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ELT Journal 2000 54(1):3-11; doi:10.1093/elt/54.1.3
© 2000 by Oxford University Press
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Native and non-native: what can they offer? Lessons from team-teaching in Japan

Akira Tajino and Yasuko Tajino

Professor of English at Hiroshima Shudo University, Japan. He has a PhD in Applied Linguistics from Lancaster University, UK and is particularly interested in classroom research and pedagogic grammar. His publications on related topics include ‘Tsukuru Eigo’ o Tanoshimu: ‘Anki Eigo’ karano Hass_tenkan [Fun with ‘Creative English’: ‘English by Rote’ Reconsidered] (Maruzen 1999). Email: <tajino{at}shudo-u.ac.jp>
Yasuko Tajino has been an English teacher and English language learning consultant for fifteen years. Between 1979 and 1980, she studied a Homerton College, Cambridge, on a Monbusho (Japanese Ministry of Education) scholarship. Her research imerests mdude leamer motivation and syllabus design. Email: <Yasuko.Tajino{at}ma8.seikyou.ne.jp>

This article discusses the contribution that joint instruction by a native-speaking teacher and a non-native-speaking teacher can make to classroom language learning. By reviewing the last decade's team-teaching practice in Japanese secondary school EFL classrooms, it explores how two teachers with different linguistic and cultural backgrounds can work together to provide students with more opportunities to improve their communicative competence. The article suggests that team-teaching may be most effective when it is ‘team-learning’, in which all the participants, teachers as well as students, are encouraged to learn from one another by exchanging ideas or cultural values. By clarifying the notion of ‘team-teaching’ and the nature of the ‘team’ itself, it is also able to propose ways in which the team could be reformulated to promote authentic communication in the classroom and so improve students' linguistic and interactional competencies.


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