Partners in Pedagogy: Intercultural Team Teaching in Fourth-Grade English Classes

教學上的夥伴：四年級英文課的跨文化協同教學

10.29737/SJFLL.200709.0002

廖敏旬(Min-Hsun Chiang)

跨文化協同教學 ； 英語為外國語 ； 英語為母語的英文教師 ； 英語為非母語的英文教師 ； 個案研究 ； intercultural team-teaching ； English as foreign language ； case study ； NEST V.S. non-NEST

東吳外語學報

25期（2007 / 09 / 01）

31 - 58

英文

隨著全球化的擴張以及溝通式英語教學的普及，很多亞洲國家開始藉著跨文化協同教學，來提升整體英語環境。從2004年起，台灣教育部開始延攬英語為母語的外籍教師與當地英語教師進行協同教學，以解決偏遠地區英語教師短缺的問題；也希望藉此提升台灣學子的英語溝通能力。然而，我們普遍對於如何培養、開展在跨文化協同教學中中外教師的合作關係，並使合作雙方受惠，了解的很有限。 本文乃根據兩位從來沒有協同經驗的中外籍教師，後來成為教學夥伴的個案寫成。本文首先描述有關培養合作關係的實際作法及相關程序；接著探討合作關係在課程計畫、及課室教學上如何發展。本論文也會揭櫫中外籍協同教師透過合作教學如何受惠。儘管本研究仍屬開創性質，但透過參與教師第一手經驗的分享和紀錄，相信對於日後跨文化協同教學的實施有很大的助益。

With the spread of globalization and the prevalence of communicative language teaching, an intercultural team teaching has become one of the solutions for many Asian countries to cultivate a stronger English-speaking environment. Since 2004, Taiwan Ministry of Education has recruited native English speaking teachers (NESTS) to collaborate with local teachers to mend the shortage of English teachers in remote areas and to promote communicative competence among Taiwanese youth. Despite the advent of this intercultural collaboration, little is known about how this collaborative relationship is developed, how it unfolds, and how it benefits the participants. This paper, therefore, reports a case study of two teachers who came into the collaboration without prior team-teaching experiences and later became ”partners in pedagogy” The paper begins with the description of the practices and procedures involved in bringing about collaboration between the NEST and non-NEST. Secondly, the development and occurrence of collaboration in lesson planning and classroom teaching will be presented. The paper also describes the benefits that both teachers (NEST and non-NEST) have gained from such a collaborative relationship. Although this study is exploratory in nature, it is believed that the sharing and documenting of team teachers' personal accounts of the case have yielded valuable insights for the researchers, educators, and school administrators who are interested in implementing intercultural team-teaching.

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