An Inquiry into a Collaborative Model of Teaching English by Native English-Speaking Teachers and Local Teachers

Abstract

This study examines a collaborative model of teaching English by native English-speaking teachers (NESTs) and local teachers in Taiwanese elementary schools. This co-teaching model (hereafter referred to as “the CT Model” or “the Model”) is proposed by the author based on previous studies in this field as an attempt to improve the performance of teaching practice of this kind. Through multiple research methods, the author examines the utilization of the CT Model, the impact of the Model on the teachers and the elements of a viable co-teaching model. The study shows that the CT Model was considered well formulated, and the components included in the Model were necessary for co-teaching of English. After implementing the Model, the teachers became more aware of their teaching practice. The Model also served as a reminder for the teachers of what they could do when working with their co-teachers. The study indicates that the components of the Model were implemented differently by the teachers. Time constraints, which seem endemic to all teaching professionals, presented a challenge for the teachers when they attempted to work together by following the Model. Finally, implications for the development of plausible collaborative models of teaching English by NESTs and local teachers are discussed.

Appendix

Interview Protocol

First interview:

1.:

How have you worked with your co-teacher(s) in and outside the classroom? Please give examples.

2.:

What do you think about your collaboration with your co-teacher(s) (e.g., pleasant, satisfactory, struggling, etc.)? Please give examples.

3.:

Can you apply what you have learned about co-teaching to your teaching? How? Please give examples.

4.:

Have you followed any co-teaching models that you think helpful for your teaching? If yes, please give a description of the model(s).

Second interview:

1.:

What do you think about the structure of the CT Model in terms of its four elements (e.g., comprehensive, easy to follow, complex, etc.)?

2.:

Does the CT Model provide you with guidelines for co-teaching of English in your classroom (e.g., lesson planning, co-teaching, monitoring and collaborative reflection) and how? Please give examples.

3.:

What has been your experience so far of following the Model when you collaborate with your co-teacher(s) (e.g., challenges, difficulties, etc.)? Please give examples.

4.:

How has the Model helped or not helped your instruction in the classroom so far? Please give examples.

Third interview:

1.:

What has been your experience of following the CT Model when you collaborate with your co-teacher(s) (e.g., challenges, difficulties, etc.)? Please give examples.

2.:

How has the Model helped or not helped your instruction in the classroom? Please give examples.

3.:

What would you suggest to improve the Model (e.g., lesson planning, co-teaching, monitoring, and collaborative reflection)?

4.:

What would be an ideal/optimal co-teaching model for you? Please give a description of the structure and elements of the model.

Questionnaire