本研究旨在了解新竹市協同教學中、外籍英語教師之信念及其對實踐影響。 比較中、外籍老師們的信念及查看他們的信念是否顯現在教室行為中。 本研究採用質性研究方法選擇了一對有一年協同教學經驗的中、外籍英語教師在某新竹國小任教。在這個案研究中，資料收集有兩個月的時間，主要來源為訪談、信念問卷、觀察、文件分析。資料分析後涵蓋比較中、外師的以下信念: (1) 中、外籍教師優勢與劣勢; (2) 協同教學; (3) 英語; (4) 語言學習及學習者; (5) 句型在英文教學中的角色。 本研究以根據以上之五個議題討論結果，進一步提供相關建議，作為教育學者們及中、外籍教師們做參考。 / The purpose of this study is to investigate the beliefs and practices of team teaching native English speaking teachers (NESTs) and non-native English speaking teachers (non-NESTs) in Hsin Chu City. The teachers’ beliefs are compared and contrasted, and checked to see if they are manifested in the classroom practices. This study adopted a qualitative research method and selects a pair of NEST and non-NEST who have a year of team teaching experience in an Elementary school in Hsin Chu city. In this case study, the data collection lasted for two months, and the instruments for collecting data included interviews, beliefs inventories, classroom observations, and document analysis. The data is analyzed to present the teachers beliefs in the following areas: (1) the advantages and disadvantages of being native and non-native English teachers, (2) team teaching (3) the English language (4) language learning and learners (5) the role of sentence structures in English language teaching. Finally, pedagogical implications and suggestions derived from previous discussions are presented mainly for policy makers and NESTs and non-NESTs.

在全球化快速的腳步之下，英語教育逐漸受到非英語系國家的重視。各國政府紛紛將英語納入國小必修課程之中。為了提升孩童英語能力，各國更是積極引進外籍教師。因此，外籍教師的教學開始受到關注(Arva & Medgyes, 2000; Barratt & Kontra, 2000)。然而，許多國內研究皆顯示引進外籍教師的成效無法完全彰顯。其原因除了外師缺乏教學經驗與技巧之外，外師的流動率也是主因之一(林怡瑾,2002;周美瑜,2005;溫智雄,2006;陳錦芬,2007)。本研究以個案研究方式探討一位美籍英語教師，Bert，在台超過十四年的英語教學經驗以及其教學現況。本研究採取質性研究法，透過訪談、教室觀察與文件分析收集資料，並討論三個議題：(1)Bert的教學經驗及其影響，(2)Bert的教室教學、教學成效以及教學問題，(3)Bert在台所遇到之困難。本研究結果顯示Bert豐富的教學經驗、認真的教學態度、以及積極的面對困難的個性使得他能成功在台灣長期從事英語教學。最後，依據本研究結果，針於在台外籍英語教師以及政策制定者，進一步提供相關建議，以作為未來外籍教師在英語教學專業成長上，以及政府外籍教師引進政策制定及修訂之參考。 / With the rapid pace of globalization, many Asian governments have introduced English education to elementary school curriculum with the recognition of the importance of English. Meanwhile, many native English-speaking teachers (NESTs) have also been recruited to teach local students to enhance their English competence. However, many studies indicate that the effect of recruiting NESTs has been reduced because of NESTs’ insufficient professional knowledge and their high turnover rate (Lin, 2002; Chou, 2005; Wen, 2006; Chen, 2007). Thus, the purpose of this research is to investigate the teaching of one American English teacher, Bert, who has taught English in Taiwan for over fourteen years. A qualitative research method was adopted in this case study. Data were collected through interviews, classroom observation and document analysis to discuss three issues concerning Bert’s teaching experience: (a) his past teaching experience, (b) his current classroom practices, teaching effectiveness, teaching problems and (c) the difficulties he encountered in Taiwan. The study concluded that although Bert began his teaching with insufficient EFL teaching knowledge and skills, his rich experience, serious teaching attitude and his positive personality toward the difficulties he encountered in Taiwan have enabled him to successfully teach English in Taiwan. Finally, pedagogical implications and suggestions derived from the discussions were offered to the NESTs in Taiwan for professional growth and to the government for policy-making.

This qualitative case study explored the nature of the relationships between Local (English) Teachers (LTs) and Foreign (English) Teachers (FTs) who worked at the same English institute of a foreign studies university in south-eastern China. Employing the community of practice framework, this research drew insights from a questionnaire, interviews, and observations. The findings revealed that the teachers seldom interacted and, furthermore, were influenced by broader social structures that were not considered in the framework. Accordingly, the theory was extended to include other perspectives, such as native and non-native English speaking teacher issues and the Chinese concept of face, in order to determine the underlying reasons that inhibited their interaction. Notwithstanding these challenges, three cases of FT-LT collaboration were discovered, and the factors that enhanced their collaboration were analysed. The LT and FT participants provided suggestions to each other and the administrators on how collaboration could be improved in their institute.

This qualitative case study explored the nature of the relationships between Local (English) Teachers (LTs) and Foreign (English) Teachers (FTs) who worked at the same English institute of a foreign studies university in south-eastern China. Employing the community of practice framework, this research drew insights from a questionnaire, interviews, and observations. The findings revealed that the teachers seldom interacted and, furthermore, were influenced by broader social structures that were not considered in the framework. Accordingly, the theory was extended to include other perspectives, such as native and non-native English speaking teacher issues and the Chinese concept of face, in order to determine the underlying reasons that inhibited their interaction. Notwithstanding these challenges, three cases of FT-LT collaboration were discovered, and the factors that enhanced their collaboration were analysed. The LT and FT participants provided suggestions to each other and the administrators on how collaboration could be improved in their institute.

No description available.

No description available.

The problem this study addresses is the continuing ineffective teaching of English as a Second Language (ESL) despite the popularity of in-service (INSET) programmes. As a means of situational analysis, ethnographic approaches were used to investigate the INSET participants in the four-year degree programme at the University of Botswana. Responses to one inventory containing second language teaching activities showed that the activities respondents know to characterize ESL classrooms do not facilitate much verbal teacher-pupil/pupil-pupil interaction. Responses to another inventory containing idealised course content showed evidence of needs the preparation programme was ignoring. This confirmed one of two study hypotheses that: there are specific second language teaching needs being ignored by preparation programmes for primary school language teachers. Document analysis verified the assumptions about what classroom English Language Teaching (ELT) was expected to achieve. However, lesson observation revealed that the products of the programme still taught and perceived English as a mental exercise, with the following results: the lessons were complicated, uninspiring, unenjoyable, restrictive, and ineffective. Questionnaire and interview results confirmed the second study hypothesis that: the confidence of non-native English-speaking teachers (non-NESTs) with regard to competence in English, which affects the effectiveness and efficiency of their teaching, is low. As a solution a model specifying the essential programme components for preparing ELT specialists in the primary school is proposed. The proposed model is however not prescriptive and the proposed content is neither exhaustive nor limiting, but only broadly suggestive of the content of each instructional component. It is hoped that the product of the proposed model will become not only a well-educated person in the arts but also a highly proficient and self-confident person in ELT. / Educational Studies / D. Ed. (Didactics)

The problem this study addresses is the continuing ineffective teaching of English as a Second Language (ESL) despite the popularity of in-service (INSET) programmes. As a means of situational analysis, ethnographic approaches were used to investigate the INSET participants in the four-year degree programme at the University of Botswana. Responses to one inventory containing second language teaching activities showed that the activities respondents know to characterize ESL classrooms do not facilitate much verbal teacher-pupil/pupil-pupil interaction. Responses to another inventory containing idealised course content showed evidence of needs the preparation programme was ignoring. This confirmed one of two study hypotheses that: there are specific second language teaching needs being ignored by preparation programmes for primary school language teachers. Document analysis verified the assumptions about what classroom English Language Teaching (ELT) was expected to achieve. However, lesson observation revealed that the products of the programme still taught and perceived English as a mental exercise, with the following results: the lessons were complicated, uninspiring, unenjoyable, restrictive, and ineffective. Questionnaire and interview results confirmed the second study hypothesis that: the confidence of non-native English-speaking teachers (non-NESTs) with regard to competence in English, which affects the effectiveness and efficiency of their teaching, is low. As a solution a model specifying the essential programme components for preparing ELT specialists in the primary school is proposed. The proposed model is however not prescriptive and the proposed content is neither exhaustive nor limiting, but only broadly suggestive of the content of each instructional component. It is hoped that the product of the proposed model will become not only a well-educated person in the arts but also a highly proficient and self-confident person in ELT. / Educational Studies / D. Ed. (Didactics)

Depuis l’ouverture des concours de recrutement de l’Éducation nationale aux ressortissants européens, au début des années 1990, de nombreux Britanniques et Irlandais ont rejoint le contingent d’enseignants certifiés et agrégés d’anglais. Ces professeurs d’anglais « locuteurs natifs » (PALN) n’ont pas été socialisésen France et mettent parfois des années à décoder le système éducatif français et leur intégration professionnelle dépend de nombreux facteurs. Si le CAPES et l’Agrégation constituent une étape cruciale dans le processus d’interculturation, parce qu’ils initient les candidats anglophones aux normes, règles et valeurs du système éducatif français et de l’anglais-objet d’étude universitaire et d’enseignement-apprentissage en France, ces premiers ne sont en réalité que les prémisses d’une longue construction de l’identité professionnelle de ces enseignants. La présente enquête, élaborée dans une perspective ancrée et compréhensive et qui s’appuie sur des méthodes mixtes, a permis au chercheur d’explorer comment les PALN perçoivent leur vie et leur identité professionnelles. Une analyse du discours des participants et des interactions enquêteur-enquêté amène le chercheur au cœur de la problématique identitaire des enseignants« natifs » qui se retrouvent face à un paradoxe : si le « capital natif » est un atout pour réussir les concours de recrutement, une interculturation (Demorgon, 1999) « trop » réussie peut fragiliser ce même capital qui, pour conserver son intérêt et rester dynamique, doit être sans cesse actualisé. / Since the early 1990s, EU citizens have been able to sit the competitive examinations which give access to qualified teacher status within the French education system, without needing to have French nationality. This change has attracted British and Irish candidates who were not necessarily qualified to teach before moving to France and who, as native English-speaking teachers (NESTs), were not socialized there. Consequently, it sometimes takes them years to decode the French education system. For these teachers, comfortable professional integration depends on their capacity to adjust not only to the requirements of French schools, but also to the French approach to teaching and learning English. Taking the CAPES is one step towards interculturation, since by doing so, English-speaking candidates gain an insight into the norms, rules and values of the French education system and see how English is taught at university and in schools in France. However, passing the exam is only the first step towards building aprofessional teacher identity, which is a long process. The present investigation into the professional identity of NESTs from the UK and Ireland was constructedfrom a Grounded Theory and interpretative perspective using mixed methods. The researcher seeks to understand how participants perceive their professional identity and life as English teachers in the French education system. An analysis of participants’ discourse and of interviewer/participant interaction brings tolight the following paradox: the initial “gift” which helps NESTs through the rigorous state examinations can be weakened by strong interculturation and needs to be updated and enriched in order to remain an asset.

在國際化趨勢中，台灣政府推動英語教學，來提升國人成為 「終身學習者」。為了達成上述目標，台灣政府允許公立與私立學校聘用以英文為母語的外籍教師，尤其在私人的學前教育機構與補習班等，經常可看到這些外籍教師。由於家長對於子女提前接受英語教育的期望，造成市場的需求，導致政府英語教學政策和民間需求，存在著相當的落差，導致許多私立學前教育機構為了維繫市場競爭力，規避政府的法規，聘請英語非母語的外籍教師任教。本論文旨在探討為何許多來台外籍人士，無論本身是否具有合格師資與英語母語條件，在台灣冒著被驅逐出境的風險，以學前教育工作為首選，從事合法及非法打工，而非選擇其他的工作機會？本研究以英語外籍教師為主要對象，採用質性研究法，運用「計畫行為理論」作為研究架構，先透過12個先導性調查，進行初步資料分析，再經由10次深度訪談，以及80份問卷調查，了解外籍教師的看法。本研究根據計畫行為理論中的變項，包含：態度、主觀規範，以及認知行為控制等項目，分析在台外籍人士何以選擇到學前教育機構，任教英語的行為動機，及其背後原因。本研究發現，學前教育備受來台外籍人士歡迎的原因，包括：台灣學前教育階段英語教師市場需求大，教學資格門檻不夠嚴格、入行容易，薪資待遇佳，尤其是學前教育階段特殊的教學方式，能夠提供較具彈性的上班時間與生活方式，都是造成學前教育機構吸引來台外籍教師任教的原因。研究進一步發現，台灣的教育政策至今仍缺乏對於學前教育機構外籍英語教師聘用等方面，有效的管理與輔導。本論文最後建議，台灣公部門必須對於所有相關機構與個人，諸如：學前教育單位、英語為母語及其他外籍教師、與學生家長等，進行明確的規範，落實學前教育英語教師的任教資格、加強本地雇主與外師之間勞資雙方工作條件的透明度、甚至落實對非法雇主的取締及違法者處分等，都是改善台灣學前教育英語學品質，保障學童受教權及外籍教師工作權的重要途徑。