.
5.5 Conclusion
In the present study, the researcher investigated how the NEST and the NNEST cooperated in the team teaching process and adjusted themselves to the team teaching program in Kinmen. Though the NEST did not have any teaching background or experience, she tried her best to solve the problems with the NNEST and developed great rapport with each other both inside and outside the classroom. The pre-service training and in-service workshops help the NEST know how to teach and solve their teaching problems. The NNEST’s warm-heartedness helped the NEST fit into the community in Kinmen and build a sense of belonging. Moreover, the NEST’s local language ability helps her get accustomed to the life in Kinmen. She can
communicate to the students, other colleagues and local people directly instead of relying on the NNEST’s translation.
From their team teaching experience in Kinmen, though both the NEST and the NNEST did not have any team teaching experience, the pre-service training,
in-service workshops, the NEST’s language ability, the NNEST’s warm-heartedness, the two teachers’ pleasant personalities and NEST’s sense of belonging made the team teaching program in Kinmen successful.
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Appendix 1: A Sample of Classroom Observations2013-09-27 Class 601
time Activity short description notes
~
NEST: introduce new ones (May, June, July and August), hold the flash cards and asks “How to spell it?”
NNEST: walk around and help students (Bob and Betty)
-October// NN: write the sentences (festivals) on the blackboard
-NEST: “What’s the first month?” (NN looks for the flashcards of November) review the order of the months
introduce November and December.
and say the 12months again.
NNEST: 對於 May 你會想到什麼節
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NEST: in September, the ninth month, we have “Moon festival” (Ss repeat) S: 中秋節‧
NEST: in October, we have Double Tenth Day NNEST: (explain to the N)
NEST: OK, in America, we celebrate a holiday, thanksgiving, you give thanks for everything,
NNEST: 感恩節，國外的十一月有 感恩節
NEST: Thanksgiving, to give thanks.
(Write “Christmas” on the board) NNEST: 剩最後一個月份囉 (S: 聖 誕節)
第一個音要怎麼念? December 請 XX 念…整組一起…記得念 m 嘴 巴要閉起來
NEST: in December, we celebrate Christmas, (point to the textbook) and on Christmas, santa claus comes.
NNEST: 再複習一次 (talk to the N) NEST: OK, what’s the first month?
January, (Ss repeat)
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NNEST: 好現在老師要發紙下去給 你，因為等一下我們要玩一個遊 戲，麥克筆彩色筆都可以
(Teachers discuss the process)
NNEST:每個人先拿一張，一個人負 責兩個月 拿兩張
(解釋規則)
NEST: WRITE big!
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Interview 1 Teacher background information For NNEST
I. Current Teaching Situation A. Teaching load
1. What is the number of classes that you have per week? What is their grade level?
2. How long is one class?
3. How is the working load decided?
4. How do you feel about the teaching load (too much, just right)? Do you think the loading affects your teaching?
B. Class observed
1. How many students in the classes?
2. What is the students’ level of proficiency?
3. What is the nature of the students?
4. How are the classes alike or different?
II. Personal Experience A. Basic Facts
1. What is your age/age range?
2. What is your nationality?
3. Do you think you’re a <strict/other adjective> teacher? Why?
C. Personality: (To be asked in later sessions)
1. Do you think your classroom practices reflect own personality? If so, how?
For NEST A. Basic Facts
1. What is your age/age range?
2. What is your nationality?
B. Reason for coming to Taiwan
1. Why did you choose to come to Taiwan and not other countries? And why teach English and not take up other jobs?
2. How long have you stayed in Taiwan and what are your future plans (stay in Taiwan permanently or leaving in a few years?)
3. How do you like Taiwan so far?
C. Previous work experience (not as a teacher)
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1. Have you held other jobs not as a teacher? If so, what type?
2. How long did you stay at each job?
3. Why did you leave those jobs?
4. Do you think the experience has influenced your teaching in any way?
Interview 2 Team teaching practice and difficulties encountered in team teaching I. Model of Team Teaching
A. Concept of Team-teaching
1. What is your definition of team-teaching?
2. What is the purpose of team teaching in elementary school English classrooms? What are its advantages and disadvantages?
3. How does team teaching benefit different parties- the students, the teachers, the school?
4. NEST: How did you get assigned to this school?
5. Who assigns the partners? and on what basis?
B. Lesson Planning
1. How did you decide what to teaching with your colleague? How do you decide the work portion between you and your colleague?
2. Do you plan your lessons with your colleague before class? If yes, how? (If not, why?) What are some of the difficulties encountered?
3. What is your role in the team teaching classroom? What do you think is your counterpart’s role? What do you expect from the other teacher to do?
C. Experience
1. How many years of team-teaching have you had? Can you describe some of the past experiences of team-teaching?
2. How long have your worked with your current colleague?
3. What is your experience of collaboration between you and your colleague in and outside classroom? What are some of the difficulties encountered?
4. How do you feel about the interaction between your colleagues when teaching in the classroom? Please give examples. What are some of the difficulties encountered?
5. How do you feel about team-teaching before you were involved in it? How do you feel now that you are teaching? (any difficulties adjusting to team-teaching?)
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A. Effective models of team-teaching?
1. What are the essential components in the make-up of effective team-teaching?
2. What would you do to improve your practice of team-teaching?
B. Teacher Training
1. What kind of teacher training do you think will be helpful for you when practicing collaborative teaching in elementary EFL classrooms (e.g., training course about cultural awareness, knowledge of learners and
schooling, communication skills, etc.)
2. How should the teacher training be carried out?
C. Others
1. Is team teaching necessary in elementary school English classrooms? Why or why not?
2. Would you prefer teaching alone or team-teach?
3. Could you give some suggestions to future teachers engaging in team-teaching?
III. Team teaching Procedure
A. How do you prepare your lessons before teaching? What procedures do you usually follow? Do you follow your planning strictly? If not, why?
B. Goals:
1. Will you set up your teaching goals before each lesson? If yes, based on what criteria?
2. How do you know if you have achieved your goals? If you fail to achieve your goals, what will you do?
3. To what extent is your teaching based on your students’ needs?
C. Interaction
1. What kind of teacher-student interaction do you expect in your classroom?
Why?
2. What kind of student -student interaction do you expect in your classroom?
Why?
D. Changes:
1 When you teach the same lessons to different classes for a second or third time, will you make some adjustments to your teaching? If yes, why and how?
2. What changes do you think you should make in your teaching in general?
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3. Have you ever faced any challenges and difficulties in your teaching? If so, could you list some of the difficulties? Do you solve these difficulties? If so, how?
4. What is your approach to classroom management?
Interview 3 Native and non-native English teacher issues, Image of NEST vs.
NNEST I. Linguistic Competence
A. Non-NEST
1. How do you evaluate your English competence (speaking, listening, reading, writing)? Which parts do you have the most confidence and the least confidence?
Why is that?
2. Do you strive to improve your command of English? If so, how (subscribe to TIMES, contact with native speakers …etc). ?
3. Length of stay in English-speaking countries? What did you do there?
B. NEST
1. Do you speak Mandarin? Are you learning or planning to learn Mandarin?
II. Image of NEST VS Non-NEST A. Image
1. When you hear the word “Local teacher”/”Foreign Teacher”, what images come to your mind? Why do you think that is?
B. Self-perception of own/other’s advantage & disadvantage 1. Native:
i. What do you regard as the advantages & disadvantages of being a native
teacher (e.g. linguistic competence, teaching, interaction between students…etc)?
ii. How do you overcome those disadvantages?
iii. What do you regard as the advantages & disadvantages of being a non-native teacher?
iv. Do you think you can develop their advantages or are they simply irreplaceable?
2. Non-Native:
i. What do you regard as the advantages and disadvantages of being a non-native teacher?
ii. How do you overcome those disadvantages?
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iii. What do you regard as the advantages and disadvantages of being a native teacher?
iv. Do you think you can develop their advantages or are they simply irreplaceable?
C. Teaching
1. Non-NEST: Are there aspects of teaching you do not totally agree with the NEST? Could you describe the incidences?
2. NEST: Do you know how your colleague conducts her class individually?
How do you know it (classroom observation, from other teachers?)? Are there aspects of teaching you do not totally agree with the NEST? Could you describe the incidences?
3. What similarities and differences are there between your teaching styles and those of your colleague?
4. Do you think that hiring native speakers is really necessary for elementary education in Taiwan?
Interview 4 Inteaction with colleagues, Life in Kinmen and Suggestion 1. Can you describe your relationship with your coteacher?
2. Can you describe how you interact with her in class and outside the classroom?
3. Do you have any misunderstanding or conflicts with your coteacher?
4. What factors might affect your interaction with your coteacher?
5. Do you have any unforgetable or special exerience in coteaching?
6. How do you feel your interaction with other colleagues?
7. What do you think most helpful for ETAs to accustom the life here?
8. Do you think the training and the workshops help your teaching?
9. What do you think the quality of a good teacher?
10. Do you think your interaction with the colleagues and the ss change?
compare with the beginning?
11. Any suggestions for Fulbright program here?
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Appendix 3: Excerpts of Interview Transcription Interview (08/30/2013) with Lisa
Lisa: I'm Lisa, I'm from Mohan, Hawaii. I was born in Michigan. And moved there when I was 9. So I've been lived in both places for about half my life. Then I went all the way to Rod Island for college, where I study religious studies, which is a mixture of philosophy and mistery and anthropology, I think. I like to ask questions like what is religion to different people and when u ask questions you can reduce conflict, because, you realize that there are many differences and the reasons the religions are anyway i've also been a swimmer for my entire life but stopped swimming when I graduated from college so here I am.
Researcher: So you came to Taiwan after you graduated?
Lisa: Yes! And this is for summer. I applied for last September. So I have to wait a while. I finally found out in April that I finally got it.
Researcher: So do you have other places to choose besides Taiwan?
Lisa: No, you apply directly to Taiwan.
Researcher: you don't have other options?
Lisa: You can. But you have to commit from the beginning of the applications.
Researcher: So did you particularly chosed Taiwan?
Lisa: I did. I have studied some Chinese before. I've been to China, but not Taiwan.
And I heard great thins about it. The program here is really good, because it's
co-teaching. And there was very good orientation program. There was a lot of support.
Fulbright englsh teaching assistant started in Taiwan. So it has a lot of history, which is nice.
Researcher: So you received orientation in Taiwan or in America?
Lisa: Taiwan. (For how long?) one month
Researcher: so do you think the training is sufficient for your teaching?
Lisa: Hmm...in some ways. I think that there are ways to improve For example,
It would be betterif we met our local English teachers earlier. Because a lot of the orientation is just hypothetical situations. If your LET is like this or if your students are like this. But we could know who our LETs are beforehand and go through some of the training with them ideally. And then not have to guess, or be surprised when we finallt find out stuff like that.