A Case Study On The Chinese Co-teaching At Wellington East Girls' College In New Zealand

The author had the privilege of working as a Mandarin Language Assistant at the Wellington East Girls' College(WEGC)in New Zealand from 2016 to 2017,and participated in classroom cooperative teaching with the full-time Chinese teacher of the school.This article,based on the author's personal experience in teaching practice,observation and research,presents a detailed analysis of the situation of Chinese co-teaching at WEGC.The full text is divided into five parts:The first part mainly explains the background of writing,the reasons for writing,the meaning of writing,and the research methods.In the process of reviewing the literature,the author found that co-teaching in the Chinese classroom at WEGC is an special case in terms of Chinese language teaching in New Zealand,and there has not been any research on Chinese co-teaching between the Mandarin Language Assistants and local teachers.The school's Chinese co-teaching models are different to the cross-cultural classroom teaching in other countries.It requires specific analysis of specific issues.So in the second part of this article,the author made a detailed investigation and analysis of the Chinese teaching background of the school,and found that the arrangement of the Chinese language class in the school had irrationality,long class hours,uneven arrangement of classes,and inconsistent language learning.Secondly,the number of students in the 9th and 10th grades exceeds the "students-teacher ratio",which is the best ratio for language learning.The only chinese full-time teacher there is qualified for multiple tasks and has heavy teaching tasks.The school does not have standard textbooks.Teachers mainly use"topic-based" teaching.Each class needs rich teaching content and involves various language skills.The above analysis of the status quo reveals the necessity of the co-teaching model in the school.In addition,the principal's support for the concept of co-teaching and the hardware facilities both provide possibility for the implementation of co-teaching.The third part is the core part of this article.Based on the author's own teaching experience with the full-time Chinese teachers of WEGC,the author demonstrates and analyses five kinds of collaborative teaching modes commonly used in the Chinese language class of the school:"one lead,one assist","alternative","parallel","differentiation" and"station" by summarizing their definitions?forms?the implementation process?advantages and teaching process of each model as well as the difficulties and challenges,in addition with the proposed adaptive teaching scenes.The last two parts of the article is the investigation,evaluation and suggestion of WEGC's co-teaching.Combined with a questionnaire survey by Year 9 and Year 10 students and the interviews with the full-time Chinese teachers,the author analyzed the advantages and disadvantages of Chinese co-teaching in the school as a whole,and proposed practical suggestions for the presented problems.It is hoped that the sharing of relevant teaching experiences will promote the continuous development of the Chinese co-teaching at WEGC,and will provide new ideas for the Chinese teaching in other schools and promote the development of Chinese language teaching in New Zealand.