Please use this identifier to cite or link to this item: https://ah.nccu.edu.tw/handle/140.119/67406


Title: Native and Non-Native Englsih Speaking Teachers'' Belief''s and Their Influence on Their Practice: A Case Study of Elementary Team-teaching Teachers in Hsin Chu City
Authors: 葉潔宇
Yeh, Chieh-yue
Contributors: 英文系
Date: 2009
Issue Date: 2014-07-09 15:07:31 (UTC+8)
Abstract: The purpose of this qualitative case study is to investigate the beliefs of a team-teaching native English-speaking teacher (NEST) and a non-native English-speaking teacher (non-NEST) and the extent to which their beliefs are manifested in their classroom practice. The participants are a NEST and a non-NEST who have had one year of experience in team-teaching with each other in an elementary school in Hsin Chu City, Taiwan. The data collection instruments include interviews, belief inventories, classroom observations, and document analysis. Through analyzing the teachers’ beliefs in the following areas: (1) advantages and disadvantages of being native and non-native English teachers, (2) team-teaching, (3) roles of the English language, (4) language learning and learners, and (5) teaching practices, the study shows that the two teachers shared many common beliefs, but that their beliefs were not necessarily consistent with their performance in the classroom. Pedagogical implications and suggestions are derived mainly for the benefit of policy makers and for maintaining positive collaboration between NESTs and non-NESTs.
Relation: Taiwan Journal of TESOL, 6(2), 93-120.
Data Type: article
Appears in Collections:[英國語文學系] 期刊論文

Files in This Item:

File Description SizeFormat
8636.pdf150KbAdobe PDF660View/Open


All items in 學術集成 are protected by copyright, with all rights reserved.


社群 sharing