EVALUATION OF THE
ENHANCED NATIVE-SPEAKING ENGLISH TEACHER SCHEME IN SECONDARY SCHOOLS
IN HONG KONG 2016 – 2017
FINAL REPORT
Submitted to
Education Bureau of the Hong Kong SAR Government in 2018
Prepared by
Professor Mary Shepard Wong (Co-PI), Azusa Pacific University Associate Professor Chong Ho (Alex) Yu (Co-PI), Azusa Pacific University
Honorary Associate Professor Peter Storey (Co-I), The Open University of Hong Kong
Professor Icy Kit Bing Lee (Co-I), The Chinese University of Hong Kong Associate Professor Andy Xue-song Gao (Co-I),
The University of New South Wales
with assistance from Shu Yan (Iris) Lo, The University of Hong Kong
This evaluation study was funded by the Education Bureau (EDB), Government of the Hong Kong Special Administrative Region. The authors of this report wish to thank staff from the Native-speaking English Teacher (NET) Section, EDB, whose contributions and insights were important for the success of this evaluation.
We also wish to acknowledge the generous contributions of the members of the Regional NET Coordination Team of the NET Section, School Heads, English Panel Chairs, native-speaking English teachers, local English teachers, parents and students who took part in online surveys, interviews and focus groups, and facilitated the school visits conducted in this evaluation study.
CONTENTS PAGE
EXECUTIVE SUMMARY i
Overview of the Evaluation and Outline of the Report Quantitative Data Collection Overview
Qualitative Data Collection Overview
Overview of 57 Findings and Six Research Questions Summary of Recommendations
GLOSSARY OF TERMS vi
1. OBJECTIVES AND RATIONALE OF THE FINAL REPORT 1
1.1 Background
1.2 Objectives and Rationale 1.3 Contextual background
1.4 Previous evaluations of the NET Scheme 1.5 Research Questions
1.6 Timeline
2. LITERATURE REVIEW OF SIMILAR PROGRAMMES IN THE REGION 9
3. FINDINGS AND KEY OBSERVATIONS 19
3.1 Quantitative Data Collection
3.2 Quantitative Data Analysis Overview 3.3 Quantitative Data Analysis
Research Question 1 Research Question 2 Research Question 3 Research Question 4 Research Question 5 Research Question 6 Student Data Analysis
3.4 Qualitative Data Collection 3.5 NET Section Personnel Interviews 3.6 Case Studies
3.7 Qualitative Results and Findings Case Study 1
Case Study 2 Case Study 3 Case Study 4 Case Study 5 Case Study 6 Case Study 7 Case Study 8
Research Question 1 Research Question 2 Research Question 3 Research Question 4 Research Question 5 Research Question 6 Additional Findings
4. OVERVIEW OF QUANTITATIVE AND QUALITATIVE FINDINGS 200
5. RECOMMENDATIONS 206
Appendix A Summary of Findings with Related Recommendations Noted 210
i EXECUTIVE SUMMARY
Overview of the Evaluation and Outline of the Report
The evaluation of the Enhanced Native-speaking English Teacher (ENET) Scheme in Secondary Schools was commissioned by the Education Bureau (EDB). It commenced on 14 January 2016 and concluded on 31 December 2017. The evaluation was conducted by a team of scholars headed jointly by Dr Mary Shepard Wong and Dr Chong Ho Yu of Azusa Pacific University in collaboration with scholars from The Open University of Hong Kong, The Chinese University of Hong Kong, and New South Wales University.
The evaluation employed a sequential mixed-method approach using online surveys of key stakeholders followed by case studies of schools. 69 schools completed the surveys and they represented approximately 17% of the total number of secondary schools participating in the ENET Scheme in the 2015/16 school year. As to the case studies, eight schools took part.
Interviews and focus groups of a variety of stakeholders were conducted before, during, and after the surveys. The evaluation explored the impact of the Scheme on secondary students’
learning of English with regard to the English-speaking environment of the school, local teachers’ and NETs’ pedagogical practices, and the use of English in the school. The study collected data on stakeholders’ background and activities, as well as their views of the effectiveness of NET deployment, utilisation, integration, and support in schools, and the collaboration between NETs and their local colleagues. It also asked stakeholders about the support received from the Regional NET Coordination Team (RNCT) members and the Native- speaking English Teacher (NET) Section, the progress made on the key recommendations of the 2009 evaluation, and how the ENET Scheme might be improved.
This report includes six sections: 1) Objectives and Rationale; 2) Literature Review of Similar Programmes; 3) Findings and Key Observations of the Quantitative Data Analysis followed by the Qualitative Data Analysis; 4) Synthesis of the Quantitative and Qualitative Analysis; 5) Recommendations; and 6) Appendices.
In the literature review comparing the NET Schemes in Hong Kong with similar schemes in the region, including Japan, Korea and Taiwan, the research team pointed out that only Hong Kong had conducted and published external evaluations on its NET Schemes. In addition, Hong Kong’s NET Schemes had a more fully developed support system for professional and curriculum development.
Quantitative Data Collection Overview
Four questionnaire surveys were developed and piloted, and further refined after they were piloted before links to the online versions were released to participating schools and stakeholders. Table 1 provides the numbers of completed online surveys by each group of stakeholders who were sent surveys. A total of 66 Principals, 65 NETs, 456 local teachers, and 6,523 students completed the online survey.
ii Table 1. Summary of number of surveys completed and included in data analysis
* Potential
# of respondents
# of schools involved
# of surveys submitted
# of completed surveys
# of incomplete surveys
# of invalid data to exclude
# of wrong codes to include
Total
SPQ 69 66 82 72 10 6 4 66
NETQ 69 65 76 68 8 3 2 65
LETQ 468 69 483 459 24 3 12 456
SQ 9,960
(estimate)
67 7,818 7,259 559 736 N/A 6523
10,566 7110
* SPQ = The School Principal Questionnaire
NETQ = The Native English Teacher Questionnaire LETQ = The Local English Teacher Questionnaire SQ = The Student Questionnaire
Qualitative Data Collection Overview
To enable the research team to gain a more in-depth understanding of the operation of the Scheme, in addition to the over 7,000 online surveys, 32 interviews and focus groups were conducted with the local English teachers, NETs, English Panel Chairs (EPCs) and School Principals in eight case study schools. Case studies also included 26 observations of the English environment of schools, co-planning meetings, and classrooms in which NETs were teaching and shadowing of the NET. Observations were also conducted of a school-based workshop and a workshop by the EDB. In addition, nine non-school based interviews and focus groups were conducted with a variety of stakeholders, including EDB personnel, and groupings of various teachers, parents, students, and principals.
Overview of 57 Findings and Six Research Questions
A total of 57 findings were identified resulting in eight recommendations. There were 28 findings based on the statistical analysis of responses to the online surveys (preceded by “SF”
for survey findings). These indicated that stakeholders generally held positive perceptions of the impact on the ENET scheme on students’ English learning, on the English-speaking environment of the school and on the use of pedagogical practices by English teachers. There were 29 findings based on the case studies (preceded by “CF” for case study findings) and non- school-based data analysis. Findings indicated that the majority of all stakeholders supported the Scheme although several areas of possible improvement were noted.
The evaluation was guided by six research questions (RQs). Looking at both sets of findings together, the research team concluded that the ENET Scheme overall has a positive impact on English language teachers’ pedagogical practices (RQ1), that the Scheme helps to improve student learning of English (RQ2), helps to enhance the English-speaking environment of the school (RQ3), helps support curriculum development (RQ4), and promotes professional development and collaboration between NETs and local English teachers (RQ5). Since 2009, some progress has been made towards addressing the recommendations of the University of Melbourne evaluation report, responding to curriculum initiatives and provided additional support for NETs in the schools (RQ6).
iii These conclusions as to the overall effectiveness of the ENET Scheme suggest that positive achievements are being made and that the Scheme is successful on the whole. At the same time, the evaluation has highlighted a number of factors affecting success and identified possible ways in which the Scheme might be modified in order to achieve greater success. Interpreting results in relation to the research questions helps to draw out these caveats to the overall success of the Scheme.
Research Question 1 investigated the extent to which the ENET Scheme impacts local teachers’ English language teaching and the ways it does so. The findings suggest that NETs adopt more culturally-focused and language-arts-oriented activities in their teaching than local teachers, and that this has an influence on the approaches local teachers adopt. The qualitative results throw some additional light on this issue. Although stakeholders agreed that the influence of the NET has a unique impact on the teaching approaches of local English teachers, and local English teachers valued the different perspective that the NET had brought to English language teaching, they themselves felt constrained in their ability to adopt similar practices in their own teaching (CF2).
Research Question 2 focused on the impact of the Scheme on student learning of English.
Online survey and case study results identified perceptions of improvements in student attitude and motivation to engage with English, and increased opportunities for them to use English, although it was felt that not all students could benefit significantly from being taught by a NET, or from the NET Section competitions.
Research Question 3 focused on the extent to which the ENET Scheme enhances the English- speaking environment of the school, and the ways it does so. A number of findings both from the online surveys and from case study interviews and observations indicate that the Scheme enjoys considerable success in this area. SF6 showed that local English teachers and School Principals placed particular value on the NET’s role in organising and conducting co-curricular activities, which, they felt, enriched the English learning environment. In case study interviews, stakeholders confirmed the importance and the value of NET involvement in organising activities outside of lesson time, which, they agreed, helped enhance the English-speaking environment in the school (CF11).
Research Question 4 explored the extent to which the ENET Scheme supports curriculum development and implementation in secondary schools, and the ways it does so. Findings from the case study investigation involved one school which had applied for School-based Support Services from the NET Section, and found the support stimulating and worthwhile (CF16).
Survey findings, reinforced by findings from case study interviews, suggested that NETs themselves tend not to get involved in activities which stakeholders would describe as
‘curriculum development’, although NETs often develop teaching and learning resources for sharing among panel members teaching the same levels (SF14).
Research Question 5 investigated the extent to which the ENET Scheme contributes to professional development and collaboration among the teachers, and the ways it does so. It is a two-pronged question, since professional development may not be related to collaboration.
Findings from the online surveys and case studies indicate that professional development in the form of centralised workshops and cluster meetings were found to be helpful (CF20) and that
iv ideas and materials explored in them were practical and could be applied in the school context (SF18).
Research Question 6 is a three-pronged question with progress made on the key recommendations of the 2009 evaluation report, the impact of curricular initiatives since 2009 on the Scheme and the impact of changes in the support provided for NETs being explored.
The 2009 evaluation report made a number of recommendations, some of which would entail major organisational changes in the teaching of English at the school level. The current evaluation found indications of the more practical of these recommendations having been acted upon. With respect to the impact of changes in the support provided for the NETs since 2009, the 3-day induction programme and RNCT support for new NETs are generally well-received, and the School-Based Support Services have been seen as valuable (SF27).
Additional Findings, though not directly related to the research questions, have provided further support for the effectiveness of the ENET Scheme. There was a perception that the number of suitable potential NETs was shrinking (CF25). Underlying this perception were a number of expectations as to the characteristics of a ‘good’ NET, which were revealing, as well as some misapprehensions as to the roles and responsibilities of the NET Section (CF27).
Summary of Recommendations
In light of the analysis of the data, the research team makes the following recommendations.
Recommendations are grouped according to the area they address, but not necessarily in order of importance. Note that the supporting findings are listed under each recommendation.
NET Deployment
1. Continue to encourage schools to integrate the NET into the English panel as a whole both socially and professionally. (Supported by SF1, 2, 3, 7, 9, 14, 15, 17, 26, 28 & CF3, 4, 5, 10, 14, 17, 18, 19, 23, 24)
2. Continue to encourage schools to consider the unique experience, qualifications, and interests of the NETs when determining deployment. (Supported by SF 1, 2, 3, 6, 7, 10, 11 &
CF 1, 3, 5, 9, 11, 13)
Scheme’s Support for Schools
3. Continue to support schools with RNCT members by providing and evaluating the induction programme for new teachers recruited into the Scheme, professional development workshops in areas of interest, and providing assistance as requested with curriculum development and the improvement of pedagogy. (Supported by SF 8, 13, 18, 27 & CF 2, 6, 7, 13, 15, 16, 20, 21) 4. Continue to encourage and assist schools to promote a culture of collegiality and collaborative professional development. (Supported by SF 4, 5, 12 & CF 2, 4, 8, 12, 13, 17, 18, 19, 22, 23)
v Public Relations
5. Continue to communicate the ENET Scheme’s goals to stakeholders and seek to remove misconceptions about the Scheme’s work. (Supported by SF 16, 17, 23, 24, 25, 26 & CF 26, 27, 28)
6. Continue to establish communication channels with NET communities and seek out their support to provide insight into NET issues and potential solutions. (Supported by SF 23, 24, 25, & CF 26, 27, 28)
7. Continue to monitor and assess the response of the Education Bureau to the recommendations in this report as well as the effectiveness of the Scheme. (Supported by SF 23, 24, 25)
NET Recruitment
8. Consider how to support NETs and Schools in the selection and retention process in ways that provide transparency and flexibility. (Supported by CF 25, 26, 27, 28)
More detailed suggestions under each of the recommendations can be found in the report.
vi GLOSSARY OF TERMS (Terms are used in Hong Kong unless specified otherwise) AJET Association of JETs [in Japan]
ALTs Assistant Language Teachers [in Japan]
APU Azusa Pacific University AT Advisory Teacher
ATT Advisory Teaching Team CF Case Study Finding
CIR Coordinator for International Relations [in Japan]
Co-I Co-Investigator
CPD Centralised Professional Development EDB Education Bureau
ELI English Language Instructor [used in Korea]
EPC English Panel Chair
EPIK English Programme in Korea
ENET Enhanced Native-speaking English Teacher
FETRP Foreign English Teacher Recruitment Project [in Taiwan]
JET Japan Exchange and Teaching [Programme]
JTE Japanese Teachers of English [in Japan]
LET Local English Teacher
NET Native-speaking English Teacher
NEST Native English-Speaking Teacher [in Taiwan]
NNEST Non-native English Speaking Teachers NS Native [English] Speakers
PD Professional Development PI Principal Investigator
PM Project Manager
PNET Primary Native-speaking English Teachers SCMP South China Morning Post
SF Survey Finding
SEA Sports Exchange Advisors [in Japan]
TM Text Mining
1 1. OBJECTIVES AND RATIONALE OF THE FINAL REPORT
1.1 Background
The evaluation of the Enhanced Native-speaking English Teacher Scheme in Secondary Schools (hereafter ‘The ENET Scheme’) was commissioned by the Education Bureau (EDB).
It commenced on 14 January 2016 and ran until 31 December 2017. The evaluation was conducted by a team of scholars headed jointly by Dr Mary Shepard Wong and Dr Chong Ho Yu of Azusa Pacific University in collaboration with scholars from The Open University of Hong Kong, The Chinese University of Hong Kong and New South Wales University.
The evaluation aimed to assist the EDB in informing the public of the effectiveness of the ENET Scheme as a territory-wide initiative in support of English language education in public- sector secondary schools; to identify areas for improvement in the operation of the Scheme; to recommend strategies for enhancing the impact and effectiveness of the Scheme; and to inform policy making regarding the development and implementation of the Scheme.
To achieve these aims, the evaluation comprised a cross-sectional study of the effectiveness of the ENET Scheme with a specific focus on the impact of the ENET Scheme on:
● the implementation of the senior secondary and the junior secondary English language curriculum;
● student learning attitudes, learning outcomes and learning experiences, and the English learning environment in schools;
● NETs’ and local English teachers’ professional development and collaboration;
● English language teaching (i.e. pedagogy and curriculum development).
The evaluation was also charged with investigating progress in implementing the recommendations of the latest of the two previous evaluations, namely, the Second Territory- wide Evaluation of the ENET Scheme (2008-2009) conducted by the University of Melbourne.
The 2008-2009 evaluation focused on the role of NETs in contributing to changes in language teaching, language attainment, and resource use; the development of a model of optimal NET deployment in light of new curricular initiatives; and future trends and directions for the ENET Scheme.
1.2 Objectives and Rationale
This report begins with a brief contextual description of the ENET Scheme, its history, its place in the NET Scheme as a whole, the roles of the different EDB units responsible for implementing it, and the recommendations of previous evaluations of the Scheme. The report includes a review of the literature relating to programmes in Japan, Taiwan, and South Korea, which also involve the recruitment of native English speakers to teach in local schools. The report goes on to present the results of the analysis of over 7000 online surveys and of case study investigations in eight schools. It concludes with recommendations arising from the survey and case study findings.
2 1.3 Contextual background
The NET Scheme comprises the NET Scheme in Primary Schools (PNET Scheme) and the Enhanced NET Scheme in Secondary Schools (ENET Scheme). The Scheme is an important element of the support for English language teaching in Hong Kong and part of an orchestrated policy for the involvement of ‘native-speaking English teachers’ (that is, teachers of English who speak the language with native-like competence) in the teaching of English which stretches back to 1997 and beyond.
In 1997, the newly established HKSAR Government undertook to implement a NET Scheme, providing more than 700 additional native-speaking English teachers in order to ‘make an immediate impact on improving the English language standards of our students’1. The ENET Scheme was duly introduced to secondary schools in the 1998/99 school year with the recruitment of 388 NETs. The 1997 Guidelines on the duties of NETs carried the expectation that the Scheme would effect improvement in the professional profile of English language teachers, leading to advances in the quality of language teaching through a system where NETs produced teaching resources, served as models of good practice, effected gains in student language proficiency and were integrated into the life of the school 2. In 2002, the Scheme was extended to the primary sector with the introduction of the PNET Scheme. Both ENET and PNET Schemes are operated by the Education Bureau through the NET Section, the NET Administration Team and the School Development Sections.
The NET Section
This section was established in 2002 and is now a unit under the Curriculum Development Institute (CDI) charged with steering and facilitating the implementation and evaluation of the NET Scheme in Hong Kong. The NET Section is the professional arm of the Scheme. It provides professional support for schools to maximise the benefits of the Scheme through the functioning of an Advisory Teaching Team (ATT) for the NET Scheme in Primary Schools and a Regional NET Coordinating Team (RNCT) for the ENET Scheme.
The ATT comprises a mix of NETs and local English teachers. The team designs and operates professional development programmes for NETs and local English teachers as well as conducting school development visits to individual schools. It facilitates the effective deployment of NETs, provides support for the development of innovative and effective teaching strategies and related curriculum resources, and disseminates good teaching practices in language learning and teaching. The ATT also provides peripatetic support for schools with fewer than six classes. Each Advisory Teacher is responsible for between 12 and 18 primary schools.
The RNCT supports the implementation of the updated English Language Education KLA (ELE KLA) curriculum and the ENET Scheme in a variety of ways. The team organises competitions for students; conducts professional development workshops for teachers;
1 Building Hong Kong for a new era: Address by the Chief Executive The Honorable Tung Chee Hwa. 8 October 1997. Hong Kong: Hong Kong Special Administrative Region Government.
2 Guidelines on the duties of NETs appointed under the enhanced NET Scheme. HKSAR: Education Department, 1997.
3 supports schools with collaborative research and development ‘Seed’ projects; holds regional cluster meetings to disseminate good teaching practices; and assists in the development of school-based English Language curriculum and learning and teaching resources through its School-Based Support Services (SBSS). The team comprises eight NET members, i.e.
Regional NET Coordinators (RNCs), serving about 400 public-sector secondary schools in Hong Kong, two RNCs are responsible for schools in Hong Kong Island, two RNCs are responsible for schools in Kowloon, four RNCs are responsible for schools in the New Territories, and three Curriculum Officers and the one Project Officer, who were in service during the evaluation.
According to information provided on the EDB website3, the key duties of the NET Section are:
to provide on-site professional support for English teachers, including NETs, in public- sector primary and secondary schools to maximise the benefits and potential of the NET Scheme and to facilitate the implementation of the CDC ELE KLA Curriculum Guide for P1 to S6;
to design and implement literacy programmes and ‘Seed’ projects in participating primary and secondary schools, with professional support provided for the English teachers concerned, including the NETs, as a means of fostering their professional development, promoting curriculum and pedagogical innovations and facilitating the implementation of the CDC ELE KLA Curriculum Guide for P1 to S6;
to organise centralised and school-based professional development programmes and networking activities for English teachers, including NETs, in public-sector primary and secondary schools in Hong Kong;
to organise competitions to provide opportunities for primary and secondary school students to develop and demonstrate their ability to use English creatively and collaboratively and to foster participating teachers’ professional growth; and
to disseminate good practices, innovative teaching methods and resource materials developed by English teachers, including NETs, and to encourage professional networking.
The NET Administration Team
This unit is responsible for providing support for NET Scheme-related administrative matters, such as the recruitment of NETs and the remuneration package for NETs. The relevant section of the EDB website ‘NET Scheme - NET Appointment Matters’ serves as an information repository for schools and NETs providing links to relevant EDB Circular Memoranda detailing the administrative aspects of NET recruitment, templates for various key documents and information about the remuneration package for NETs under the NET Scheme.
The School Development Sections
Eighteen School Development Sections, under the four Regional Education Offices in Hong Kong, Kowloon, New Territories East and New Territories West respectively, oversee the
3 http://nets.edb.hkedcity.net/page.php?p=456
4 quality of education in schools and provide a full range of professional support services, such as school administration, curriculum development, learning and teaching, student guidance and psychological services4.
1.4 Previous evaluations of the NET Scheme
Since its inception, the NET Scheme has been subject to regular evaluation, with the PNET Scheme and the ENET Scheme each evaluated twice by external experts.
The first territory-wide evaluation of the PNET Scheme was undertaken between 2004 and 2006 by a team of researchers from The University of Melbourne and the then Hong Kong Institute of Education. The second evaluation was undertaken between December 2014 and October 2016 by a team of scholars from Azusa Pacific University, The Chinese University of Hong Kong, The Open University of Hong Kong and The University of Hong Kong.
The two previous external evaluations of the ENET Scheme were conducted between 1998 and 2000 by scholars from the then Hong Kong Institute of Education. The second evaluation was conducted by scholars from The University of Melbourne between 2008 and 2009.
The first ENET evaluation addressed the three objectives of the Scheme, which were to enable native-speaking English teachers to enhance the teaching of English by:
a) acting as English language resource persons in the schools;
b) assisting in school-based teacher development; and
c) helping to foster an enabling environment for students to speak English and practise their oral skills.
The Evaluation Report, published in 2001, concluded that the Scheme had enjoyed its greatest success in meeting the first and third objectives. Strong evidence was found that NETs were creating language learning resources, introducing pedagogical innovations in areas such as drama, creative writing, task-based activities and culturally-related aspects of the language, as well as enjoying success in a number of other areas such as instilling greater confidence in students to use the language. There was evidence that the work of NETs was particularly appreciated through the organisation of co-curricular activities which involved modelling appropriate language, and coaching students in culturally appropriate behaviour. Less evidence was found to suggest that the second objective, that NETs would assist in school-based teacher development, was being achieved. This was ascribed to the working culture of Hong Kong secondary schools, in which sharing of professional practices was not widely facilitated.
Twelve recommendations were made by the evaluation team. These focused on a reconceptualisation of the NET as performing a unique role, different from and complementary to that of a local English teacher. NETs would engage in classroom practices that involve modelling and coaching culturally appropriate ways of speaking and behaving; they would specialise in cultural, language arts and co-curricular activities. The school-based resource person role was recommended to be maximised by not expecting NETs to carry a full teaching load, nor to assign NET to teach only oral lessons for all classes.
4 http://www.edb.gov.hk/en/contact-us/reo.html
5 The second evaluation of the ENET scheme was conducted from December 2008 to July 2009.
The broad conclusions of the evaluation were that:
Schools were generally satisfied with the role and function of the NETs in schools, which were providing a stimulus to the oral language context in school, complementary to the text-based approach among local English teachers.
The presence of NETs in the school was valued by parents as an indication of the serious nature of the English language curriculum in the school system.
NETs had adopted a role consistent with the anticipated changes to be introduced with the new six-year curriculum.
Students were appreciative of the presence of NETs in schools. The opportunity to practise their English and to become accustomed to people from other cultures was valued.
The role of the NET within the English Panel in the secondary schools varied from one focussing on oral language practice with students, support and professional development for staff, development of materials and strategies for the classroom, administrative support for the Panel Chair and leadership in English language curriculum, to one in which the NET was seen as an additional English teacher in the school.
English Panel meetings appeared to focus more on administrative matters and test scores rather than on pedagogical or curriculum issues. This focus was felt to be related to a reduction in the pedagogical and leadership roles of the NET. The role of the NET had become a valuable complement to the main business of the English Department, but it was not seen as central to the improvement of examination performance.
The recommendations of the 2008-2009 evaluation are presented most clearly in the Executive Summary to the report in the form of three major recommendations as follows:
a.
Panels need to shift their emphasis from administrative to curriculum and pedagogical foci.b.
The English Department needs to be reorganised so that teams of teachers act as collaborative specialists in the implementation of the new English curriculum. This is an extension of the teaching model that currently exists in some schools under the rubric of the NET's duties. Local teachers need to de-privatise the classroom and begin to work in collaborative teams of teachers.c.
The organisation of the Panel meeting needs to be altered.The third recommendation has eleven sub-recommendations, setting out ways in which the Panel meeting needed to be altered. These can be summarised as follows:
i. English Panel Meetings should be conducted in English.
ii. They should be more pedagogical than administrative in orientation.
6 iii. Panel Chairs should not dominate, but should encourage open discussion and sharing.
iv. Teachers need to develop the confidence to challenge the effect of teaching strategies on student performance.
v. There should be a shift of focus from examination scores to learning outcomes.
vi. There should be a collaborative system that enables joint ownership and responsibility for learning outcomes.
vii. Record keeping should be supplemented with records of student proficiency progress and development.
viii. Teachers should be given responsibility for progress reporting and collecting student work samples for discussion.
ix. NETs and local teachers should report on the progress of individual pupils and interventions and monitoring work they have undertaken. Local teachers should adopt a culture of challenge so that the NET is accountable for recommendations.
x. NETs and local teachers should be supported by professional development.
xi. Panel Chairs and NETs must ensure that every Panel member is participating in the discussion and learning from and with each other.
To accompany these formal recommendations, less formal observations were made with respect to the role of the RNCT:
RNCT members should play an important role in altering the culture and process of the Panel meetings. Their role needs to be expanded to become more in line with role of the Advisory Teachers in the Primary NET Scheme. However, the role of the RNCT should be broader than just development and provision of teaching materials.
(Griffin & Woods, 2009:8) Finally, the report suggested that there was a need for professional development of both the NETs and the local Panel members which focuses more on a developmental rather than a deficit model of pedagogy in order to prepare them to implement the new secondary curriculum.
1.5 Research Questions
To guide the current evaluation, a set of research questions was formulated, focusing on the perceived effectiveness of the Scheme in achieving its stated objectives. These research questions are constructed in the form of one overarching general research question and six more specific questions as follows.
1.5.1 Overarching Research Question
How effective is the ENET Scheme in accomplishing its stated objectives:
● to enrich the English language learning environment in schools?
● to enhance the learning and teaching of English with linguistically and culturally
7 authentic materials and resources?
● to strengthen teaching capacity through school-based professional development and collaboration between NETs and English Panel Members?
1.5.2 Specific Research Questions:
1. To what extent and in what ways does the ENET Scheme impact teachers’ English language teaching (pedagogical practices)?
2. To what extent and in what ways does the ENET Scheme improve student learning of English?
3. To what extent and in what ways does the ENET Scheme enhance the English-speaking environment of the school?
4. To what extent and in what ways does the ENET Scheme support curriculum development and implementation in secondary schools?
5. To what extent and in what ways does the ENET Scheme contribute to professional development and collaboration among the teachers?
6. What progress has been made on the key recommendations of the 2009 evaluation report and how have the various curricular initiatives since 2009 and changes in the support provided for NETs impacted the implementation of the Scheme?
The evaluation aims to explore these questions and make recommendations as to how the operation of the Scheme can be enhanced so as to more effectively meet its expectations.
8 1.6 Timeline
Figure 1 shows the overall timeline of the evaluation.
Figure 1. ENET Scheme evaluation timeline
9 2. LITERATURE REVIEW OF SIMILAR PROGRAMMES IN THE REGION While there are quite a number of research articles and edited books on the collaboration of Non-native English-speaking teachers (NNESTs) and Native Speakers (NS), recent large-scale evaluation reports of state-run programmes that recruit, hire, and place native speakers of English in their public schools are harder to find. Reports of evaluations conducted in Hong Kong are the exception, though there are several topical reports on small scale surveys conducted in Japan found on the website of the Association for Japan Exchange and Teaching (AJET) (see links in the references).
Research on collaboration between NNESTs and NS, specifically studies focusing on Japan, Korea, Taiwan, and Hong Kong and studies that compared and contrasted aspects of English language teaching in these countries (Carless, 2006; Wang & Lin, 2013) informed the current evaluation plan and alerted the team to the challenges that may arise and the potential strategies used to address them. Data collection in these studies most often took the form of a case study approach, where observations of one or more classes or schools were followed by interviews and analysis. Some studies used surveys, or a combination of surveys, observations, and interviews. In addition to these methods, Carless (2006) emailed participants and viewed video recordings of lessons that participants provided when face-to-face observations were not an option. Most of the AJET reports present findings from surveys conducted among the Japan Exchange and Teaching Programme (JET Programme) community, such as ‘Assistant Language Teachers as solo teachers’ followed by a discussion of the findings and a list of conclusions.
The current review looked at literature relating to similar programmes in the region including the JET Programme in Japan, the English Programme in Korea (EPIK), and the Foreign English Teacher in Taiwan (FETiT). The review identified several challenges found in the logistical, pedagogical, and relational aspects of programme implementation. Some of the challenges found in these programmes are relevant to the ENET Scheme. However, Hong Kong’s colonial past has provided more exposure to English compared to Japan, Korea, and Taiwan. In addition, higher recruitment standards in terms of expected levels of qualifications and experience for entry to the ENET Scheme mark out this scheme from those operated elsewhere in the region. The ENET Scheme also provides a more fully developed support system for professional and curriculum development compared to those found in Japan, Korea, and Taiwan. The following table and list of references is not a comprehensive review, but a starting point to identify commonalities and differences across the four programmes and issues pertinent to the current evaluation.
10 Table 1. Comparison of state-run NET programs in the region
Issue Japan JET Korea EPIK Taiwan FETiT Hong Kong NET
Overview of the four programmes Start date; number of foreign teachers
1987: start date
2015: 4,786 from 43 countries.
2020 goal = 6,000
1995: start date 2014: 1,165
2008: start date 2013: ~300
Goal = 3,300 one in each primary & secondary school
1998: ENET Scheme started 2002: PNET Scheme started 2016: 850+
Uniqueness of the programme ● Supported by 3 govt.
ministries and managed by 1 govt. council, CLAIR
● Apply through Japanese embassy
● Not just English, 6 total languages
● Majority are US, in year 1 placed in rural areas
Launched by MoE for educational reform in foreign language learning and globalisation
May reduce the qualifications so they can get more
applications.
● Launched due to
dissatisfaction with English proficiency of students
● Has highest teacher qualifications
● Conducted external evaluations
Terms used for foreign and local English teachers
● 90% ALTs: Assistant language teachers
● 10% CIR, Coordinator for International Relations
● A few SEA, Sports Exchange Advisors
ELIs: English language instructors
NESTs NET
Local English Teachers Advisory Teachers (AT) Regional NET Coordinators (RNC)
Stated purpose ● Increase cultural understanding
● Improve foreign language proficiency
● Move toward CLT
● Improve English of students and teachers
● Cross-cultural exchange
● Reform methods
● Upgrade English proficiency of Taiwanese
ENET Scheme
● To enrich the English language learning environment in schools;
● To enhance the learning and teaching of English with linguistically and culturally authentic materials and resources;
and
● To strengthen teaching capacity through school-
11 based professional
development and collaboration between NETs and English panel members.
Duties ● Team teach
● Assist JTE in teaching
● Professional Development (PD) of local English teachers
● Team teach
● Develop materials
● PD of local English teachers
● Team teach
● Develop materials
● PD of local English teachers
● Team teach classes
● Develop materials
● PD of local English teachers
● Enrich the English language environment Recruitment criteria: teaching
experience, teaching qualifications, etc.
● BA? Yes
● Teaching experience? No
● Teaching qualifications?
No
● Interest in Japan? Yes
● Linguistic skills? Yes
● BA? Yes
● Teaching experience? No
● T qualifications? No
● Adapt to Korea? Yes
● US Citizen? Yes
● BA? Yes
● Teaching experience?
Preferred
● T qualifications? Yes
● (they may downgrade)
● NS equivalent? Yes
● BA? Yes, for the ENET Scheme, not for the PNET Scheme
● Teaching experience? Yes, for the ENET Scheme, not for the PNET Scheme
● T qualifications? Not a must
● NS equivalent? Yes Some common challenges found in the literature
Lack of clarity and
understanding of NETs’ role
● Crooks, 2001
● Marcheesseau, 2014
● Rabbini et al., 2003
● Mahoney, 2004
● Carless, 2006 ● Education Bureau,
HKSARG, 2009
● Storey et al., 2001
● Carless, 2006 Lack of team teaching skills of
both teachers
● Crooks, 2001
● Rabbini et al., 2003
● Wang & Lin, 2013
● Carless, 2006
● Wang & Lin, 2013
● Carless, 2006, p.344
● Ahn et al., 1998
● Wang & Lin, 2013
● Luo, 2013
● Luo, 2010
● Wang & Lin, 2013
● Carless, 2006
Lack of time to co-plan for local English teachers
● Carless, 2006
● Mahoney, 2004
● Carless, 2006 ● Luo, 2010
●
● Carless, 2006 Lack of support from
programme or stakeholders
● Crooks, 2001
● Wang & Lin, 2013
● Carless, 2006
● Robinson, 2000
● Wang & Lin, 2013
● Carless, 2006, p344
● Wang & Lin, 2013
● Chang, 2013
● Luo, 2010
● Wang & Lin, 2013
● Carless, 2006
12 NETs lack of teaching
experience
● Crooks, 2001
● Marcheesseau, 2014
● Rabbini et al., 2003
● Wang & Lin, 2013
● Ahn et al., 1998 ● Wang & Lin, 2013 ● Wang & Lin, 2013 NETs lack of cultural
sensitivity
● Robinson, 2000
● Ahn et al., 1998 NETs lack of teaching
qualifications
● Crooks, 2001
● Marcheesseau, 2014
● Wang & Lin, 2013
● Wang & Lin, 2013
● Ahn et al., 1998 ● Wang & Lin, 2013 ● Wang & Lin, 2013 Hostile or threatened LETs ● Crooks, 2001
● Samuels, 2008
● Wang & Lin, 2013
● Robinson, 2000
● Wang & Lin, 2013
● Ahn et al., 1998
● Wang & Lin, 2013
● Chang, 2013
● Wu, 2009
● Wang & Lin, 2013
NETs feel isolated ● Marcheesseau, 2014
● Samuels, 2008 ● Education Bureau,
HKSARG, 2009
● Storey et al., 2001 Mismatch of programme goals
vs exam focus
● Crooks, 2001
● Marcheesseau, 2014
● Education Bureau, HKSARG, 2009
● Storey et al., 2001 Critics ask about wasteful
spending
● Marcheesseau, 2014 ● South China Morning Post
Benefits and achieved outcomes Brings Foreigners to needed areas
● Samuels, 2008
LETs improved speaking ● Luo, 2014 (but LET
pedagogy not changed)
Students motivated ● Carless, 2006 ● Luo, 2014 Carless, 2006
More support offered for students with 2 teachers
● Carless, 2006 Carless, 2006
Recommendations Compulsory professional development
● Crooks, 2001
● Rabbini et al., 2003
● Robinson, 2000 ● Luo, 2014 (TESL Cert needed.)
(see this report for a summary of the recommendations from previous reports.)
Need for NET counselling or peer support
● Crooks, 2001
● Rabbini et al., 2003 ● Robinson, 2000
13
More national support ● Crooks, 2001 ● Robinson, 2000 ● Chang 2013
Need for Guidelines and expertise from specialists
● Crooks, 2001
● Marcheesseau, 2014
● Rabbini et al., 2003
● Chang, 2013
● Luo, 2014 (all stakeholders involved in reform) Foster and hire teachers with
sensitivity and openness
● Carless, 2006 Remove anti-professional
discourse ‘authentic’ ‘Native’
● Wang & Lin, 2013 ● Wang & Lin, 2013 ● Wang & Lin, 2013 ● Wang & Lin, 2013
Glossary of Terms Used in the Above Table
ALT Assistant Language Teacher JTE Japanese Teacher of English
BA Bachelor of Arts LET Local English Teacher
CIR Coordinator for International Relations MoE Ministry of Education
CLAIR Council of Local Authorities for International Relations NEST Native English-Speaking Teacher
CLT Communicative Language Teaching NS Native Speaker
ELI English Language Instructor PD Professional Development
EPIK English Programme in Korea SEA Sports Exchange Advisors
FETiT Foreign English Teachers in Taiwan TESL Teaching English as a Second Language
JET Japan Exchange and Teaching Programme TESL Cert Certificate in Teaching English as a Second Language
14 Two British Council reports, Investigating NEST schemes around the world: supporting NEST/LET collaborative practices, and Global NEST Schemes – An Audit, both complied by Copland et al. (2016), provide an overview and comparison of several NET Schemes and programmes that recruit and send teachers overseas. The Audit has 35 pages of tables, with details of the following 11 programmes, with only four that would qualify as state-sponsored Schemes recruiting NETs from foreign countries, and seven that send English teachers overseas.
Programmes that send English teachers abroad:
1. Australian Volunteers International (AVI) 2. British Council English Language Assistants 3. Volunteer Service Overseas (VSO)
4. Centre for British Teachers (CfBT) (Brunei) 5. Cuso International (Canada)
6. Fulbright English Teaching Assistants (ETAs) 7. Peace Corps
State-run Schemes that recruit and hire NETs:
8. English Programme in Korea (EPIK)
9. Foreign English Teachers in Taiwan (FETiT) 10. Japanese Exchange and Teaching (JET) Programme 11. Native-speaking English Teacher (NET) Scheme
The Global NEST Schemes – An Audit lists in table format the entry criteria, selection process, contract details, benefits, duties, training, and support of the various Schemes, making comparison easier.
The 45-page report Investigating NEST schemes around the world: supporting NEST/LET collaborative practices states that their aims were to:
1. Discover which countries currently use NESTs (Native English Speaker Teachers) in state education.
2. Investigate how NEST schemes operate in different countries and the training and support received by participants.
3. Observe what happens in NEST classes and what are the typical roles played by LETs (Local English Teachers) and NESTs.
4. Highlight what can be learnt from the experiences of LETs and NESTs to improve classroom teaching.
5. Identify what support can be offered to LETs and NESTs to improve training and support.
Copland, et al, 2016, p. 3 The study found a great deal of diversity in operational practices. Schemes are classified into two categories: those that require teachers to be qualified/experienced, and those that do not.
The major findings of the study were that communication and planning were key factors for successful co-teaching, and that cross-cultural understanding and flexibility were crucial in forming successful partnerships.
15 The study includes six recommendations based on their findings:
1. Induction programmes should not be limited to NESTs but should be provided for both NESTs and LETs.
2. Induction should include time for NESTs and LETs to discuss their expectations of their roles. Ideally the discussion should be between partner teachers and be on- going.
3. Teachers should be encouraged to maintain a healthy regard for the value of L1 and L2 in the classroom.
4. Time should be made available for planning, especially where the NEST is peripatetic and moving from classroom to classroom or school to school.
5. Planning should be a joint endeavour between the LET and the NEST and time should be created to allow this to happen.
6. On schemes that do not require NESTs to be qualified/experienced, status issues between LETs and NESTs should be carefully monitored. LETs and NESTs in these contexts should be given opportunities to discuss the impact of their roles.
(Copland, et al, 2016, p. 3) The report includes the following remarks about Hong Kong:
The current scheme – called NET (or PNET if teachers work in primary schools) – recruits experienced and qualified teachers to work with LETs on designing and delivering interactive lessons on certain aspects of the curriculum. There was a widely held perception in Hong Kong that there are not enough trained and linguistically competent local English teachers (Lee, 2005), which may contribute to the belief that NESTs should be hired from overseas. The Hong Kong Education Bureau website, which provides details about the schemes, suggests that the purpose of hiring NESTs is to ‘enhance the teaching of English Language and increase exposure of students to English’. Not all NESTs working in Hong Kong belong to the NET/PNET Scheme.
Many are locally hired with varying degrees of success.
(Copland, et al, 2016b, p. 11 (emphases added)) There is a common perception that NESTs often have little teaching experience and lack formal teacher training (Carless, 2002; Tajino and Tajino, 2000). The Hong Kong NET Scheme is one exception to the general trend to employ inexperienced, untrained teachers, as is the CfBT scheme in Dubai and Koto-ku in Tokyo.
Copland, et al, 2016b, p. 12 (emphases added) It is encouraging to see that in a comparison of Schemes by outside scholars, the Hong Kong Scheme is valued for its requirements that Native English teachers recruited to serve in secondary schools should have both experience and training.
16 References for Japan
Adam, K. (2010). Five keys to improving assistant language teacher and Japanese teacher relations on the JET Program. Reitaku Journal of Interdisciplinary Studies, 18(2), 1-9.
Association for Japan Exchange and Teaching (AJET). (2014a). AJET Activities and Service Review. Retrieved from
http://ajet.net/downloads/reports/2014/AJET_Activities_and_Services_ENG.pdf Association for Japan Exchange and Teaching (AJET). (2014b). Assistant Language teachers
as solo teachers. Retrieved from:
http://ajet.net/downloads/reports/2014/ALTs_as_Solo_Educators_ENG.pdf
Browne, C., & Wada, M. (1998). Current issues in high school English teaching in Japan: An exploratory study. Language, Culture, and Curriculum, 11(1), 97-112.
The Japan Exchange and Teaching Programme Promotional Video (2015). Retrieved from http://jetprogramme.org/ja/ (In Japanese)
http://jetprogramme.org/en/ (In English)
Crooks, A. (2001). Professional development and the JET Program: Insights and solutions based on the Sendai City Program. Japan Association for Language Teaching Journal, 23(1), 31-46.
Gorsuch, G. (2002). Assistant foreign language teachers in Japanese high schools: Focus on the hosting of Japanese teachers. JALT Journal, 24, 5-32.
Mahoney, S. (2004). Role controversy among teachers in the JET Programme. JALT Journal, 26, 223-244.
Meerman, A. (2003). The impact of foreign instructors on lesson content and student learning in Japanese junior and senior high schools. Asia Pacific Education Review, 4, 97-107.
Marchesseau, G. (2014). ‘Assistant language teachers’ as a catalyst for communicative competence in Japan: Policy and outcomes regarding the ‘JET Program’. Proceedings of CLaSIC 2014: Knowledge, Skills and Competencies in Foreign Language Education, 300-309.
McConnell, D. L. (1996). Education for global integration in Japan: A case study of the JET Program. Human Organization, 55, 446-457.
Nakatsugawa, M. (2014). I am the icing on the cake: Classroom-based research on the roles of teachers in the JET Program. Research Bulletin of English Teaching, 11, 1-26.
Rabbini, R., Yamashita, T., Ibaraki, T., & Nonaka, T. (2003). To reform or not to reform: In- service training on the JET Program. Shizuoka Conference Proceedings, 200-208.
Samuels, C. (2008). The JET Program: Promises, problems and an uncertain future. SOPHIA TESOL FORUM: Working Papers in TESOL, 1, 60-68.
Tsurutani, C. (2012). Evaluation of speakers with foreign-accented speech in Japan: the effect of accent produced by English native speakers. Journal of Multilingual and Multicultural Development, 33, 589-603.
References for Korea
Ahn, S., Park, M., Ono, S., 1998. A comparative study of the EPIK program and the JET program. English Teaching 53, 241–267.
Carless, D. (2004). The deployment of English native-speakers in state school systems:
comparative perspectives. Conference proceedings of 2002 Kotesol conference. Seoul:
Kotesol.
Choi, Y. (2001). Suggestions for the re-organisation of English teaching program by native speakers in Korea. English Teaching, 56, 101–122.
17 Jeon, M. (2009). Globalization and native English speakers in English Programme in Korea
(EPIK). Language Culture and Curriculum, 22, 231-243.
Jeon, M. (2010). Globalization and South Korea’s EPIK (English Program in Korea). In V.
Viniti (Ed.), Globalization of language and culture in Asia (pp. 161-179). London, UK:
Continuum International Publishing Group.
EPIK Program home page. (2014). Retrieved from
http://www.niied.go.kr/eng/contents.do?contentsNo=98&menuNo=369
Robinson, K. (2000). Comings and goings: Considerations and reflections on the English Program in Korea (EPIK). MA TESOL Collection, Paper 420.
Wang, L. Y., & Lin, T. B. (2013). The representation of professionalism in native English- speaking teachers recruitment policies: A comparative study of Hong Kong, Japan, Korea and Taiwan. English Teaching: Practice and Critique, 12(3), 5-22.
References for Taiwan
Chang, C. W. (2013). Exploring the beliefs of native and non-native English speaking kindergarten teachers in Taiwan. International Journal of Research Studies in Language Learning, 2(5), 3-16.
Luo, W. H. (2007). A study of native English-speaking teacher programs in elementary schools in Taiwan. Asia-Pacific Education Review, 8, 311-320.
Luo, W. H. (2010). Collaborative teaching of EFL by native and non-native English-speaking teachers in Taiwan. In A. Mahboob (Ed.), The NNEST lens: Non-native English speakers in TESOL (pp. 263-284). Newcastle, UK: Cambridge Scholars Publishing.
Luo, W. H. (2013). A study of discourse in relation to language learning in English classes co- taught by native English-speaking teachers and local English teachers in Taiwan.
English Language Teaching, 6(7), 96-109.
Luo, W. H. (2014). An Inquiry into a Collaborative Model of Teaching English by Native English-Speaking Teachers and Local Teachers. Asia-Pacific Education Researcher, 23, 735-743.
Wu, S. W. (2006). A study of the views of EFL university English-major students and native English-speaking teachers towards conversation classes in Taiwan. Journal of National Formosa University, 25, 95-104.
Wu, K. H., & Ke, C. (2009). Haunting native speakerism? Students’ perceptions toward native speaking English teachers in Taiwan. English Language Teaching, 2(3), 44-52.
References for Hong Kong
Boyle, J. (1997). Native-speaker teachers of English in Hong Kong. Language and Education, 11(3), 163-181.
Chu, C. K., & Morrison, K. (2011). Cross-cultural adjustment of Native-speaking English Teachers (NETs) in Hong Kong: a factor in attrition and retention. Educational Studies, 37, 481-501.
Education Bureau, HKSARG (2009). Evaluation of the Enhanced Native-speaking English Teacher Scheme in Hong Kong Secondary Schools.
Forrester, V., & Lok, B. (2008). Native English teachers in Hong Kong: Building communities of practice? Asian Social Science, 4(5), 3-11.
Hong Kong Education and Manpower Bureau. (2010). Enhanced Native-speaking English Teacher (NET) Scheme in Secondary Schools. Retrieved from http://www.edb.gov.hk/FileManager/EN/Content_2076/edbcm10081e.pdf.
18 Lai, M. L. (1999). JET and NET: A comparison of native-speaking English teachers schemes
in Japan and Hong Kong. Language, Culture and Curriculum, 12(3), 215-228.
Lee, I. (2005). Empowering non-native speakers for English language teaching: The case of Hong Kong. The Teacher Trainer, 19(1): 9-12.
Luk, J. (2001). Exploring the sociocultural implications of the Native English-Speaker Teacher Scheme in Hong Kong through the eyes of the students. Asia Pacific Journal of Language in Education, 4, 19-49.
Luk, J., & Lin, A. (2006). Classroom interactions as cross-cultural encounters: Native speakers in EFL lessons. New York, NY: Lawrence Erlbaum Associates.
Ma, F. (2012). Advantages and Disadvantages of Native- and Nonnative-English-speaking Teachers: Student Perceptions in Hong Kong. TESOL Quarterly, 46(2), 280-305.
Storey, P., Luk, J., Gray, J., Wang-Kho, E., Lin, A., & Berry R. (2001). Monitoring and evaluation of the Native-speaking English Teacher Scheme. Hong Kong: Hong Kong Institute of Education.
Sung, C. C. M. (2010). Native or non-native? Exploring Hong Kong students’ perspectives.
Lancaster University Postgraduate Conference in Linguistics and Language Teaching, 4, 1-18.
Sung, C. C. M. (2011). Chinese parents in Hong Kong err in their perceptions of racial background and the native speaker of English. English Today, 27(3), 25-29.
Sung, C. C. M. (2014). An exploratory study of Hong Kong students’ perceptions of native and non-native English-speaking teachers in ELT. Asian Englishes, 16(1), 32-46.
Trent, J. (2012). The Discursive Positioning of Teachers: Native-Speaking English Teachers and Educational Discourse in Hong Kong. TESOL Quarterly, 46(1), 104-126.
Trent, J., Gao, X. S., & Gu, M. Y. (2014). Identity construction in a foreign land: Native- speaking English teachers and the contestation of teacher identities in Hong Kong schools. Language Teacher Education in a Multilingual Context, 6, 137-157.
Walker, E. (2001). Roles of Native-speaker English teachers (NETs) in Hong Kong secondary schools. Asia Pacific Journal of Language in Education, 4(2), 51-77.
Comparative studies
Carless, D. R. (2006). Good practices in team teaching in Japan, South Korea and Hong Kong.
System 34, 341-351. http://dx.doi.org/10.1016/j.system.2006.02.001
Wang, L. Y., & Lin, T. B. (2013). The representation of professionalism in native English- speaking teachers recruitment policies: A comparative study of Hong Kong, Japan, Korea and Taiwan. English Teaching: Practice and Critique, 12(3), 5-22.
Copland, F., Davis, M., Garton, S. & Mann, S. (2016a). Investigating NEST schemes around the world: supporting NEST/LET collaborative practices. London, UK British Council.http://www.teachingenglish.org.uk/article/investigating-nest-schemes-
around-world-supporting-nestlet-collaborative-practices
Copland, F., Davis, M., Garton, S. & Mann, S. (2016b). Global NEST Schemes – An Audit.
London, UK British Council.
https://www.teachingenglish.org.uk/sites/teacheng/files/BC%20Audit_online_screen%20res_
FINAL.pdf
