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Collaborative Teaching of EFL by NESTs and Local English Teachers at Elementary Schools in Taiwan. Wen-Hsing Luo , Ph.D. National Hsinchu University of Education [email protected] . Introduction to collaborative teaching Collaborative teaching of EFL

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collaborative teaching of efl by nests and local english teachers at elementary schools in taiwan

Collaborative Teaching of EFL by NESTs and Local English Teachers at Elementary Schools in Taiwan

Wen-HsingLuo, Ph.D.

National Hsinchu University of Education

[email protected]

slide2

Introduction to collaborative teaching

  • Collaborative teaching of EFL
  • Challenges facing NESTs and local teachers
  • Components of optimal collaborative teaching of EFL
  • Teacher knowledge necessary for collaborative teaching of EFL
  • A possible model of collaborative teaching

NESTs Program in Hsinchu County February 29, 2012

slide3

Collaborative teaching models (Maroney, 1995) :

(1) traditional team teaching

(2) complimentary/supportive instruction

(3) parallel instruction

(4) differentiated split class team teaching

(5) monitoring teacher

  • Robinson and Schaible (1995) defined collaborative teaching as two teachers working together in designing and teaching a course that uses group learning techniques.

NESTs Program in Hsinchu County February 29, 2012

slide4

What are the types of teaching practice commonly seen in collaborative teaching classrooms of EFL?

NESTs Program in Hsinchu County February 29, 2012

challenges facing nests and local teachers
Challenges facing NESTs and local teachers
  • Different perceptions of the formats of collaborative teaching and of the roles played by team teachers
  • A lack of communication
  • Working with homeroom teachers (for NESTs)
  • Working with inexperienced or opinionated NESTs (for local teachers)

(Luo, 2006, 2007b)

NESTs Program in Hsinchu County February 29, 2012

slide6

What might be other challenges facing you in collaborative teaching classrooms of EFL?

NESTs Program in Hsinchu County February 29, 2012

slide7

What are the components necessary for optimal collaborative teaching of EFL by NESTs and NNESTs?

NESTs Program in Hsinchu County February 29, 2012

slide8

What are the knowledge necessary for collaborative teaching of EFL by NESTs and NNESTs?

NESTs Program in Hsinchu County February 29, 2012

slide9

What will be a plausible model of collaborative teaching of EFL by NESTs and local teachers?

NESTs Program in Hsinchu County February 29, 2012

a possible model for collaborative teaching classrooms of efl
A possible model for collaborative teaching classrooms of EFL
  • In this model, four elements are included:

(1) lesson planning

(2) collaborative teaching

(3) monitoring

(4) collaborative reflection

(Luo, 2007a, 2010a)

(cf. Johnston & Madejski, 1990; Johnston, et al., 2000; Robinson & Schaible, 1995)

NESTs Program in Hsinchu County February 29, 2012

slide11

Lesson planning

(1) Determine the content of the lesson to be taught.

(2) Identify difficult material for students’ level and new material according to the school curriculum.

(3) Talk through the preparation of the lesson, in a bilingual manner if it is necessary for homeroom teachers, and listen to each other and be prepared to compromise.

(4) Agree in advance about how to handle differences in interpretation and evaluation of the content and activities.

(5) Decide who will and how to present material and carry out activities and what instructional strategies to implement.

(6) Prepare lesson material and teaching aids.

NESTs Program in Hsinchu County February 29, 2012

slide12

Collaborative teaching

(1) Use collaborative approaches to provide all students (i.e., the high- and low-level students alike) with opportunities to learn from both NEST and local teacher.

(2) Use the fact that a NEST and a local teacher are present in the classroom to the fullest, i.e., to deploy each teacher’s expertise through role play, joint demonstrations and discipline rather than just having the teachers take turns at teaching.

(3) If it would benefit the students when only one NEST or local teacher presents the lesson, let the teacher lead part of the lesson, e.g., a phonics activity.

(4) At the end of the class, summarize the material that is newly taught in the current lesson, in students’ first language if appropriate.

NESTs Program in Hsinchu County February 29, 2012

slide13

Monitoring

(1) Discuss testing, assessment and criteria for grading that both teachers think appropriate for the lesson and students.

(2) Develop a system for monitoring student learning that reflects the school curriculum and involves assessment of speaking, listening, reading and writing.

NESTs Program in Hsinchu County February 29, 2012

slide14

Collaborative reflection

(1) Discuss the lesson afterwards, even if in an informal conversation.

(2) Participate in a formal collaborative reflection (in a bilingual manner if necessary), e.g., video reflection session, on a regular basis so that both NEST and local teacher can learn from the joint experience.

(3) Discuss how to modify instructional strategies and activities to meet individual students’ needs.

NESTs Program in Hsinchu County February 29, 2012

slide15

References

Johnston, B. & Madejski, B. (1990). A fresh look at team teaching. The Teacher Trainer 4(1). Retrieved March 3, 2009, from http://www.tttjournal.co.uk/uploads/File/back_articles/

A_fresh_look_at_team_teaching.pdf

Johnston, S. Tulbert, B. Sebastian, J. Devries, K. & Gompert, A. (2000). Vocabulary development: A collaborative effort for teaching content vocabulary, Intervention in School and Clinic, 35(5), 311-315.

Luo, W-H. (2010a). An Inquiry into Teacher Knowledge for Collaborative EFL Teaching in Elementary Schools in Taiwan. Journal of National University of Tainan(南大人文與社會研究學報),v44(1), 89-109.

Luo, W-H. (2010b). 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 upon Tyne, UK: Cambridge Scholars Publishing.

Luo, W-H. (2007a). A collaborative model for teaching EFL by native and non-native English-speaking teachers. Curriculum and Instruction Quarterly, 10(3), 187-202.

Luo, W-H. (2007b). A study of native English-speaking teacher programs in elementary schools in Taiwan. Asia Pacific Education Review, 8 (2), 311-320.

Luo, W-H. (2006). Collaboration between native and non-native English-speaking teachers: How does it work? The Journal of Asia TEFL, 3(3), 41-58.

Maroney, S. (1995). Some notes on team teaching. Retrieved March 3, 2009, from http://www.wiu.edu/users/mfsam1/TeamTchg.html

Robinson, B. & Schaible, R. (1995). Collaborative teaching. College Teaching, 43(2), 57-59.

NESTs Program in Hsinchu County February 29, 2012

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