Previous research found differences in the perceived teaching behaviour of nonnative English speaking teachers (NNESTs) and native English speaking teachers (NESTs). However, findings were mainly based on analysing teacher or student perceptions and very limited classroom-based research has been conducted to verify these findings. This paper reports on a study which examined the teaching behaviour of NNESTs and NESTs through classroom observations in three secondary schools in Hong Kong (where they are referred to as LETs and NETs respectively). Data were collected primarily from 13 video-recorded lessons and supplemented by 11 post-lesson teacher interviews and field notes. Participants were three pairs of NNESTs and NESTs who had the opportunity to co-teach a class in these schools. Interviews were fully transcribed and classroom observation data were analysed through open observation and close observation (Richards, 2003). The teaching behaviour was examined in terms of classroom atmosphere, examination preparation for students, examination-oriented teaching and classroom activities. Results show that the observed differences in the teaching behaviour between NNESTs and NESTs were not as clear cut as perceived. This study has important methodological contributions, indicating the need for examining teaching behaviour through classroom-based research. This study may help teachers to reflect upon their teaching practices and has practical implications for teacher duty allocation.
|Number of pages||17|
|Journal||Asian journal of applied linguistics|
|Publication status||Published - 2016|
- NET Scheme
- teaching behaviour
- Hong Kong