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題名 以英語為母語及非母語之國小英語教師協同教學在台之研究
A study of a native and non-native speaker co-teaching program in Taiwanese elementary schools
作者 何炳德
Herbert Peter
貢獻者 招靜琪
Chao, Chin Chi
何炳德
Herbert Peter
關鍵詞 跨文化溝通
文化中的第三向度
中外師協同教學
教師專業成長
intercultural communication
thirdness
NEST and NNEST co-teaching
teacher professional development
日期 2009
上傳時間 4-Sep-2013 14:48:59 (UTC+8)
摘要 以英語為母語以及非英語為母語之教師，兩者間之協同教學國家級計劃，從1990年代開始在日本、韓國及香港各地執行。過去十年，台灣地區共有兩個相關計劃：一個位於中部某縣轄市；另一個則在北部地區，由該地方教育局與某知名學術基金會合作執行。關於這類的計畫，目前已有文獻探討執行上的困難，主要包括文化歧見、老師教學效能、與行政單位之運作問題，但其實卻並無整體評析之深入研究可供參考。
本研究遵循質化與量化的方法，針對北部之計畫為對象，深入評析中外師協同教學執行一年後之師生學習成效。研究首先以量化方式以成就測驗與態度問卷了解計畫中80名四年級與六年級小學生的英文學習成果、他們對英文的態度以及學習動機。另外又以訪談、課室觀察以及教學日記蒐集資料，分三組追蹤調查六位中外師之專業成長，藉衛考斯基的社會文化理論做分析，而文化體認方面，則以第三向度觀點，了解不同文化背景的老師之發展。
研究結果顯示此項中外師協同教學計劃對學生學習有正面作用，但程度則多有不同。學生之閱讀與聽力有成長，四年級學生受益又比六年級學生更多，但成果則因時間較短而稍顯淺薄。另一方面，中外教師在專業知識與文化體認上有顯著成長，可以說是本計畫最大受益者。
整體而言，計畫單位對中外師雙方合作關係之培養具備完善的機制，而在文化體認方面又有一群能夠以持平立場看待文化差距的諮詢專家，為中外師創造第三向度合作空間，使雙方能夠大方擁抱兩種文化且無需掩飾彼此之不同。這些設計使計劃更有效能，整體執行方式具參考價值。
National co-teacher programs involving native English speaker teachers (NESTs) and non-native English speaker teachers (NNESTs) have been in operation since the 1990’s in Japan, Korea and Hong Kong. Two major programs have been established in Taiwan in the last ten years, one by a city government in the central part of Taiwan, the other by the education bureau of a rural county in the north, in collaboration with a well known academic exchange foundation. The cultural, pedagogical and administrative challenges such schemes face are well documented but there has been little evaluation of the benefits for stakeholders

This study focused on the program in northern Taiwan and followed a mixed methods approach in order to trace learning gains from co-teaching for teachers and students over the course of one year. Students’ gains in English proficiency and changes in attitude and motivation were measured in a quantitative study involving over 80 4th and 6th grade students who were tested and surveyed. A triple case study investigated growth in professional knowledge and cultural awareness in three teaching pairs through interviews, class observation and teacher journals. Teacher learning was studied through the prism of socio-cultural theory and growth in cultural awareness from the perspective of thirdness.

The program was found to have a positive effect on students, but in varying degrees. Student scores in both reading and listening proficiency improved while their attitudes and motivation were positive. Proficiency gains were greater among 4th graders than 6th graders, but the results also showed that for students, the impact of a one year program is relatively shallow. Teachers grew considerably in both professional knowledge and cultural awareness and were the greatest beneficiaries of the program.

This study also found that the effectiveness of the program was facilitated by certain enabling mechanisms which nurtured the relationship between NESTs and NNESTs. Cultural awareness was facilitated by a culturally fair panel which helped create third spaces where teachers could embrace both cultures without hiding the differences between them.
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描述 博士
國立政治大學
英國語文學研究所
92551504
98
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0925515042
資料類型 thesis
dc.contributor.advisor 招靜琪zh_TW
dc.contributor.advisor Chao, Chin Chien_US
dc.contributor.author (Authors) 何炳德zh_TW
dc.contributor.author (Authors) Herbert Peteren_US
dc.creator (作者) 何炳德zh_TW
dc.creator (作者) Herbert Peteren_US
dc.date (日期) 2009en_US
dc.date.accessioned 4-Sep-2013 14:48:59 (UTC+8)-
dc.date.available 4-Sep-2013 14:48:59 (UTC+8)-
dc.date.issued (上傳時間) 4-Sep-2013 14:48:59 (UTC+8)-
dc.identifier (Other Identifiers) G0925515042en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/60015-
dc.description (描述) 博士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英國語文學研究所zh_TW
dc.description (描述) 92551504zh_TW
dc.description (描述) 98zh_TW
dc.description.abstract (摘要) 以英語為母語以及非英語為母語之教師，兩者間之協同教學國家級計劃，從1990年代開始在日本、韓國及香港各地執行。過去十年，台灣地區共有兩個相關計劃：一個位於中部某縣轄市；另一個則在北部地區，由該地方教育局與某知名學術基金會合作執行。關於這類的計畫，目前已有文獻探討執行上的困難，主要包括文化歧見、老師教學效能、與行政單位之運作問題，但其實卻並無整體評析之深入研究可供參考。
本研究遵循質化與量化的方法，針對北部之計畫為對象，深入評析中外師協同教學執行一年後之師生學習成效。研究首先以量化方式以成就測驗與態度問卷了解計畫中80名四年級與六年級小學生的英文學習成果、他們對英文的態度以及學習動機。另外又以訪談、課室觀察以及教學日記蒐集資料，分三組追蹤調查六位中外師之專業成長，藉衛考斯基的社會文化理論做分析，而文化體認方面，則以第三向度觀點，了解不同文化背景的老師之發展。
研究結果顯示此項中外師協同教學計劃對學生學習有正面作用，但程度則多有不同。學生之閱讀與聽力有成長，四年級學生受益又比六年級學生更多，但成果則因時間較短而稍顯淺薄。另一方面，中外教師在專業知識與文化體認上有顯著成長，可以說是本計畫最大受益者。
整體而言，計畫單位對中外師雙方合作關係之培養具備完善的機制，而在文化體認方面又有一群能夠以持平立場看待文化差距的諮詢專家，為中外師創造第三向度合作空間，使雙方能夠大方擁抱兩種文化且無需掩飾彼此之不同。這些設計使計劃更有效能，整體執行方式具參考價值。		zh_TW
dc.description.abstract (摘要) National co-teacher programs involving native English speaker teachers (NESTs) and non-native English speaker teachers (NNESTs) have been in operation since the 1990’s in Japan, Korea and Hong Kong. Two major programs have been established in Taiwan in the last ten years, one by a city government in the central part of Taiwan, the other by the education bureau of a rural county in the north, in collaboration with a well known academic exchange foundation. The cultural, pedagogical and administrative challenges such schemes face are well documented but there has been little evaluation of the benefits for stakeholders

This study focused on the program in northern Taiwan and followed a mixed methods approach in order to trace learning gains from co-teaching for teachers and students over the course of one year. Students’ gains in English proficiency and changes in attitude and motivation were measured in a quantitative study involving over 80 4th and 6th grade students who were tested and surveyed. A triple case study investigated growth in professional knowledge and cultural awareness in three teaching pairs through interviews, class observation and teacher journals. Teacher learning was studied through the prism of socio-cultural theory and growth in cultural awareness from the perspective of thirdness.

The program was found to have a positive effect on students, but in varying degrees. Student scores in both reading and listening proficiency improved while their attitudes and motivation were positive. Proficiency gains were greater among 4th graders than 6th graders, but the results also showed that for students, the impact of a one year program is relatively shallow. Teachers grew considerably in both professional knowledge and cultural awareness and were the greatest beneficiaries of the program.

This study also found that the effectiveness of the program was facilitated by certain enabling mechanisms which nurtured the relationship between NESTs and NNESTs. Cultural awareness was facilitated by a culturally fair panel which helped create third spaces where teachers could embrace both cultures without hiding the differences between them.		en_US
dc.description.tableofcontents Dedication……………………………………………………………………. iii
Acknowledgements…………………………………………………………… iv
Table of Contents……………………………………………………………... v
List of Tables………………………………………………………………….. xii
Chinese Abstract……………………………………………………………… xiii
English Abstract………………………………………………………………. xiv

Chapter 1 Introduction
Background ……………………………………………………………………. 1
Statement of the research problem ……………………………………………. 5
Statement of purpose ………………………………………………………….. 7
The research questions ………………………………………………………… 8
Significance of the study ……………………………………………………… 9
Definition of terms …….………………………………………………………. 10
Overview of the dissertation ………………………………………………….. 11

Chapter 2 Literature Review
Theories of learning …………………………………………………………… 13
Theories of intercultural communication ……………………………………… 17
Thirdness: Peirce, Bakhtin and Bhabha ……………………………………….. 19
Third spaces in organizations ……………………………………………. 23
Teachers’ professional development …………………………………………... 24
Teacher knowledge ………………………………………………………. 26
Teacher learning ………………………………………………………….. 29
Teacher knowledge as constructed ……………………………………….. 30
Teacher knowledge from collaboration …………………………………… 30
Native and non-native speaker English teachers ………………………………. 31
Co-teaching …………………………………………………………………….. 36
History of co-teaching ……………………………………………………. 36
Models of co-teaching ……………………………………………………. 37
Conditions for co-teaching success ………………………………………. 39
Advantages of co-teaching ……………………………………………….. 41
Problems associated with co-teaching …………………………………… 41
East Asian Co-teaching schemes ………………………………………………. 44
Japan …………………………………………………………………… 44
Korea ……………………………………………………………………... 46
Hong Kong ……………………………………………………………….. 47
Taiwan ……………………………………………………………………. 50
The City program…………………….……………………………… 50
The American Exchange Program ……………………………….….. 52
Summary ………………………………………………………………………. 53

Chapter 3 Methodology
Mixed methods inquiry..……………………………………………………….... 54
The epistemological basis of quantitative and qualitative inquiry ……..… 54
The qualitative study …………………………………………………………… 57
Research design....………………………………………………………… 57
Participants and sites ……………………………………………………… 58
Researcher’s relationships with participants ……………………………... 63
The schools in the study ………………………………………………….. 66
Data collection and procedures ………………………………………………… 68
Observation ……………………………………………………………….. 68
Interviews …………………………………………………………………. 71
Teacher journals …………………………………………………………... 74
Document inspection ……………………………………………………… 75
Establishing trustworthiness …………………………………………………… 75
Researcher bias in the data collection process ……………………………. 78
Data analysis …………………………………………………………………… 79 Data analysis framework ………………………………………………….. 79
Data analysis: method and procedures ……………………………………. 80
The quantitative study….………………………………………………………. 83
Research design …………………..………..…………………………….. 83
Participants and sites ……………………………………………………… 85
Data collection instruments and procedures …………………………………… 86
Test of English proficiency ……………………………………………….. 86
Piloting the test ………………………………………………………….. 88
Test administration procedures …………………………………………… 91
Survey questionnaire ……………………………………………………… 93
Piloting the survey ………………………………………………………… 94
Conducting the survey ……………………………………………………. 95

Data analysis …………………………………………………………………… 95
Proficiency test …………………………………………………………… 95
Survey questionnaire ……………………………………………………… 96
Correlation between survey and test scores ………………………………. 97
Summary ……………………………………………………………………….. 97

Chapter 4 Teaching pair A: Xiao-ling and Jo
Xiao-ling: Adjusting to a new partner ………………………………………….. 98
Attitude to the program …………………………………………………… 100
Attitude to co-teaching ……………………………………………………. 102
The co-teaching process: planning, teaching, roles and responsibilities ……….. 104
Patterns of communication ………………………………………………... 105
Co-teaching activities ……………………………………………………… 107
The co-teaching relationship: Xiao-ling’s perspective …………………………. 109
Metaphor for co-teaching …………………………………………………. 112
Roles played in the co-teaching relationship ……………………………… 112
Professional learning: ………………………………………………………….. 113
Growth in cultural awareness …………..………………………………………. 115
Perception of gender roles ………………………………………………… 116
Summary ………………………………………………………………………... 119
Jo: Growing into a professional role ……………………………………………. 120
Attitude to the program ……………………………………………………. 120
Attitude to co-teaching …………………………………………………….. 121
The co-teaching process: planning, teaching, roles and responsibilities ……...... 122
The co-teaching relationship: Jo’s perspective …………………………………. 124
Cultural differences or personal differences ………………………………. 126
Metaphor for co-teaching …………………………………………………. 127
Professional learning and growth ………………………………………………. 127
Learning about students …………………………………………………… 128
Learning about pedagogy …………………………………………………. 129
Learning about self ………………………………………………………... 131
Learning from the co-teacher ……………………………………………... 131
Growth in cultural awareness …………………………………………………... 135
Perceptions of gender ……………………………………………….…….. 137
Summary ………………………………………………………………………. 139



Chapter 5 Teaching pair B: Yao-wen and Debbie
Yao-wen: Learning from unexpected sources ………………………………… 140
Attitude to the program …………………………………………………… 141
Attitude to co-teaching …………………………………………………… 143
The co-teaching process: planning, teaching, roles and responsibilities ………. 143
Patterns of communication ……………………………………………….. 144
Co-teaching activities …………………………………………………….. 145
The co-teaching relationship: Yao-wen’s perspective …………………………. 146
Attitude to students: a cultural difference ………………………………… 147
Cultural differences or personal differences? …………………………….. 148
Metaphor for co-teaching ………………………………………………… 149
Roles played in the co-teaching relationship …………………………….. 150
Professional learning: Yao-wen ……………………………………………….. 151
The reflective journal: a tool for learning ………………………………… 152
Learning about students …………………………………………………... 152
Learning about pedagogy ………………………………………………… 153
Learning about self ……………………………………………………….. 154
Developing expertise ……………………………………………………… 154
Growth in cultural awareness: Yao-wen ………………………………………. 155
Perceptions of gender …………………………………………………….. 156
Summary ………………………………………………………………………. 156
Debbie: Discovering a professional calling …………………………………… 157
Attitude to the program ………………………………………………….. 158 Attitude to co-teaching …………………………………………………… 159
The co-teaching process: planning, teaching, roles and responsibilities ……… 160
Co-teaching activities ……………………………………………………. 161
The co-teaching relationship: Debbie’s perspective …………………………… 162
Cultural differences or personal differences ……………………………… 166
Professional learning: Debbie ………………………………………………….. 167
Knowledge of students ……………………………………………………. 167
Knowledge of pedagogy ………………………………………………….. 168
Knowledge of self ………………………………………………………… 169
Learning from the co-teacher …………………………………………….. 170
Growth in cultural awareness: Debbie ………………………………………… 173
Perceptions of gender …………………………………………………….. 174
Culture as individual ……………………………………………………… 174
Summary ………………………………………………………………………. 175

Chapter 6 Teaching pair C: Jun-kai and Meg
Jun-kai: Re-examining one’s teaching principles ……………………………… 176
Jun-kai’s teaching goals …………………………………………………... 178
Attitude to the program …………………………………………………… 179
Attitude to co-teaching …………………………………………………… 180
The co-teaching process: planning, teaching, roles and responsibilities ……… 181
Patterns of communication ………………………………………………. 182
Co-teaching activities ……………………………………………………. 184
The co-teaching relationship: Jun-kai’s perspective ………………………….. 185
Jun-kai’s assessment of his partner ………………………………………. 191
Factors in their relationship: age and personality ………………………… 192
Factors in their relationship: level of experience ..……………………….. 193
Factors in their relationship: personality not gender …………………….. 194
Factors in their relationship: cultural differences ………………………... 196
Metaphor for co-teaching ………………………………………………… 197
Roles played in the relationship ………………………………………….. 198
Professional learning: Jun-kai …………………………………………………. 199
Learning from Meg ………………………………………………………. 200
Growth in cultural awareness: Jun-kai ………………………………………… 202
Thirdness …………………………………………………………………. 204
Summary ……………………………………………………………………….. 205
Meg: Confirming one’s professional beliefs …………………………………… 206
Attitude to the program …………………………………………………… 207
Attitude to co-teaching …………………………………………………… 209
The co-teaching process: planning, teaching, roles and responsibilities ………. 210
Co-teaching activities …………………………………………………….. 209
The co-teaching relationship: Meg’s perspective ……………………………… 210
Attitude to aboriginal children ……..…………………………………….. 212
Going to the co-school: A watershed ……………………………………... 214
Dissolving the partnership ………………………………………………... 217
Maintaining a working relationship ……………………………………… 217
Metaphor for co-teaching ………………………………………………… 218
Professional learning: Meg …………………………………………………… 219
Learning about self ……………………………………………………… 222
Learning from co-teaching ……………………………………………… 222
Growth in cultural awareness: Meg ………………………………………….. 225
Taiwan: A multi-ethnic culture ………………………………………….. 225
Summary ……………………………………………………………………… 231
Chapter 7 The quantitative study: data analysis
Proficiency test results …………………………………………………………. 233
Grade 6 Listening proficiency ………………………………………………….. 233
Grade 6 Reading proficiency …………………………………………………… 235
Grade 4 Listening proficiency …………………………………………………. 236
Grade 4 Reading proficiency ………………………………………………….. 238
Summary of test results…………………………………………………..…..... 240
Survey questionnaire results ………………………………………………….. 241
Survey results and motivation………..………………………………………… 243
Grade 4 and 6 compared ……………………………………………………….. 246
Summary of survey findings...………………………………………………… 248

CHAPTER 8 Discussion, conclusions, limitations and recommendations
Introduction to research findings ………………………..……….……............. 250
The first research question …………………………………………………….. 250
Analysis of AEP co-teaching …………..……………………...…………. 250
Outcomes for students: Proficiency ............................................................. 256
Outcomes for students: Motivation ………………………….……………. 257
The second research question …………………..…………………….………… 257
The third research question …………………………………………….………. 262
Professional growth and development: Xiao-ling………………….……… 262
Professional growth and development: Jo………………………….……… 263
Professional growth and development: Yao-wen…………………….……. 264
Professional growth and development: Debbie……………………………. 266
Professional growth and development: Jun-kai.……………………….….. 267
Professional growth and development: Meg.………………………….….. 269
Conclusion…………………………………………………………….…... 271
The fourth research question …………………………………………………… 274
Growth in cultural awareness: Xiao-ling …………………………………. 274
Growth in cultural awareness: Jo …………………………………………. 277
Growth in cultural awareness: Yao-wen …………………………………. 278
Growth in cultural awareness: Debbie ……………………………………. 281
Growth in cultural awareness: Jun-kai ……………………………………. 282
Growth in cultural awareness: Meg ………………………………………. 284
Conclusion……………………………………………………………….. 287
Suggestions for further research ……………………………………………….. 289
Limitations of this study ……………………………………………………….. 290
Impact of this research on the researcher ………………………………………. 292
Implications and recommendations ……………………………………………. 293
Concluding remarks ……………………………………………………………. 295

References …………………………………………………………………….. 297

Appendices ……………………………………………………………………. 317 Appendix A AEP Mission Statement & Information ………...…..…….. 317
Appendix B AEP teacher workshops 2008-09 …………………………. 321
Appendix C Official letter to school administrators …………………… 322
Appendix D Class observation check list ………………………………. 323
Appendix E Teacher interview questions ………………………………. 324
Appendix F Teacher journal entry (sample) …………………………… 329
Appendix G On-site interviews with AP members …………………….. 332
Appendix H Chronology of field visits ………………………………… 333
Appendix I Field notes (sample page) ………………………………… 335
Appendix J Coding scheme for teacher learning (examples) …………. 337
Appendix K 4th Grade syllabus, test format and test…………………… 339
Appendix L 6th Grade syllabus, test format and test…………………… 355
Appendix M Student survey questionnaire …………………………….. 377

Vita ……………………………………………………………………….......... 380



















List of Tables


Table 2.1 Good and bad qualities of NESTs………………………..... 33
Table 2.2 Qualities of a good English teacher ………………………. 35
Table 2.3 Levels of teacher collaboration …………………………... 43
Table 3.1 Workshops attended ……………………………………… 60
Table 3.2 Participants basic data ……………………………………. 62
Table 3.3 Observation dates and times ……………………………… 69
Table 3.4 Teacher interview timetable ……………………………… 72
Table 3.5 Interview schedule and content ………………………….. 73
Table 3.6 Pilot test scores ……………………………………………. 90
Table 3.7 Pre-test and post-test results ………………………….......... 91
Table 4.1 Patterns of communication: Xiao-ling and Jo …………… 106
Table 4.2 Roles played by Xiao-ling and Jo ………………………... 113
Table 4.3 Factors which affected Xiao-ling’s learning ……………… 114
Table 4.4 Factors which affected Jo’s learning ……………………… 134
Table 5.1 Patterns of communication: Yao-wen and Debbie ……….. 144
Table 5.2 Roles played by Yao-wen and Debbie ……………………. 150
Table 5.3 Factors which affected Yao-wen’s learning ………………. 155
Table 5.4 Factors which affected Debbie’s learning ………………… 172
Table 6.1 Patterns of communication: Jun-kai and Meg ……………. 182
Table 6.2 Roles played by Jun-kai and Meg ………………………… 199
Table 6.3 Factors which affected Jun-kai’s learning ………………... 201
Table 6.4 Factors which affected Meg’s learning …………………… 225
Table 7.1 6th-grade listening test results………… ………………….. 234
Table 7.2 6th-grade reading test results …………………………….... 235
Table 7.3 4th-grade listening test results……………………..………. 237
Table 7.4 4th-grade listening test results t-test ..……………………… 238
Table 7.5 4th-grade reading test results .. …………………………….. 239
Table 7.6 4th-grade reading test results t-test ………………………… 240
Table 7.7 Survey results ……………..….…………………………… 243
Table 7.8 4th- and 6th-grade survey responses ……………………….. 246
Table 7.9 4th- and 6th-grade survey t-test ……………………………. 247		zh_TW
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dc.format.mimetype application/pdf-
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0925515042en_US
dc.subject (關鍵詞) 跨文化溝通zh_TW
dc.subject (關鍵詞) 文化中的第三向度zh_TW
dc.subject (關鍵詞) 中外師協同教學zh_TW
dc.subject (關鍵詞) 教師專業成長zh_TW
dc.subject (關鍵詞) intercultural communicationen_US
dc.subject (關鍵詞) thirdnessen_US
dc.subject (關鍵詞) NEST and NNEST co-teachingen_US
dc.subject (關鍵詞) teacher professional developmenten_US
dc.title (題名) 以英語為母語及非母語之國小英語教師協同教學在台之研究zh_TW
dc.title (題名) A study of a native and non-native speaker co-teaching program in Taiwanese elementary schoolsen_US
dc.type (資料類型) thesisen
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