Native and non-native: what can they offer? Lessons from team-teaching in Japan
Native and non-native: what can they offer? Lessons from team-teaching in Japan
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本地人和非本地人：他们能提供什么？
DOI：
10.1093/elt/54.1.3
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发表时间：
2000
期刊：
影响因子：
2.5
通讯作者：
Yasuko Tajino
中科院分区：
文献类型：
--
作者：
Akira Tajino;Yasuko Tajino
本文探讨了以英语为母语的教师与非以英语为母语的教师联合教学对课堂语言学习的贡献。通过回顾近十年来日本中学英语课堂的团队教学实践，探讨了不同语言和文化背景的教师如何合作，为学生提供更多的机会来提高他们的交际能力。这篇文章建议，当团队教学是“团队学习”时，它可能是最有效的，在这种学习中，所有的参与者，教师和学生，都被鼓励通过交换思想或文化价值观来相互学习。通过澄清“团队教学”的概念和“团队”本身的性质，它还能够提出团队可以重新制定的方法，以促进课堂上的真实沟通，从而提高学生的语言和互动能力。
This article discusses the contribution that joint instruction by a native-speaking teacher and a non-native-speaking teacher can make to classroom language learning. By reviewing the last decade's team-teaching practice in Japanese secondary school EFL classrooms, it explores how two teachers with different linguistic and cultural backgrounds can work together to provide students with more opportunities to improve their communicative competence. The article suggests that team-teaching may be most effective when it is ‘team-learning’, in which all the participants, teachers as well as students, are encouraged to learn from one another by exchanging ideas or cultural values. By clarifying the notion of ‘team-teaching’ and the nature of the ‘team’ itself, it is also able to propose ways in which the team could be reformulated to promote authentic communication in the classroom and so improve students' linguistic and interactional competencies.