A Case Study Of Collaborative Teaching Based On Primary School Oral English Teaching In Shenzhen

By lacking of enough vocabulary, grammatical patterns and background knowledge, primary students can be hardly improved their oral competence. So the teacher is one of the key elements for English teaching and learning. It’s very common for me to work with foreign teachers in my school. And it’s getting much more common due to the efforts of Shenzhen Educational Bureau. A decision has been made by the Shenzhen government that2/3of Primary and Secondary School would be provided staff with Native speakers. Co-teaching between Chinese English teachers and a teacher who is a native speaker of Primary English, and it has become one of many collaborative strategies that Shenzhen schools are looking at in an effort to meet the needs of all students and parents.Both foreign teachers and I are always interested in how to improve children’s Oral competence. But practically it’s sort of cross-culture co-operation. Unavoidably foreign teachers have been complained a lot by unclear job responsibility, culture shock, classroom management, lower effectiveness resulting in unsuitable teaching strategies, although they have got idiomatic pronunciation and intonation. During the process of co-teaching, it is influenced by the various difference between Chinese and foreign teachers. They came for culture, language competence, and teaching ideal type. All of them arouse a conflict between teaching effectiveness and co-teaching.So by this thesis, I want to find out what are the basic rules for cross-culture co-operation. And to figure out the proper way, which takes foreign teachers in right place for pupils in English class. If I can testify collaborative teaching is the best solution for oral English teaching, Chinese and Native speaker teachers to work with each other, can be formulated as a model. My research was correct, and then it would be proved that co-teaching could be popularized to all Primary Schools in Shenzhen.This thesis is composed of six parts.Chapter one is an introduction that primarily states the research background, the research significance and the structure of the thesis.Chapter Two is an overview of studies on Collaborative teaching. It goes over the traditional views on Co-teaching and then the latest studies on this issue since the "Chinese and English Co-teaching" both at home and abroad. Based on the Communicative Approach principle, this paper discussed the effectiveness of co-teaching between Chinese English teachers and a teacher who is a native speaker of Primary English.Chapter Three mainly deals with the issue of study trace and research method. By taking3models to carry out the co-teaching experiment, this paper collected T-test results of91subjects in testing performance and in a questionnaire, which revealed that co-teaching improved listening and speaking abilities in the traditional teaching class. Meanwhile, by using an open-ended questionnaire, the paper investigated the perspectives of co-teachers.Chapter Four is the main body of the thesis which deals with data analysis. It contains that research process, collecting and analyzing the data for supporting my assumption at the very beginning of the thesis. Based on the Communicative Approach principle, this paper discussed the effectiveness of co-teaching between Chinese English teachers and a teacher who is a native speaker of Primary English. By taking3models to carry out the co-teaching experiment, this paper collected T-test results of91subjects in testing performance and in a questionnaire, which revealed that co-teaching improved listening and speaking abilities in the traditional teaching class. Meanwhile, by using an open-ended questionnaire, the paper investigated the perspectives of co-teachers. The survey disclosed that co-teaching changed teachers’ attitudes, and improved the teaching ability and language competence of Chinese teachers. These results indicate that co-teaching has a positive effect in Primary English learning as well as on the development of teacher’s professional growth.Chapter Five briefly introduces the discussion of the research. The survey showed that co-teaching changed teachers’attitudes, and improved the teaching ability and language competence of Chinese teachers.Finally Chapter six, the concluding part, draws the conclusion that during the process of co-teaching, These results indicate that co-teaching has a positive effect in Primary English learning as well as on the development of teacher’s professional growth.This is about the main content of my thesis. Inevitably, this is the research which based on my teaching experience and case study, has its limitation. Hopefully I can insist on studying the process of co-teaching between Chinese and English teachers, mark down all records and analyze it more detailed, then I can refine it and make it better.