A Study of Discourse in Relation to Language Learning in English Classes Co-Taught by Native English-Speaking Teachers and Local Teachers in Taiwan

Abstract

This study attempts to explore the nature and the potential of various discourse structures and linguistic functions that may facilitate students' learning in English classes co-taught by a native English-speaking teacher (NEST) and a local English teacher in Taiwanese elementary schools. Considering the nature of the study, the author employed a case-study approach to investigate the classroom discourse. In the study, data were analyzed based on a theoretical framework combining discourse analysis schemes, systemic functional theory of language, sociocultural theory of mind and activity theory. The study reveals that repetition drills were commonly used in the classrooms in spite of the difference in the learners' levels, and the Initiating-Responding model was the dominant feature of the classroom discourse structure. The target language, i.e., English, was used by the teachers for demanding information or action, while by the students it was used for repeating and imitating. In light of the findings, the author makes suggestions on co-taught English classes of this kind, for instance, the necessity of creating interactional context for language use, encouraging individual responses from students, and using alternative discourse strategies.

Discourse Analysis in EFL Classes: A Teacher’s Perspective on Its Benefits and Uses

“…A study by Luo (2013) posited that teacher-reading and student-repeating sessions present a lost opportunity in the classroom for students to develop learner autonomy. Moreover, other research shows limited opportunities for student-initiated participation in the classroom discourse as well as situations that require students' higher-order thinking (Hardman & Abd-Kadir, 2007).…”

Discourse Analysis of Teacher and Students in Pre-Intermediate English Class

“…In a study conducted by Luo (2013) the class assumed teacher-reading and student-repeating sessions, presenting a lack of opportunity in the classroom for the students to develop learner autonomy in English learning. Likewise, other classroom research showed limited opportunities for student-initiated participation in the classroom discourse or situations that require students' higher-order thinking cf.…”

“…Most students did not have the opportunity to use the target language independently and only replied to the teacher in the chorus or repeated what the teacher uttered. That means almost all the classroom activities were teacher-fronted drills (Luo, 2013).…”

Critical perspectives on testing teaching: reframing teacher education for English medium instruction

“…These studies dealt predominantly with modes of practice, curricula, teaching materials, and effects of EMI programmes (Lee, 2011;Luo, 2013;Spence & Liu, 2013). Only in the recent past did researchers embark on addressing the testing of teacher performance as part of the evaluation of EMI programmes.…”