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for discussion. However, both of them respected each other and did not have any conflicts in the team teaching process.
Some findings in the present study were not mentioned in the previous literature.
For example, the NEST noted that the cohorts’ roles in team teaching were not clearly stated in the contract. In the beginning, the NEST viewed herself as a teaching assistant while the NNEST considered the NEST an experienced partner in teaching.
The uncertainty of their roles in the classroom caused confusion and difficulties in the beginning.
5.1.5 What the NEST and the NNEST learned from the team teaching program in Kinmen
Both the NEST and the NNEST addressed what they learned from the team teaching program. The NEST considers team teaching in Kinmen beneficial for the NEST, the NNEST and the students. Both cohorts can learn different teaching skills and ideas from each other. For instance, students can read chants with clapping hands in temple not just simply reading the chants. Students can be exposed to a variety of ways of learning. The team teaching class inspired the NEST to come up with more ideas and reflect her own teaching.
The NNEST mentioned she made some progress in the team teaching program.
First of all, she improved her English proficiency and overcame her anxiety of speaking English. She also thought that she learned how to communicate and negotiate with the NEST in the team teaching process.
5.2 Implications of This Study
Based on the present study, several suggestions are made for the policy makers and the NNESTs and the NESTs who participate in team teaching programs in Taiwan.
First, policy makers in Kinmen should set clearer guidelines and make the
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English team teaching more consistent. Sixteen NESTs were placed in different schools across the islands and were all required to teach thirty-five hours per week.
However, some of them only taught the textbook, while others had to design their own curriculum. There was a considerable disparity in their teaching practices due to the arrangement of their schools. The schools were also confused about how to set the NESTs’ class schedules. Some might have classes which are all team teaching classes, and some might have a mixture of team teaching classes and individual teaching class. The NEST complained that she felt quite disoriented in the beginning.
Second, for the NNESTs who will work with NESTs should try to adopt an open and adapted attitude toward this program. Most of the NESTs recruited to Taiwan do not have teaching experience or education background. They need NNESTs’ help to adjust themselves to the teaching environment and the education system in Kinmen.
The NNESTs can guide the NESTs in the beginning and shift the responsibility gradually.
Third, the in-service training should be more practice-oriented rather than theory-oriented. In addition, the NESTs also need to know how to manage the classroom or improvise the teaching activities on their own. Though the NESTs recruited to Taiwan were aimed to teach English, many of them do not have any related experience in teaching or education. After the NESTs came to Kinmen, they were required to join the orientations before they were placed to different schools and they also need to attend in-service training and workshops within the semesters. The workshops help them teach better in class, moreover, they have more opportunities to discuss and share their problems or difficulties with other NNESTs or experienced teachers.
Last, both the NESTs and the NNESTs should feel free to communicate with
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each other. A successful team teaching requires the two cohorts’ collaboration and communication. It takes time to build up the relationship and develop a good rapport. If the two cohorts can feel free to plan the lesson and share teaching ideas, the outcome is worthwhile.
5.3 Limitations of this study
The following presents the limitations of the current study. First, due to the time constraint, the researcher only observed the NEST and the NNEST’s team teaching process in the sixth grade. How the NEST and the NNEST conducted their team teaching class in other grades was not investigated. It would be more diverse had she observed other classes and compared with the sixth grade.
Second, the researcher did not participate in the pre-service training and observe how the NESTs and the NNEST were trained. It would be better if the researcher can join the training and interview the NEST and the NNEST instead of asking for their opinions about the training.
Third, the researcher did not interview the NEST’s roommates and other NESTs to collect the first-hand data, the researcher can even interview the NEST’s
roommates and other NESTs how she interacted with other NESTs to enhance her teaching and get used to the life in Kinmen. The researcher can also collect more data about the NESTs’ opinion of the team teaching program in Kinmen.
5.4 Recommendations for future studies
Based on the limitations and the implications mentioned above, the researcher recommended the following directions for future studies.
1. Conducting a larger scale investigation on the team teaching between NESTs and NNESTs and involving more NESTs and NNESTs in order to collect richer data to confirm (or to refute) the results of the present study.
2. Conducting a similar study in a longer period of time, including the pre-service
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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
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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
II. Image of NEST VS Non-NEST