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Aspects of Language Teaching by Mixed (native/non-native) Teaching Teams - Coursework Example

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Aspects of Language Teaching by Mixed (native/non-native) Teaching Teams

Many researchers have tried to answer the question whether it is the NETs or the LETs who are best suited in EFL teaching. However, recent researches and experiments have clearly demonstrated that language teaching by mixed (Native/Non-Native) teaching teams has been highly effective. Team teaching by native and non-native teaching teams have successfully been implemented in such nations as Japan, Thailand, and China. It has also been identified that team teaching by mixed teams enhances the students’ cross-cultural understanding and listening, fosters a genuine need for students to communicate through the target language and that it enhances the professional development of teachers and promotes innovative teaching. The following literature review seeks to explore the various aspects of collaborative language teaching by mixed teams that comprise of native and non-native English teachers. Collaborative EFL teaching: Roles of NETs and LETs Carless (2007) has made some remarkable studies on collaborative EFL teaching in primary schools in Hong Kong undertaken by foreign native-speaking English teachers and their local counterparts. ...
achers; three interviews with key personnel involved in primary NET schemes; and classroom observations of six team-taught lessons in schools” (Carless, 2007, p. 329). The findings of the study showed that team teaching has great impact on pupils and that it enhances the professional development of teachers and fosters innovative teaching. The open-ended questionnaire survey with the 47 LETs clearly demonstrated that the presence of the NETs in team teaching has had great positive impact on the teaching-learning process. However, in terms of innovative teaching, the data obtained displayed mixed responses. While the NETs claimed that they were carrying out quite innovative teaching that is communicative and less traditional, majority of the LETs for many of them were sticking on to drilling and testing regimes. On the other hand, the LETs regarded the NETs as more of creative and innovative in their approaches and strategies. In terms of professional development, several LETs claimed that their team teaching with the NETs has given them a unique opportunity to enhance their own professional competencies in team teaching. However, many of the local teachers found it extremely time consuming to co-plan and team teach with the native teachers. The implications of the study point out that impact of team teaching by native and local teachers on pupils was quite positive even though the implementation of innovative teaching and the extent of professional development of LETs varied from one participant to another. Similarly, the study also emphasised that team-teaching participants are trained and experienced in ELT methods, collaborative forms of teaching and that they should have better interpersonal skills to work together. Mixed Team Teaching: The Chinese Model Carless ...Show more

Summary

Literature Review on Aspects of Language Teaching by Mixed (Native/Non-Native) Teaching Teams. Literature Review on Aspects of Language Teaching by Mixed (Native/Non-Native) Teaching Teams. Introduction Co-teaching involves two or more professionals who deliver substantive Instruction to a diverse group of students in a single classroom…
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