A culture of collaboration: Forms and factors affecting collaboration between NESTs and NNESTs in extracurricular English activities
DOI:
https://doi.org/10.25170/ijelt.v15i1.1413Keywords:
exchange program, English as a Foreign Language, NEST and NNEST, cross-cultural communicationAbstract
Fulbright English Teaching Assistants (ETAs) assist local English teachers to further the English language development of students around the globe, while simultaneously acting as cultural ambassadors for the United States. ETAs in Indonesia are required to spend between twenty and twenty-five hours each week in the classroom with their teaching counterpart(s) but are also encouraged to engage with their school and community outside of class, and as such many ETAs also spend considerable time developing extracurricular English programming. While some of these extracurriculars are facilitated independently by the ETAs, many are collaborative projects with counterparts from the host institution. As part of a larger five-year research plan initiated by the American Indonesian Exchange Foundation (AMINEF) that seeks to explore the impact of ETAs, this research explores the collaboration within these extracurriculars. It seeks to identify the forms that this collaboration takes, as well as the factors that affect the collaboration. The findings suggest that collaboration within these extracurriculars usually takes the form of either one teach – one assist model, or team teaching, and that logistical and interpersonal factors are of the greatest concern within the collaboration.
References
Brown, J.D. (2016). Team teaching in the English classroom in japan: a call for intercultural commutative competence development. Accents Asia, 8(2), 102-112.
Carless, D. (2006). Collaborative EFL teaching in primary schools. ELT Journal, 60, 328-335. doi: 101093/elt/cclo23
Dewaele, J. (2007). The effect of multilingualism, sociobiographical, and situational factors on communicative anxiety and foreign language anxiety of mature language learners. International Journal of Bilingualism, 11 (4), 391-409. https://doi.org/10.1177/ 13670069070110040301
Durlak, J.A. & Weissberg, R.P. (2007). The impact of after-school programs that promote personal and social skills. Collaborative for Academic, Social, and Emotional Learning (CASEL), William T. Grant Foundation.
Friend, M., Reising, M., & Cook, L. (1993). Co-teaching: an overview of the past, a glimpse at the present, and consideration for the future. Preventing School Failure, 37, 6-10.
Fulbright. (n.d.). ETA Programs. Retrieved from: http://us.fulbrightonline.org/about/types-of-awards/english-teaching-assistant-awards
Hwang, C.C. (2005). Effective EFL education through popular authentic materials. Asian EFL Journal, 7(1), 1-12.
Islam, M.N. (2011). Collaboration between native and non-native English-speaking teachers. Studies in Literature and Language, 2(1), 33-41.
Kachi, R., & Choon-hwa, L. (2001). A tandem of native and non-native teachers: voices from Japanese and American teachers in the EFL classroom in Japan. Proceedings from Annual International Conference on Language Teacher Education. Minneapolis, MN.
Liu, L. (2008). Co-teaching between Native and Non-Native English Teachers: An exploration of co-teaching models and strategies in the Chinese primary school context. Reflections on English Language Teaching, 7(2), 103-118.
Luo, W.H. (2010). Collaborative teaching of EFL by native and non-native English-speaking teachers in Taiwan. In A. Mahboob (Ed.). The NNEST Lens: Non-Native English Speakers in TESOL (263-284). Newcastle upon Tyne: Cambridge Scholars Publishing.
Peng, J. (2014). Willingness to Communicate in the Chinese EFL University Classroom Students. Multilingual Matters.
Tajino, A. & Tajino, Y. (2000). Native and non-native: what can they offer?: lessons from teaching in Japan. ELT Journal, 54, 3-11.
