Teachers’ Reading-Aloud Styles and Students’ Vocabulary Learning in Team-Teaching Elementary Efl Classrooms
|關鍵字:||教師故事朗讀;字彙教學;字彙學習;協同教學;中外籍英語教師;storybook reading-aloud;vocabulary instruction;vocabulary learning;team teaching;NEST and non-NEST|
Intercultural team teaching between native English-speaking teachers (NESTs) and local non-native-English-speaking teachers (non-NESTs) has emerged as a common feature of English education in the Asia-Pacific region since late 20th centuries. In Taiwan, after the introduction of English curricula at elementary school level in 2001, intercultural team teaching has also become increasingly common in elementary schools. Relatively little is known about actual teaching practices employed by the two groups of teachers, differences in teaching practices between them, and potential association of certain teaching practices with students’ language learning outcomes. The proposed research project aims to examine storybook reading-aloud styles and vocabulary instruction practices of NESTs and local non-NESTs and then determine the associated effects of different vocabulary instruction practices have on students’ vocabulary learning in team-teaching English classrooms. Video recordings of two elementary school English teacher dyads, 2 NESTs and 2 non-NESTs, reading two designated informational storybooks in four team-teaching classrooms will be collected and analyzed for story reading-aloud styles and language complexity. Instances in which the teachers employ particular reading-aloud styles and vocabulary practices will be identified and coded. Differences in reading-aloud styles and vocabulary instructional practices between NESTs and non-NESTs will then be compared and discussed. Target vocabulary tests will be administered before and at the end of each story reading-aloud session. Students’ target vocabulary knowledge will be analyzed in relation to teachers’ story reading-aloud styles and uses of different vocabulary instruction practices as well as other mediating factors (e.g., students’ initial level of vocabulary knowledge, length of English learning, and after-school English learning etc.). It is the belief of the present study that by exploring how NESTs and non-NESTs with different linguistic and cultural backgrounds teach and teach together in their language classrooms, we will be able to propose ways in which teaching partners in the team can learn from and complement each other with regard to their strengths and weaknesses in team-teaching practices and thus provide EFL students with a rich language environment and cultural experience so as to facilitate their English learning.