SUMMARY

Native and non-native: what can they offer?

(Tajino, A., & Tajino, B., 2000)

1. Topic: the contribution that joint instruction by a native-speaking teacher (NEST) and a non-native-speaking
teacher (non-NEST) can make to classroom language learning

2. Aim of the research:

Hypothesis: Team-teaching is an ideal ELT environment.
Research questions: (1) What are the issues in team-teaching in Japan? (2) What are the strong and the
weak versions of team-teaching? (3) How to convert team-teaching into team-learning? (4) What are the
types of team-teaching in terms of the involvement of students? (5) How can the team be reformulated?

3. Methodology: Participants: English learner students and ELT teachers in Japan. Texts: previous essays and
studies on the topic. Data collected: 1987-2000. Analysis: (1) issues of team-teaching (through the last decade)
identified; (2) recommendations to solve the issues made

4. Results: The issues mostly root in unsuitable team structures, and the result is to reformulate the learning and
teaching team.

Figure 1 Figure 2 Figure 3

Traditional team-teaching Students teach the NEST Students learn from the NEST; getting help
by the NNEST

Figure 4 Figure 5
Students form groups with the Every participant forms the team
teachers

NEST = Native-speaking EFL teacher

NNEST = Non-native-speaking EFL teacher
Ss = Students
SsA = Students in Group A
SsB = Students id Group B

5. Implications: In addition to revising team-teaching as team-learning, the provided new team patterns should
be taken into consideration when creating a team-teaching ELT learning environment.

Reference:
Tajino, A., & Tajino, Y. (2000). Native and non-native: what can they offer? ELT Journal, 54(1), 3-11.