Co-teaching Chinese in middle schools and high schools

2019 ◽  
Vol 54 (1) ◽  
pp. 1-30
Author(s):  
Ze Wang ◽  
Ti Zhang ◽  
Jingfei Liu ◽  
Suzanne Yonke
Keyword(s):  
High Schools ◽  
Middle Schools ◽  
Teaching And Learning ◽  
Native Speaker ◽  
Teaching Experience ◽  
Classroom Engagement ◽  
Expert Teacher ◽  
Teachers Experiences ◽  
Native Speaker Teacher ◽  
Past Experiences

Abstract This study investigates the co-teaching practices implemented in Chinese language teaching in middle schools and high schools in a school district in the Midwestern United States. With the overarching question of how co-teaching with a native speaker teacher and a language expert teacher enhances the teaching and learning process of Chinese, this study examines co-teachers’ past experiences, their roles and experiences in the co-taught Chinese classes, and their perceptions of student learning and of partner teachers’ experiences, as well as students’ motivational perceptions and classroom engagement. A mixed-methods approach is used. Results suggest that some of the challenges in the co-teaching program are due to insufficient previous co-teaching experience, Chinese co-teachers’ unfamiliarity with the U.S. classroom, and lack of clarity regarding the co-teachers’ responsibilities. The co-teaching approach used in this program is “one teach, one assist.”

scholarly journals Communication strategies of English native speaker teacher in the teaching and learning process in a kindergarten

2018 ◽  
Vol 42 ◽  
pp. 00046
Author(s):  
Ni Made Mestriani ◽  
I Ketut Seken ◽  
I Nyoman Adi Jaya Putra
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Native Speaker ◽  
Communication Strategies ◽  
Cultural Backgrounds ◽  
Qualitative Design ◽  
Know How ◽  
Native Speaker Teacher ◽  
English Native Speaker ◽  
Descriptive Qualitative

In Dyatmika Kindergarten, the students came from different cultural backgrounds and nations. They were taught by English native speaker teacher in English sessions. The students sometimes might understand the intention of the teacher; however, sometimes they might not understand at all. Therefore, the teacher should know how they communicate with the students to avoid misunderstanding. This study aimed at identifying, describing and explaining communication strategies used by English native speaker teacher at Dyatmika Kindergarten during English sessions of the teaching and learning process. This study used descriptive qualitative design, and the data collected through observation and interview. The data were analyzed using taxonomy of communication strategies by Dornyei and Scott (1995). The result indicated there were thirteen communication strategies used by the English native speaker teacher in teaching and learning process. The use of communication strategies by English native speaker teacher was expected to inspire other teachers inside and outside Dyatmika Kindergarten when they communicate with students and make the students understand the message conveyed by the teachers.

scholarly journals Beyond ‘(non) native-speakerism’: Being or becoming a native-speaker teacher of English

2019 ◽  
Vol 10 (4) ◽  
pp. 677-703 ◽  
Author(s):  
Josie Leonard
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Native Speakers ◽  
Native Speaker ◽  
Language Teaching ◽  
Actor Network Theory ◽  
English Language Teaching ◽  
Global Perspectives ◽  
Native Speaker Teacher ◽  
The Ideal

AbstractThe labelling of teachers of English as either ‘native’ or ‘non-native’ speakers in the field of English Language Teaching continues to promote ideals of ‘native-speakers’ that impact negatively on the teaching lives of those teachers using English as another language. In this paper, I explore constructs of ‘native-speakerism’ (Holliday, Adrian. 2015. Native-speakerism: Taking the Concept Forward and Achieving Cultural Belief. In Anne Swan, Pamela Aboshiha & Adrian. Hollliday (eds.),Encountering Native-speakerism: Global perspectives, 11–25. Basingstoke: Palgrave Macmillan) by examining them as networks or assemblages formed through interactions of people, technologies, discourses and other material objects integral to teaching and learning environments. Drawing on ‘Actor-network theory’, I analyse unique influences of ‘native’ and ‘non-native’ networks as experienced by individual teachers of English from different contexts. The data collected in this qualitative study shows how ‘native-speaker’ networks form and exert power to reinforce the ideal of ‘native-speaker’ teachers, and restrict the agency of those who are classed as ‘non-native’. By unravelling these networks, I challenge the notions on which they are constructed, and show how the categorising of teachers in this way undermines the legitimacy of those classed as ‘non-native’, and limits their professional development. I therefore argue that moving beyond these labels is an essential step for English Language Teaching to move forward as a profession.

Value of Non-native Speaker Teacher Acts in the Second Language Science Classroom

2018 ◽  
Vol 2 (2) ◽  
Author(s):  
Azian Abd Aziz ◽  
Abdul Halim Abdul Raof ◽  
Fauziah Ismail ◽  
Masputeriah Hamzah
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Teaching And Learning ◽  
English Language ◽  
Native Speaker ◽  
Science Classroom ◽  
Teacher Trainees ◽  
Teachers And Students ◽  
Group Interviews ◽  
Native Speaker Teacher

This study aimed to investigate actual non-native teacher talk in the second language (L2) science classroom and the value of the talk as perceived by students, who are English language learners. Twenty L2 science lessons conducted by ten non-native teacher trainees were analyzed for teacher acts. Feedback from the teachers was also obtained via stimulated recall sessions. Perceptions of the value of the teacher acts were obtained from sixty-one students via group interviews. The findings indicated that most of the teacher acts were identical to those occurring in other classrooms. Nevertheless, two of the acts, namely, overt repair and assist acts were newly identified acts generated by the teacher trainees, which suggest that some acts may be particular to specific classroom contexts. Students perceived certain acts, namely, the elicitation, follow-up, check, and conclusion acts, to be more valuable compared to others in aiding their understanding. Findings of this study offer a more realistic approach in implementing L2 science teaching and learning in the context where teachers and students are not proficient in the L2.

scholarly journals Profile of Speaking Activities of Senior High Schools (Teachers’ Experiences)

2016 ◽  
Vol 6 (2) ◽  
pp. 48
Author(s):  
Sulastri Manurung
Keyword(s):  
Qualitative Research ◽  
High Schools ◽  
Teaching And Learning ◽  
Research Setting ◽  
Naturalistic Approach ◽  
Teachers Experiences ◽  
Teaching Learning ◽  
Comparison Technique ◽  
Learning English ◽  
Descriptive Qualitative

This study aimed at describing the whole speaking activities in teaching learning English for Senior High Schools in Batam based on teachers’ experiences by giving an open questionnaire and then categorizing the data collected using continuous comparison technique. This research is a descriptive qualitative research with naturalistic approach. The research setting is in Batam. The key instrument of this research is the researcher herself. The data are gathered through distributing questionnaire. The data are in the form of words, phrases and sentences. The data gathered were selected based on the type of the activity, named the categories and broke the data into some categories which then would be shown in tables. The result of the research shows that speaking activities for senior high schools in Batam can be divided into six types in general then broke down into 19 categories. Speaking activity in monolog was the most frequently used by teachers and dominated the activity. It occurred 36 times in teaching and learning process.Keywords: profile, speaking, teachers’ experiences

The Involvement of Native Speakers in Teaching and Learning Japanese Language at UiTM

2020 ◽  
Vol 4 (3) ◽  
pp. 14
Author(s):  
Choong Pow Yean ◽  
Sarinah Bt Sharif ◽  
Normah Bt Ahmad
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
Native Speakers ◽  
Native Speaker ◽  
Japanese Culture ◽  
Japanese Language ◽  
Foreign Language Learners ◽  
Lexical Density

The Nihongo Partner Program or “Japanese Language Partner” is a program that sends native speakers to support the teaching and learning of Japanese overseas. The program is fully sponsored by The Japan Foundation. The aim of this program is to create an environment that motivates the students to learn Japanese. This study is based on a survey of the Nihongo Partner Program conducted on students and language lecturers at UiTM, Shah Alam. This study aims to investigate if there is a necessity for native speakers to be involved in the teaching and learning of Japanese among foreign language learners. Analysis of the results showed that both students and lecturers are in dire need of the Nihongo Partner Program to navigate the learning of the Japanese language through a variety of language learning activities. The involvement of native speaker increases students’ confidence and motivation to converse in Japanese. The program also provides opportunities for students to increase their Japanese language proficiency and lexical density. In addition, with the opportunity to interact with the native speakers, students and lecturers will have a better understanding of Japanese culture as they are able to observe and ask the native speakers. Involvement of native speakers is essential in teaching and learning of Japanese in UiTM.

Science Teachers’ Beliefs about Teaching and Learning Implementing Inquiery-based Learning - A Case in Qatar Government Primary Schools

2020 ◽  
Author(s):  
Alshaima Saleh Alyafei
Keyword(s):  
Science Teachers ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Traditional Approach ◽  
Teaching Experience ◽  
Web Based ◽  
Years Of Teaching Experience ◽  
Teachers Beliefs ◽  
Beliefs About Teaching ◽  
Voluntary Basis

The current study investigates the beliefs held by science teachers on constructivism and a traditional approach in Qatar government primary schools. More specifically, it aims to investigate the challenges that science teachers experience during inquiry-based learning implementation. A web-based survey was conducted in order to collect data from grades 4 to 6 science teachers. A total of 112 science teachers responded and completed the survey on a voluntary basis. The results indicate that science teachers hold a higher beliefs in constructivism than traditional approach. A T-test and ANOVA analysis have showed that there is no significant differences between the beliefs of science teachers’ and their gender, level of education, and years of teaching experience. In addition, science teachers faced challenges in lesson planning, assessment, and teacher support.

Sign in / Sign up

Export Citation Format

Share Document