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Presentation 02.pptx(vivi)
Presentation 02.pptx(vivi)
Presentation 02.pptx(vivi)
Presentation 02.pptx(vivi)
Presentation 02.pptx(vivi)
Presentation 02.pptx(vivi)
Presentation 02.pptx(vivi)
Presentation 02.pptx(vivi)
Presentation 02.pptx(vivi)
Presentation 02.pptx(vivi)
Presentation 02.pptx(vivi)
Presentation 02.pptx(vivi)
Presentation 02.pptx(vivi)
Presentation 02.pptx(vivi)
Presentation 02.pptx(vivi)
Presentation 02.pptx(vivi)
Presentation 02.pptx(vivi)
Presentation 02.pptx(vivi)
Presentation 02.pptx(vivi)
Presentation 02.pptx(vivi)
Presentation 02.pptx(vivi)
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Presentation 02.pptx(vivi)

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  1. A Case Study on Foreign English Teacher’sChallenges in Taiwanese Elementary schools Presenter : Kai-Ting Vivi Liu Instructor : Dr. Pi-Ying Teresa Hsu Date : 2012/11/13 1
  2. 2Citation• Chen, W. Y., & Cheng, Y. S. (2010). A case study on foreign English teachers’ challenges in Taiwanese elementary schools. System, 38(1), 41-49.
  3. 3 ContentIntroductionLiterature ReviewMethodologyResultsConclusionReflection
  4. 4 Introduction• With the spread of English as the global language, many people from English-speaking countries have traveled to foreign land to make a living by teaching English.
  5. 5 Introduction• Intercultural team teaching is a common teaching arrangement across Asia. (Carless, 2006) Local Foreign Intercultural English English Team Teachers Teachers Teaching
  6. 6 Introduction• Large-size schemes are well documented in the literature, including JET(Japan Exchange and Teaching Program) in Japan and EPIK(English Program in Korea) in Korea. ( Aline & Hosoda, 2006; Crooks, 2001; Park, 2007)
  7. 7 Literature ReviewMany studies have described how team teaching is practiced between these two groups of teachers, team teaching voices rarely heard. (Luo, 2006)
  8. 8 Literature Review• Foreign English teachers felt much stressed from having to cope with unfamiliar administrative demands in foreign land. (Verity, 2001)
  9. 9 Literature Review• Foreign English teachers transferred their home context into the new context for English-as-a-foreign-language (ESL), including arriving with a plan and making adjustments. ( Watzke, 2007)
  10. 10 Literature Review• The conceptualization of EFL teacher knowledge base also highlights the need for foreign teachers to understand the multiple contexts surrounding their teaching work. ( Gingerich, 2004)
  11. 11 Literature ReviewNative English-speaking teachers have played a crucial role in many students’ English learning in non-English- speaking countries. (Luo, 2006)
  12. 12 Methodology• Research DesignThis study is to examine foreign and local teachers’collaboration and professional development in HsinchuCity of Taiwan.
  13. 13 Time Data collection F ro m 0 8 / 2 0 0 6 to 0 6 / 2 0 0 7 MethodInterviews Classroom observation Interviews Record Tr a n s c r i b e
  14. 14Participants School A School B School CForeign Teacher May Participates Amy Ivy Age Mid-50s Mid-20s Early 40s Pei-lin Mei-ling Li-ying Wen-li Local Teacher Wei-kai Class 1 Grade 6 class Grade 1 and 2 classes Grade 6 and 7 classes Country South Africa South Africa South Africa
  15. 15May’s and Mei-ling’s Challenges May (Foreign Teacher) Mei-ling (Local Teacher) To stay with the students and To manage misbehaved students manage the class To spend much time talking with To lose control of her emotion students after teaching Be highly sensitive to racism and To feel an obvious example of discrimination cultural differences Be heavier South African black accent To correct May’s pronunciation Ex: “ice clim” = “ice cream” when students get confused
  16. 16 Amy’s and Li-ying’s Challenges Amy (Foreign Teacher) Li-ying (Local Teacher) To stay with the students and manage Be aware of her negative attitude the class To write reports on how she is coping To mislead the students in teaching with students To lose control of her emotions To spend much time talking with students after teaching Be lack of knowledge about To feel an obvious example of cultural students’ background differencesTo pronounce differently between American and South African black accents To correct May’s pronunciation when Ex: “white” to “ what” students get confused
  17. 17 Ivy’s and 3 local teachers’ Challenges Pei-lin, Wen-li, and Wei-kai Ivy (Foreign Teacher) (Local Teachers) To have a hard time Be aware of her negative attitude cooperating with Ivy To stay with the students andTo control of classroom management manage the class To correct Ivy’s pronunciationHave heavy South African black accent when students get confused Have a hard time cooperating with her co-teachers To challenge people’s criticism
  18. 18Results Discussion Local teachers have a hard time cooperating with foreign teachers well. Foreign teachers didn’t seem to cope with the large student numbers and class size. Foreign teachers have inadequate training and teaching experience in a new context. Foreign teachers are not equipped with the awareness of cultural differences.
  19. 19 Conclusion• It should not be mistaken that South African teachers were all negative and their contribution unrecognized.• It is better prepared for the challenges in an unfamiliar educational system.• Foreign teachers are encouraged to reflect on their teaching regularly.
  20. 20 Reflection• Foreign teachers write a reflective journal and exchange it with their co-teachers.• Team teaching teachers engage in casual conversations about the lesson they taught together.• It is conducted action research to investigate a certain aspect of team teaching.
  21. 21Thanks for your attention.

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