A study of relating between Vietnamese and native English-speaking teachers in team-teaching EFL students at tertiary level in Vietnam

• Main Author: Khánh, Trẩn Thị Minh
• Published: University of Warwick 2014
• Subjects: 410; LB Theory and practice of education
• Online Access: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.606208

The present study examines „relating‟ between Vietnamese teachers of English (VETs) and native English-speaking teachers (NESTs) when teaching EFL students at tertiary level in Vietnam. The aim is to understand the interpersonal dynamics between them and the factors influencing their relationships. A qualitative research study was carried out employing multiple data collection methods including semi-structured interviews, class observation, note-taking, audio/video recording of classes and interactions, and gathering of documents. Data were collected in two phases. In Phase 1 nine teachers were interviewed about their experiences of team-teaching, including the collection of data on 'rapport sensitive' incidents that they experienced when team-teaching. In Phase 2, two teaching pairs were studied through a longitudinal case study, gathering unfolding, narrative accounts of their experiences of team-teaching during one term. The data were analyzed from power relations and rapport perspectives in order to find out how the pairs related and what key factors influenced their relationships. A wide range of factors were found to impact on the smoothness of the teaching pair relationships, including role-related issues, time constraints and unequal workload share in team-teaching, pedagogic beliefs and teaching methods/styles, and communication issues. However, the teachers often formed good relationships outside class, and this ameliorated the relational challenges they experienced professionally. It is argued that since there has been little detail in the education field on theoretical concepts for analyzing team teachers' relationships and few empirical findings, this study contributes to research on 'relating' in team-teaching and suggests that future research into team-teaching would benefit from drawing on conceptual frameworks from within pragmatics.