1. A Case Study on Foreign English Teacher’s
Challenges in Taiwanese Elementary schools
Presenter : Kai-Ting Vivi Liu
Instructor : Dr. Pi-Ying Teresa Hsu
Date : 2012/11/13
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2. 2
Citation
• 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
Content
Introduction
Literature Review
Methodology
Results
Conclusion
Reflection

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 Design
This study is to examine foreign and local teachers’
collaboration and professional development in Hsinchu
City of Taiwan.

13. 13
Time
Data collection
F ro m 0 8 / 2 0 0 6 to 0 6 / 2 0 0 7
Method
Interviews Classroom observation
Interviews
Record Tr a n s c r i b e

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Participants
School A School B School C
Foreign 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. 15
May’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

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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 differences
To 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 and
To control of classroom management
manage the class
To correct Ivy’s pronunciation
Have heavy South African black accent
when students get confused
Have a hard time cooperating
with her co-teachers
To challenge people’s criticism

18. 18
Results
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.

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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.

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Thanks for your attention.