This study examines a collaborative model of
teaching English by native English-speaking teachers
(NESTs) and local teachers in Taiwanese elementary
schools. This co-teaching model (hereafter referred to as
‘‘the CT Model’’ or ‘‘the Model’’) is proposed by the author
based on previous studies in this field as an attempt to
improve the performance of teaching practice of this kind.
Through multiple research methods, the author examines
the utilization of the CT Model, the impact of the Model on
the teachers and the elements of a viable co-teaching
model. The study shows that the CT Model was considered
well formulated, and the components included in the Model
were necessary for co-teaching of English. After implementing
the Model, the teachers became more aware of
their teaching practice. The Model also served as a
reminder for the teachers of what they could do when
working with their co-teachers. The study indicates that the
components of the Model were implemented differently by
the teachers. Time constraints, which seem endemic to all
teaching professionals, presented a challenge for the
teachers when they attempted to work together by following
the Model. Finally, implications for the development
of plausible collaborative models of teaching English
by NESTs and local teachers are discussed.

EB00000002205K

Available

• An Inquiry into a Collaborative Model of Teaching English by Native English-Speaking Teachers and Local Teachers