以英語為母語以及非英語為母語之教師，兩者間之協同教學國家級計劃，從1990年代開始在日本、韓國及香港各地執行。過去十年，台灣地區共有兩個相關計劃：一個位於中部某縣轄市；另一個則在北部地區，由該地方教育局與某知名學術基金會合作執行。關於這類的計畫，目前已有文獻探討執行上的困難，主要包括文化歧見、老師教學效能、與行政單位之運作問題，但其實卻並無整體評析之深入研究可供參考。
本研究遵循質化與量化的方法，針對北部之計畫為對象，深入評析中外師協同教學執行一年後之師生學習成效。研究首先以量化方式以成就測驗與態度問卷了解計畫中80名四年級與六年級小學生的英文學習成果、他們對英文的態度以及學習動機。另外又以訪談、課室觀察以及教學日記蒐集資料，分三組追蹤調查六位中外師之專業成長，藉衛考斯基的社會文化理論做分析，而文化體認方面，則以第三向度觀點，了解不同文化背景的老師之發展。
研究結果顯示此項中外師協同教學計劃對學生學習有正面作用，但程度則多有不同。學生之閱讀與聽力有成長，四年級學生受益又比六年級學生更多，但成果則因時間較短而稍顯淺薄。另一方面，中外教師在專業知識與文化體認上有顯著成長，可以說是本計畫最大受益者。
整體而言，計畫單位對中外師雙方合作關係之培養具備完善的機制，而在文化體認方面又有一群能夠以持平立場看待文化差距的諮詢專家，為中外師創造第三向度合作空間，使雙方能夠大方擁抱兩種文化且無需掩飾彼此之不同。這些設計使計劃更有效能，整體執行方式具參考價值。

---

National co-teacher programs involving native English speaker teachers (NESTs) and non-native English speaker teachers (NNESTs) have been in operation since the 1990’s in Japan, Korea and Hong Kong. Two major programs have been established in Taiwan in the last ten years, one by a city government in the central part of Taiwan, the other by the education bureau of a rural county in the north, in collaboration with a well known academic exchange foundation. The cultural, pedagogical and administrative challenges such schemes face are well documented but there has been little evaluation of the benefits for stakeholders

This study focused on the program in northern Taiwan and followed a mixed methods approach in order to trace learning gains from co-teaching for teachers and students over the course of one year. Students’ gains in English proficiency and changes in attitude and motivation were measured in a quantitative study involving over 80 4th and 6th grade students who were tested and surveyed. A triple case study investigated growth in professional knowledge and cultural awareness in three teaching pairs through interviews, class observation and teacher journals. Teacher learning was studied through the prism of socio-cultural theory and growth in cultural awareness from the perspective of thirdness.

The program was found to have a positive effect on students, but in varying degrees. Student scores in both reading and listening proficiency improved while their attitudes and motivation were positive. Proficiency gains were greater among 4th graders than 6th graders, but the results also showed that for students, the impact of a one year program is relatively shallow. Teachers grew considerably in both professional knowledge and cultural awareness and were the greatest beneficiaries of the program.

This study also found that the effectiveness of the program was facilitated by certain enabling mechanisms which nurtured the relationship between NESTs and NNESTs. Cultural awareness was facilitated by a culturally fair panel which helped create third spaces where teachers could embrace both cultures without hiding the differences between them.

Ahn, S.W., Park, M.R., Ono, S. (1998). A comparative study of the EPIK and the JET program. English Teaching, 53(3), 241-267.

Albanese, D., Burr, L. & Collins, T. (2008). Three C’s for a supportive educational environment: Co-teaching, cohort and community. Paper presented at the 43rd Regional English Language International Seminar (RELC 2008) Singapore, April 21-23 2008.

Amin, N. (1999). Minority women teachers of ESL: Negotiating white English. In G. Braine (Ed.), Non-native educators in English language teaching (pp. 93-104). Mahwah, NJ: Lawrence Erblaum.

Anderson, J., Reder, L. & Simon, H. (1996). Situated learning and education. Educational Researcher, 25(4), 5-11.

Anderson, R. & Speck, B. (1998). “Oh what a difference team teaching makes” :Why team teaching makes a difference. Teaching and Teacher Education, 14, 671-686.

Anzaldua, G. (1987). Borderlands / La Frontera: The New Mestiza. San Fancisco, CA: Aunt Lute Book Co.

Arva, V., & Medgyes, P. (2000). Native and non-native teachers in the classroom.
System, 28(3), 355-372.

Bailey, K., Dale, T. & Squire, B., (1992) Some reflections on collaborative language teaching. In D. Nunan, (Ed.). Collaborative teaching and learning (pp. 162-178). Cambridge: Cambridge Unversity Press.

Bakhtin, M. (1981). The dialogic imagination: Four essays. (Ed.) M. Holquist. Austin, TX: University of Texas Press.

Banno, E. (2003). A cross-cultural survey of students’ expectations of foreign language teachers. Foreign Language Annals, 36(3), 339-346.

Barratt, L. & Kontra, E. (2000). Native speaking English teachers in cultures other than their own. TESOL Journal, 9 (3), 9-23.

Bauwens, J., Hourcade, J.J. & Friend, M. (1989). Co-operative teaching: A model for general and special teaching integration. Remedial and Special Education, 10 (2), 17-22.
Beggs, D., (1964). Team Teaching. Bloomington, IN: Indiana University Press.

Benke, E. & Medgyes, P. (2005). Differences in teaching behavior between native and non-native speaker teachers. In E. Llurda (Ed.), Non-native language teachers (pp. 195-217). New York: Springer.

Benner, P. (1984). From novice to expert. Reading, MA: Addison-Wesley.

Benner, P., Tanner, C. & Chesla, C. (1996). Expertise in nursing practice: Caring, clinical judgment and ethics. New York, NY: Springer Publishing Company.

Bereiter, C. & Scardamalia, M. (1993) Surpassing ourselves – An inquiry into the nature and implications of expertise. Chicago, IL: Open Court.

Berliner, D.C. (1992). In search of the expert pedagogue. Educational Researcher 15(7), 5-13

Berliner, D.C. (1995). The development of pedagogical expertise. In P.K. Siu & P.K. Tam (Eds.), Quality in education: Insights from different perspectives (pp 1-14). Hong Kong: Hong Kong Research Association.

Bhabha, H. (1990). The third space. In J. Rutherford (Ed). Identity, community, culture, difference. London: Lawrence & Wishart

Bhabha, H. (1994). The Location of Culture. London: Routledge.

Braine, G. (Ed.). (1999). Non-native educators in English language teaching. Mahwah, NJ: Lawrence Erlbaum.

Bolitho, R. & Medgyes, P. (2000). Talking shop: From aid to partnership. ELT Journal, 54 (4), 379-386.

Borasi, R., Fonzi, J., Smith, . & Rose, B. (1999). Beginning the process of rethinking mathematical instruction: A professional development program. Journal of Mathematical Education, 2(1), 49-78.

Borko, H. & Puttnam, R.T. (1995). Expanding a teacher’s knowledge base. In T.R. Guskey & M. Huberman. Professional development in education (pp. 35-65). New York, NY: Teachers’ College Press.

Boudah, D., Raskind, M. King-Sears, M., Swanson, H.L. & Goodwin, M. (2003). Recent research on learning disabilities: Annual CLD research panel. Panel presentation at the 25th International Conference of Learning Disabilites, Seattle, WA.
Boyle, J. (1997). Native speaker English teachers in Hong Kong. Language and Education, 11, 163-181

Boudah, D., Schumacher, J. & Deshler, D (1997). Collaborative instruction: Is it an effective option for inclusion in secondary classroom? Learning Disabilities Quarterly, 20, 293-316.

Brice-Heath, S. (1983). Ways with words. Cambridge: Cambridge University Press.

British Council. (1989). Final evaluation report: Expatriate English language teachers pilot scheme. Hong Kong: British Council.

Brown, H.D. (2001). Teaching by principles: An interactive approach to language pedagogy. White Plains, NY: Pearson Education.

Brown, J.S., Collins, A. & Duguid, P. (1989) Situated cognition and the culture of learning. Educational Researcher, 18, 32-42.

Browne, C.M & Wada, M. (1998). Current issues in high school English teaching in Japan. Language, Culture and Curriculum, 11(1) 67-77.

Buckley, F. J., (2000). Team teaching: what, why and how. Thousand Oaks: Sage.

Bullough, R.V., Knowles, J.G. & Crow, N.A. (1992). Emerging as a teacher. London: Routledge.

Bunton, D. & Tsui, A.B.M. (2002). Setting language benchmarks: whose benchmarks? Journal of Asia Pacific Communication, 12(1), 67-76.

Burden, P. (1990). Teacher development. In W. Houston, M. Haberman & J. Sikula (Eds.), Handbook of research on teacher education (pp. 311-328). New York, NY: MacMillan Publishing Company.

Calderhead, J. (1996). Teachers’ beliefs and knowledge. In D.C. Berliner & A. Calfee (Eds.), Handbook of Educational Psychology (pp. 709-725). New York: Macmillan.

Calderhead, J. & Shorrock, S. (1997). Understanding teacher education: Case studies in the professional development of beginning teachers. London: Falmer.

Canagarajah, A.S. (1999). Interrogating the native speaker fallacy: Non-linguistic roots, non-pedagogical results. In G. Braine, (Ed). Non-native educators in English language teaching (pp. 77-92). Manwah, NJ: Lawrence Erblaum Associates

Carless, D., (2006a). Good teaching practices in team teaching in Japan, Korea and Hong Kong. System, 31(2), 219-233.

Carless, D. (2006b). Collaborative EFL teaching in primary schools. ELT Journal, 60(4), 328-335.

Carless, D. & Walker, E. (2006) Effective team teaching between local and native speaking English teachers. Language and Education, 20(6), 463-477.

Carr, P & Klassen, T. (1991). Different perceptions of race in education: Racial minorities and white teachers. Canadian Journal of Education, 22 (1), 67-81.

Carter, K., Cushing, K., Sabers, D., Pinnegar, S. & Berliner, D. (1987). Processing and using information about students: A study of expert, novice and postulant teachers. Teaching and Teacher Education, 3, 147-157.

Ceglowski, D. (2002). Research as relationship. In N. Denzin & Y.S. Lincoln (Eds.), The qualitative inquiry reader (pp. 5-25). Thousand Oaks, CA: Sage.

Chen, W.Y. (2008). A case study on the professional development of local and professional English teachers in team teaching. Unpublished dissertation. National Taiwan Normal University

Chen, C. (2007). The status of foreign English teacher employment in elementary schools and foreign teachers’ feedback and suggestions. Paper presented at City City Elementary Schools Collaborative Teaching Conference, City City, Taiwan.

Cheng, S. & Shanks, B. (2002). Racial difference in the effects of others on students’ educational expectations. Sociology of Education, 75(4), 306-327.

Choi, Y. (2002). Suggestions for the reorganizing of the English teaching program by native speakers in Korea. English Teaching, 56, 101-122.

Chou, M. (2005). A study on English team teaching in City city elementary schools. Unpublished thesis. National City University of Education.

Chu, C. (2006). Co-teaching as a possibility for differentiated instruction. Internet TESL Journal, 12 (11). Retrieved September 14, 2008 from the World Wide Web: http://iteslj.org/Articles/Chu-Co-teaching.html.

Clark, C. & Lampert, M. (1986). The study of teacher thinking: Implications for teacher education. Journal of Teacher Education, 37 (5), 27-31.

Clement, M. & Vandenberghe, R. (2000). Teachers’ professional development: a solitary or collegial (ad)venture? Teaching and Teacher Education, 16, 81-101.

Cobb, P. & Bowers, J. (1999). Cognitive and situated learning perspectives in theory and practice. Educational Researcher, 28(2), 4-15.

Cook, L. & Friend, M. (2004). Co-Teaching: principles, practices, and pragmatics. Paper presented at New Mexico Public Education Dept. Albuquerque, NM. Retrieved September 13, 2008 from the World Wide Web: http://www.ped.state.nm.us/seo/ library/qrtrly.0404.coteaching.lcook.pdf

Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33(2), 185-210.

Cook, V. (2000). Comments on Vivian Cook’s “Going beyond the native speaker in language teaching.” The author responds. TESOL Quarterly, 34(2), 329-332.

Cook, V. (2002). Portraits of the L2 user. Clevedon: Multilingual Matters.

Copeland, L. & Griggs, L. (1985). Going international. New York, NY: Random House.

Corrie, L. (1995). The structure and culture of staff collaboration: Managing meanings and opening doors. Educational Review, 47 (1), 89-99.

Cortazzi, M. & Jin, L.X. (1999). Cultural mirrors: Materials and methods in the EFL classroom. In Eli Hinkel (Ed.), Culture in second language teaching and learning (pp. 196-220). Cambridge: Cambridge University Press

Craig, D. & Mallory, G. (1998). Making sense of managing culture. London: International Thompson Business Press.

Cranmer, D. (1999) Team Teaching. The British Council Journal, 10. Retrieved on September 20, 2008 from the World Wide Web: http://www.britishcouncilpt.org/journal/j1016dc.htm.

Cresswell, J.W. (2005). Educational research. Upper Saddle River, NJ: Pearson.

Creswell, J.W. (1998). Qualitative inquiry and research design: choosing among the five traditions. Thousand Oaks, CA: Sage.

Cresswell, J.W. & Plano-Clark, V. (2007). Mixed methods research. Thousand Oaks, CA: Sage.

Crooks, A. (2001). Professional development and the JET program. JALT Journal, 23 (1), 31-46.

Dahl, O. (1999). The meaning matrix. In T. Vestergaard (Ed.), Language, Culture and Identity. (pp. 59-70). Aalborg, DK: Alborg University Press.

Davydov, V.V. & Kerr, S.T. (1995). The influence of L.S. Vygotsky on education theory, research and practice. Educational Researcher, 24 (3), 12-21.

Davies, A. (2003). The native speaker: myth and reality. Clevedon: Multilingual Matters.

Davison. C. (2006). Collaboration between ESL and content teachers. The International Journal of Bilingual Education and Bilingualism, 9(4), 454-475.

de Jong, O. (2000). The teacher trainer as researcher: exploring the initial pedagogical concerns of prospective science teachers. European Journal of Teacher Education, 23 (2), 127-137.

de Oliveira, L. C., & Richardson, S. L. (2001). Collaboration between native and non-native English-speaking educators. CATESOL Journal, 13(1), 123-134.

Denzin, N.K. (1997). Interpretative ethnography: Ethnographic practices for the 21st century. Newbury Park, CA: Sage.

Dreyfus, H. & Dreyfus, S. (1996). The relationship of theory and practice in the acquisition of skill. In P. Benner, C. Tanner & C. Chesla (Eds.), Expertise in nursing practice (pp. 29-48). New York: Springer Publishing Company.

Duke, S & Appleton, J. (2000). The use of reflection in a palliative care program. Journal of Advanced Nursing, 32, 1557-1568.

Edge, J. (1988). Natives, speakers and models. JALT Journal, 9 (2), 153-157.

Eisen, M. (2000). The many faces of team teaching and learning: An overview. In M. Eisen & E. Tisdell (Eds.), Team teaching and learning in adult education (pp. 5-14). San Francisco, CA: Jossey-Bass Publishers.

Egginton, A. (1997). Looking forward. In The JET program: Ten years and beyond. Tokyo: Ministry of Home Affairs

Elbaz, F. (1983). Teacher thinking: A study of practical knowledge. London: Croon Helm.

EPIK: English Program in Korea. (2003). Retrieved on September 29, 2008 from the world wide web: http://epik.knue.ac.kr/

Felice, L. (1981). Black student dropout behavior: Disengagement from school, rejection and racial discrimination. Journal of Negro Education, 50 (4), 415-424.

Flesner, D. M. (2007). Experiences of co-teaching: crafting the relationship. Unpublished dissertation. University of Florida.

Fontana, A. & Frey, J.H. (2000). The interview: From structured questions to negotiated text. In N.K. Denzin & Y.S. Lincoln (Eds.) Handbook of qualitative research (2nd ed.) (pp 645-672). Thousand Oaks, CA: Sage

Fougere, M. (2004). Organizing with third-ness: A dialogic understanding of bicultural interactions in organizations. Helsinki: Swedish School of Economics and Business Administration Press

Freeman, D. & Johnson, K. (1998). Reconceptualizing the knowledge base of language teacher education. TESOL Quarterly, 32(3).

Friend, M. & Cook, L. (2000). Interactions: Collaboration skills for school professionals (3rd ed.). White Plains, NY: Longman.

Fuchs, L.S. & Fuchs, D. (2000). Accountability and assessment in the 21st century for students with learning disabilities. Philadelphia, PA: Pew Charitable Trust [Commissioned paper].

Furlong, J. & Maynard, T. (1995). Mentoring student teachers: the development of professional knowledge. London: Routledge.

Gardner, R. & Lambert, W. (1959). Motivational variables in second language acquisition. Canadian Journal of Psychology, 13, 266-272.

Geertz, C. (1973). The interpretation of culture. New York, NY: Basic Books

Ghaye, A & Ghaye, K. (1998). Teaching and learning through critical reflective practice. London: David Fulton Publishers.

Gill, S., & Rebrova, A. (March, 2001). Native and non-native: Together we're worth more. ELT Newsletter. Retrieved September 13, 2008, from the World Wide Web: http://www.eltnewsletter.com/back/March2002/art522011.htm

Gingerich, R.R. (2004). Learning to teach: A study of teacher language in English as a foreign language. Unpublished doctoral dissertation, The University of Iowa, USA.

Glaser, B. & Strauss, A. (1965). Awareness of dying. Chicago, IL: Aldine Publishing Co.

Glaser, B. & Strauss, A. (1967). The discovery of grounded theory: strategies for qualitative research. Chicago, IL: Aldine Publishing Co.

Glatthorn, A.A. (1990). Supervisory leadership. New York: Harper Collins.

Goetz, K. (2000). Perspectives on team teaching. University of Calgary, Faculty of Education E-Gallery. Retrieved September, 19, 2008 from the World Wide Web: http://ucalgary.ca/-egallery/goetz.html

Gorsuch, G. (2002). Assistant foreign language teachers in Japanese high schools. English Teaching, 56, 101-122.

Goto Butler, Y. (2007). How are nonnative English speaking teachers perceived by young learners? TESOL Quarterly, 41(4), 731-755.

Grant, G.E. (1992). The sources of structural metaphors in teacher knowledge: Three cases. Teaching and Teacher Education, 8, 5/6, 433-440.

Green, G. (2003). The relationship between Native English-speaking Teachers and English language Chinese panel chairs in secondary schools in Hong Kong. Unpublished Master’s thesis. University of Hong Kong.

Greeno, J.G. (1997). On claims that answer the wrong question. Educational Researcher, 26(1), 5-17.

Greeno, J.G., Collins, A. & Resnick, L. (1996). Cogniton and learning. In D. Berliner & R. Calfee (Eds.), Handbook of educational psychology (pp. 15-46). New York, NY: MacMillan Reference.

Greene, J.C. & McClintock, C. (1985). Triangulation in evaluation: design and analysis issues. Evaluation and Program Planning, 10, 325-333.

Griffin, P., Woods, K., Storey, P., Wong, E.P.K. & Fung, W.Y.W. (2007). Evaluation of the native speaker English teacher scheme for primary schools in Hong Kong 2004-2006. Parkville: University of Melbourne Press

Griffin, P., Woods, K., Nadebaum, C., Tay, L., Storey, P., Wong, E.P.K. Yeung, A., Fung, W.Y.W. & Hon, R. (2005) Evaluation of the native speaker English teacher scheme for primary schools in Hong Kong: Second annual report. Parkville: University of Melbourne Press.

Griffin, P., Woods, K., Yeung, A., Storey, P., Wong, E., & Hon, R. (2004) Evaluation of the native speaker English teacher scheme for primary schools in Hong Kong: First annual report. Parkville: University of Melbourne Press.

Grossman, P. (1990). The making of a teacher: Teacher knowledge and teacher education. New York, NY: Teachers College Press.

Guba, E. & Lincoln, Y. (1988). Do inquiry paradigms imply inquiry methodologies? In D. Fetterman (Ed.) Qualitative approaches to evaluation in education (pp. 89-115). New York, NY: Praeger.

Guskey, T. & Huberman, M. (1995). Professional development in education. In D. Hargreaves. Development and desire: A postmodern perspective. New York, NY: Teachers College Press.

Hall, E.T. (1977). Beyond culture. Garden City, NY: Anchor

Hall, E.T. (1982). Monochromic and polychromic time. New York, NY: Wadsworth Publishing Company.

Halverson, R.J. (1985). Culture and vocabulary acquisition: A proposal. Foreign Language Annals, 18(4), 327-32.

Hanly, C. (2004). The third: Historical analysis of an idea. Pyschoanalytic Quarterly, 73, 267-290.

Hargreaves, A. (1990). Individualism and individuality: Reinterpreting the teacher culture. Paper presented at the Annual Meeting of the AERA, Boston, MA.

Hargreaves, A. (1993). Individualism and individuality: Reinterpreting the teacher culture. International Journal of Educational Research, 19(3), 227-246.

Hargreaves, A. (1994). Collaboration and contrived collegiality: Cup of comfort or poisoned chalice? In A. Hargreaves (Ed.), Changing teachers, changing times (pp. 186-211). New York, NY: Teachers College Press.

Hargreaves, A & MacMillan, B. (1994). The balkanization of teaching; Collaboration that divides. In A. Hargreaves (Ed.) Changing teachers, changing times (pp. 212-240). New York, NY: Teachers College Press.

Hofstede, G. (1980). Culture’s consequences: International differences in work-related values. Beverly Hills, CA: Sage.

Holden, N. (2002). Cross-cultural management. London: FT Prentice Hall.

Holland, D., Lachicotte, W., Skinner, D. & Cain, C. (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.

Holliday, A. (2005). The struggle to teach English as an international language. Oxford: Oxford University Press.

Holly, M.L. (1984). Keeping a personal-professional journal. Melbourne: Deakin University Press.

Holquist, M. (1990). Dialogism: Bakhtin and his world. London: Routledge.

Hopkins, D. (1993) A teacher’s guide to classroom research. Buckingham & Philadelphia: Open University Press.

Huberman, M. (1993). The lives of teachers. New York: Teachers College Press.

Hudson, G. (2000). Essential introductory linguistics. Oxford: Blackwell Publishers.

Hymes, D. (1966). Two types of linguistic relativity. In W. Bright (Ed.), Sociolinguistics (pp. 114-158). The Hague: Mouton.

Inbar-Lourie, O. (2005). Mind the gap: Self and perceived native speaker identities of EFL teachers. In E. Llurda (Ed.), Non-native language teachers: Perceptions, challenges, and contributions to the profession (pp. 265-282). New York, NY: Springer.

Isahara, N & Maeda, M. (2004). Multiple identities emerge through collaboration. Paper given at 38th TESOL convention, Long Beach, CA.
Janssens, M & Steyaert, C. (1999). The world in two and a third way out: The concept of duality in organization theory and practice. Scandinavian Journal of Management, 15, 121-139.

JET Program (2008). Retrieved on September 29th 2008 from the World Wide Web: http://www.mofa.go.jp/j_info/visit/jet/outline.html

Johnson, K. A. (2003). Every experience is a moving force: identity and growth through mentoring. Teaching and Teacher Education, 19, (8), 787-800.

Johnson, K.A. & Golombek, P.R. (2003). Seeing teacher learning. TESOL Quarterly, 37, 729-737.

Johnstone, B. (1999). Communication in multicultural settings. In T. Vestergaard (Ed.), Language, Culture and Identity (pp. 25-39). Aalborg, DK: Alborg University Press.

Kachru, B.B. (1986). The alchemy of English: The spread, functions and models of non-native Englishes. Oxford: Pergamon.

Kagan, D. (1992). Professional development among pre-service and beginning teachers. Review of Educational research, 62(2), 129-169.

Kamhi-Stein, L.D. (1999). Preparing non-native professionals in TESOL: Implications for teacher training programs. In G. Braine (Ed.), Non-native educators in English language teaching (pp. 145-158). Mahwah, NJ: Lawrence Erlbaum.

Kamhi-Stein, L. D. (Ed.). (2004). Learning and teaching from experience: Perspectives on Nonnative English-speaking professionals. Ann Arbor, MI: University of Michigan Press.

Keesing, R.M. (1981). Theories of culture. In R.W. Casson (Ed.), Language, culture and identity: Anthropological perspectives (pp. 42-66). Aalborg: Centre for Languages and Intercultural Studies, Aalborg University.

Kleinsasser, R. & Sauvignon, S. (1992). Linguistics, language pedagogy and teachers’ technical cultures. In J.E. Alatis (Ed.), Linguistics and language pedagogy: The state of the art (pp. 289-301). Washington, DC: Georgetown University Press.

Kramsch, C. (1999). Thirdness: The intercultural stance. In T. Vestergaard (Ed). Language, Culture and Identity (pp. 41-58). Aalborg, DK: Alborg University Press.

Kreber, C. (2002). Teaching excellence, teaching expertise: the scholarship of teaching. Innovative Higher Education, 27(1), 5-23.
Kwon, M.S. & Kellogg, D. (2005). Teaching talk as a game of catch. Canadian Modern Language Review, 62(2), 335-348

Kwon, O., (2002) Korea’s English education policy changes in the 1990’s: innovations to gear the nation in the 21st century. English Teaching, 55, 47-92.
Labov, W. (1966). The Social Stratification of English in New York City. Washington DC: Center for Applied Linguistics

Lai, M. (1999). JET and NET. Language, Culture and Curriculum, 12(3)

Lakoff, G.. & Johnson, M. (1980). Metaphors we live by. Chicago: University of Chicago Press.

Lamie, J. (2000). Teachers of English in Japan: Professional development and training at a crossroads. JALT Journal, 22(1), 27-45.

Lampert, M. (1985). How do teachers manage to teach? Perspectives on problems in practice. Harvard Educational Review, 55, 178-184.

Lange, D.E. (1990) A blueprint for teacher development. In J. C. Richards and D. Nunan (Eds.), Second Language Teacher Education (pp. 245-268). Cambridge: Cambridge University Press.

Lasabagaster, D. & Serra, J. M. (2005). What do students think about the pros and cons of having a native speaker teacher? In E. Llurda (Ed.), Non-native language teachers (pp. 217-241). New York: Springer.

Lave, J. (1988). Cognition in practice. Cambridge: Cambridge University Press.

Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.

Laverick, D. (2007). Motivation, metacognition, mentors and money: Ingredients that support teaching expertise. Early Childhood Education Journal, 34(4), 247-249.

Lawton, M., (1999). Are two heads better than one in an inclusive classroom? Harvard Education Letter April 1999. Retrieved September 19, 2008 from the World Wide Web: http:// www. edletter. org/ pastissues/ 1999-ma/ coteaching. html

Lazaraton, A., & Ishihara, N. (2005). Understanding second language teacher practice using microanalysis and self-reflection: A collaborative case study. Modern Language Journal, 89(4), 529-542.

Lee, I. (2000, February/March). Can a nonnative English speaker be a good English teacher?” TESOL Matters, 10(1), 19.

Lektorsky, V.A. (1984). Subject, object, cognition. Moscow: Progress

Lieberman, A. & Miller, L. (1991). Revisiting the social realities of teaching. In A. Lieberman & L. Miller, Staff development for education in the 90’s. New demands, new realities, new perspectives (pp. 92-109). New York: Teachers College Press.

Lin, Y.C. (2002). Research of non-English speaking teachers in Hsin Chu City elementary schools. Unpublished Master’s thesis. National Hsin Chu University of Education.

Lincoln, Y. & Guba, E. (1985). Naturalistic Inquiry. Beverly Hills, CA: Sage.

Lincoln, Y. (2002). Emerging criteria for quality in qualitative and interpretative research. In N. Denzin and Y. Lincoln, The qualitative inquiry reader (pp. 327-346). Thousand Oaks, CA: Sage.

Lindley, D. (2004). Uncertainty. New York: Doubleday.

Liou, H.C. (2000). Reflective practice and English teacher education: Theory, research and implications. Taipei: Crane.

Little, J.W. (1990). Teachers as colleagues. In A. Lieberman (Ed.), Schools as collaborative cultures: Counting the future now (pp. 165-193). London: Falmer.

Little, J.W. (1992). The persistence of privacy: Autonomy and initiative in teachers’ professional relations. Teachers’ College Record, 91(4), 509-536.

Liu H.J. (2008). Comparison between the Chinese time view and the western view. Sino-U.S English Teaching, 5(11), 60-64.

Liu, J. (2001). Confessions of a Nonnative English-speaking Professional. CATESOL Journal, 13(1), 53-67.

Liu, J. (1999). Nonnative-English-speaking-professionals. TESOL Quarterly, 33(1), 85-102.

Liu, M.X. & Zhang, L.M. (2007). Student perceptions of native and non-native English teachers’ attitudes, teaching skills, assessment and performance. Asian EFL Journal, 9(4).

Livingston, C. & Borko, H. (1989) Expert-novice differences in teaching: A cognitive analysis and implications for teacher education. Journal of Teacher Education, 40(4), 36-42.

Llurda, E. (Ed.) (2005) Non-native language teachers: Perceptions, challenges, and contributions to the profession. New York: Springer.

Lo, W.K. (1999). A study of the impact of the enhanced NET scheme on participating teachers in their first year of teaching in Hong Kong. Unpublished dissertation. University of Hong Kong.

Lortie, D. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press.

Lung, J. (1999). A local teacher views the native English teacher scheme in Hong Kong. TESOL Matters. 9(3).

Luo, W.H. (2005). Collaboration between Taiwanese and foreign English language teachers in Taiwanese elementary schools. NSC Report No. NSC93-2411-H-134-006.
National Hsin Chu University of Education

Lynch, B. K. (2003). Language assessment and program evaluation. Edinburgh: University of Edinburgh Press

Lynch, B.K. (1996). Language Program Evaluation: Theory and Practice. Cambridge: Cambridge University Press

Mahoney, S. (2004). Role controversy among team teachers in the JET program. JALT Journal, 26(2), 223-244

Matsuda, P. K. (1999). Teacher development through NS/NNS collaboration. TESOL Matters, 9(6), 1-10.

McDonough, J. & McDonough, S (1996). Research Methods for English language teachers. London: Arnold Press.

McNamara, D.R. (1991). Subject knowledge and its applications: problems and possibilities for teacher educators. Journal of Teacher Education, 42(4) 243-49.

McNeill, A. (1994). Some characteristics of native and non-native speaker teachers of English (JUN-KAI Document Reproduction Service No. ED 386067).

Medgyes, P. (1994). The non-native teacher. London: Macmillan Publishers.

Medgyes, P. (1992). Native or nonnative: Who's worth more? ELT Journal, 46(4), 340-349.
Miles, M & Huberman, A. (1988). Drawing valid meaning from qualitative data. In D. Fetterman (Ed.), Qualitative approaches to evaluation in education (pp. 222-247). New York, NY: Praeger.

Miles, M.B. & Huberman, A.M. (1984). Qualitative data analysis: A sourcebook of new methods. Newbury Park, CA: Sage.

Mitchell, W.J.T. (1995). Interview with Homi Bhabha. Artforum, 33(7), 80-84.

Moran, P.R. (2001). Teaching culture. Boston, MA: Heinle & Heinle.

Murata, R. (2002). What does team teaching mean? The Journal of Educational Research, 96(2), 67-77.

Murawski, W. & Swanson, H. (2001). A meta-analysis of co-teaching research – Where is the data? Remedial and Special Education, 22(5), 258-267.

Ornstein, A.C., Thomas, J. & Lasley, I. (2000). Strategies for effective teaching. New York, NY: McGraw Hill.

Palmer, D. & Stough, L. (2005). Identifying teacher expertise: An examination of researchers’ decision making. Educational Psychologist, 40(1), 13-25.

Pajares, M.F. (1992). Teachers’ beliefs and educational research: clearing up a messy construct. Review of Educational Research, 62, 307-332.

Pan, S.T. (2004). 潘淑婷 , 外來的和尚比較會念經 ? 從新竹市中外籍教師協同教學的困難與爭議談起. 國立台灣大學新聞研究所碩士論文. 未出版. 台北市.

Patton, M. (1988). Paradigms and pragmatism. In D. Fetterman (Ed.) Qualitative approaches to evaluation in education (pp. 222-247). New York, NY: Praeger.

Patton, M.Q. (1980). Qualitative evaluation methods. Beverley Hills, CA: Sage.

Peirce, C. (1903). Complete papers of Charles Sanders Peirce (Vols. 1-8), Ed. C. Hartshorne & P. Weiss (1966). Cambridge, MA: Harvard University Press.

Pennycook, A. (1993). The cultural politics of English as an international language. Essex: Longman.

Phillipson, R. (1992). Linguistic Imperialism. Oxford: Oxford University Press.

Piaget, J. (1952). The origins of intelligence in the child. New York: International University Press.
Puttnam, R.T. & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29 (1), 4-16.

Quirk, R. (1990). What is standard English? In R. Quirk and G. Stein (Eds). English in Use. London: Longman

Rampton, M.B.H. (1990). Displacing the “native speaker”: expertise, affiliation and inheritance. ELT Journal, 44 (2), 97-101

Reeve, P. & Hallahan, D. (1996). Practical questions about collaboration between general and special educators. In E.L. Meyen, G.A. Vergason & R.J. Whelan (Eds.), Strategies for teaching exceptional children in inclusive settings (pp. 401-417). Denver, CO: Love Publishing Co.

Reichart, C. & Cook, T. (1979). Beyond qualitative versus quantitative methods. In T. Cook & C. Reichart (Eds.), Qualitative and quantitative methods in evaluation research. Beverly Hills, CA: Sage.

Reinhiller, N. (1996). Co-teaching: New variations on a not-so-new practice. Teacher Education and Special Education, 19(1), 34-48.

Reynolds, A. (1992). What is competent beginning teaching? A review of the literature. Review of Educational Research, 62(1), 1-35.

Richards, J., Li, B. & Tang, A. (1995). A comparison of reasoning skills in novice and experienced EFL teachers. RELC Journal, 26(2) pp. 1-24.

Richards, J. C., & Li, B. & Tang, A. (1995). A comparison of pedagogical reasoning skills in novice and experienced ESL teachers. RELC, 26(2), 1-24.

Rist, R. (2000). Student social class and teacher expectations: the self fulfilling prophecy in ghetto education. Harvard Educational Review, 70(3), 257-302.

RiSager, K. (1991). Cultural reference in European text books: an evaluation of recent tendencies. In D. Buttjes & M. Byram (Eds.), Mediating languages and cultures: Towards an intercultural theory of foreign language education. Clivedon, UK: Multilingual Matters.

Rosenholtz, S. (1989). Teachers’ workplace: The social organization of schools. New York, NY: Longman.

Roth, W. & Tobin, K. (2004). Co-teaching: From praxis to theory. Teacher and teaching: Theory and practice, 10(2), 11-180.

Sawyer, R. (2002). Situating teacher development: the view from two teachers’ perspectives. International Journal of Educational Research, 37, 733-753.

Scanlon, J., Care, W.D. & Udod, S. (2002). Unraveling the unknowns of reflection in classroom teaching. Journal of Advanced Nursing, 38(2), 136-143.

Scholefield, W. (1996). What do JTE’s really want? JALT Journal, 18(1), 7-25.

Scollon, S. (1999). Not to waste words or students: Confucian and Socratic discourse in the tertiary classroom. In Eli Hinkel (Ed.), Culture in second language teaching and learning (pp. 13-27). Cambridge: Cambridge University Press

Schon, D.A. (1979). Generative metaphor: A perspective on problem solving in social policy. In A. Ortony (Ed.), Metaphor and Thought (pp. 254-283). New York, NY: Cambridge University Press.

Schon, D.A. (1987). Education: The reflective practitioner. San Francisco, CS: Josey Bass.

Shannon, N. & Meath-Lang, B. (1992). Collaborative language teaching: an investigation. In D. Nunan, (Ed.). Collaborative teaching and learning. (pp. 120-140). Cambridge: Cambridge Unversity Press

Sheehy, L. E. (2007). Leadership for co-teaching: A distributed perspective. Unpublished dissertation. Virginia Polytechnic Institute and State U.

Shen, L.B. & Wu, H.C. (2007). On NESTs and non-NESTs. Chia-nan Annual Bulletin, 33, 371-382.

Shin, H.J. (2007). English language teaching in Korea. In J. Cummins & C. Davison (Eds.) International Handbook of English language teaching. New York: Springer

Shin, J.E. & Kellogg, D. (2007). The novice, the native and the nature of language teaching expertise. International Journal of Applied Linguistics. 17(2) 159-176.

Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
Singer, I (1966). What team teaching really is. In D. Beggs (Ed.), Fundamental considerations for team teaching (pp. 13-28). Bloomington, IN: Indiana University Press.

Stake, R.E. (2000). Case Studies. In N.Z. Denzin & Y.S.Lincoln (Eds.) Handbook of Qualitative Research (2nd ed.) (pp. 435-484). Thousand Oaks, CA: Sage.

Storey, P. Luk, J., Gray, L., Wag-Kho, H. & Lin, M.L. (2001). Monitoring and Evaluation of the Native-speaking English Teacher Scheme Technical Report SCOLAR Ref. No. E/02/98 Hong Kong: Hong Kong Institute of Education

Storti, C. (1999). Figuring foreigners out: A practical guide. Yarmouth, ME: Intercultural Press.

Sturman, P. (1992). Team teaching: a case study from Japan. In D. Nunan (Ed.) Collaborative teaching and learning (pp. 141-161). Cambridge: Cambridge University Press

Suarez, J. (2000). Native and non-native: not a question of terminology: humanizing language teaching. Retrieved March 30, 2010 from the World Wide Web www.hltmag.co.uk/nov00/mart1.htm.

Tajino, A., & Tajino, Y. (2000). Native and non-native: What can they offer? ELT
Journal, 54(1), 3-11.

Tajino, A. & Walker, L. (1998) Perspective on team teaching by students and teachers: exploring foundations for team learning. Language, Culture and Curriculum, 11(1), 113-131.

Takada, T. (2000). The social status of L1 Japanese EFL teachers. TESOL Matters,
10(3).

Tang, C. (1997). On the power and status of nonnative ESL teachers. TESOL Quarterly, 31(3), 577-580.

Tang, D. & Absalom, D. (1998). Teaching across cultures: considerations for western EFL teachers in China. Hong Kong: Hong Kong Journal of Applied Linguistics, 3 (2), 117-132.

Tennenbaum, H & Ruck, M. (2007). Are teachers’ expectations different for racial minorities that for European Americans? Journal of Educational Psychology, 99(2), 253-273.
Thorne, S.L. (2005). Epistemology, politics and ethics in socio-cultural theory. The Modern Language Journal, 89, 393-409.

Toma, J.D. (2000). How getting close to your subjects makes qualitative data better. Theory into Practice, 39, 177-184.

Trites, L. & Tseng, J. M. (2009). Multi-dimensional co-teaching/reflection model for on-the-job teacher training. Unpublished paper given at the Independent Learning Conference, Hong Kong, June, 2009.

Tsai, J. M. (2007). Team teaching and teachers’ professional learning: Case studies of collaboration between foreign and Taiwanese English teachers in Taiwanese elementary schools. Unpublished dissertation. Ohio State University

Tsai, L.T. (2005) (in Chinese) 蔡立婷 引進外籍教師進行英語協同教學之實施現況分析 . 九年一貫課程英語教學挑戰與對策研討會 , 2005 年 5 月.

Tsai, L.T. (2006) (in Chinese) 蔡立婷 宜蘭縣中外籍英語教師協同教學之研究. 國立花蓮教育大學國民教育研究所碩士論文 , 未出版 , 花蓮市.

Tsai, L.T. & Tseng, R.M. (2006) (in Chinese) 蔡立婷 , 曾如梅 , 宜蘭縣中外籍英語教師協同計劃之研究. 輯於第一屆新竹市國小中外師英語協同教學研討會論文集 , 頁34-46 . 新竹市 , 2006 年 4 月.

Tsui, B.M. (2003). Understanding expertise in teaching. Cambridge: Cambridge University Press.

Tsui, A.B.M. (2009). Distinctive qualities of expert teachers. Teachers and Teaching, 15(4), 421-439.

Van Manen, M. (1997). On the epistemology of reflective practice. Teachers and Teaching Theory and Practice, 1(1), 33-50.

Villa, R., Thousand, J. S. & Nevin, A. (2004). A guide to co-teaching. Thousand Oaks, CA: Sage

Vygotsky, L. & Kozulin, A. (1986). Thought and Language. Cambridge, MA: MIT Press.

Vygotsky, L. (1978). Mind in Society. Cambridge, MA: Harvard University Press.

Wada, M. (2007). Team teaching in Japanese public schools: Past, present and future.
Paper given at the 2nd Xin-zhu City Elementary Schools English Collaborative Teaching Conference, Xin-zhu City April 27, 2007.

Walker, E. (2001). Roles of native-speaker English teachers in Hong Kong secondary schools. Asia Pacific Journal of Language in Education. 4(2), 51-77.

Webb, N. (2004). Becoming a teacher is a journey for a lifetime: The biography of a fourth-grade writing teacher. Unpublished doctoral dissertation, Virginia Polytechnic Institute and State University.

Weick, K.E. (1995). Sensemaking in organizations. London: Sage.

Welch, M. (1998). Collaboration: staying in the bandwagon. Journal of Teacher Education, 49(1), 26-37.

Westerman, D.A. (1991). Expert and novice teacher decision making. Journal of Teacher Education, 42(4), 295-305.

Widdowson, H. (1993). The ownership of English. TESOL Quarterly, 28(2), 377-389

Yin, R. (2003). Case study research: Design and methods.. Thousand Oaks, CA: Sage

Yu, L.T. (2006). (in Chinese) 余立堂 , 國小英語協同教學之探討 – 以新竹市茄苳國小為例 . 國教新知 , 55 (3), 34-41.

Zeichner, K. & Liston, D. (1996). Reflective teaching: An introduction. Mahwah, NJ: Lawrence Erblaum.

Zigmond, N. & Baker, J. (1997). A comprehensive examination of an experiment in full inclusion. In T. Scruggs & M.A. Mastropieri (Eds.). Advances in learning and behavioral disabilities, Vol. 11 (pp. 101-134), Greenwich, CN: JAI Press, Inc.