A Study of Team Teaching between Native English Speaking Teachers (NESTs) and Non-Native English Speaking Teachers (NNESTs)in Taichung Elementary Schools

[[abstract]]The purposes of this study are: To understand the benefits brought by Native English Speaking Teachers (NESTs) to elementary English teaching in Taichung from the perspectives of NESTs and Non-native English Speaking Teachers (NNESTs) while examining their differing opinions; to understand the views of successful team teaching by NESTs and NNESTs while examining their differing opinions; to understand the feelings and expectations of NESTs and NNESTs toward team teaching by examining their differing opinions. The subjects of the survey questionnaires which the researcher adopted for this study included twenty-eight NNESTs and 12 NESTs from 11 elementary schools in Taichung. The first of two sets of questionnaires was administered three months after team teaching had been completed, and the second set was administered at the end of the team teaching period. Descriptive statistics was the method used in the study to calculate both the percentage and frequency of the data. Findings were manifested as follows: 1. The benefits of employing NESTs included; demonstrating good language skills for students, providing different cultural stimulus for students, promoting students’ interests toward learning English, decreasing students’ anxiety toward learning English, augmenting students’ English learning achievement, facilitating students’ ability to learn English in real communication situations and acquiring teaching skills from collaborative partners. Particularly, most of NNESTs agreed NESTs brought the above benefits 2. Most of NESTs and NNESTs agreed classroom management assisted by NNESTs was necessary. 3. Most teachers agreed on the importance of equal coordination and open communication. Also, teaching experience, cooperation and enthusiasm are crucial factors for successful team teaching in accordance with the findings. 4. Most teachers were willing to choose team teaching at the beginning of the study, however, the percentage of willingness was lower in the second semester. 5. Most NESTs were generally satisfied with the NNESTs collaboration; however, most NNESTs were more satisfied with the NESTs’ collaboration in second semester. 6. The percentage of NESTs’ willingness to continue team teaching was similar over both semesters, however, the percentage of NNESTs’ dissatisfaction with team teaching in collaboration with NESTs was slightly higher in the second semester