Team-Teaching in Tertiary Level English Writing Classes in Vietnam: A Case Study on the Students' and the Teachers' Attitudes

Abstract

ESL team teaching (TT) often occurs between native English-speaker (NES) teachers and non-native English-speaker (NNES) teachers in nursery schools and secondary schools in some countries such as Japan, Hong Kong, Taiwan, and Nigeria as a way of bringing authentic language input to EFL classrooms and enhancing the quality of teaching and learning English. Up to now, no research on TT in Vietnam's context has been found. This paper reports on a case study on TT of 3 Vietnamese English teachers teaching a tertiary level English writing class, and its aim is to discover both the students' and the teachers' attitudes towards TT using a combination of qualitative and quanti-UNITAS NGUyeN QUANG TIeN: TeAm-TeAchING hindrances (e.g., inferiority complex, lack of time and commitment, and fear of challenges and judgment). Thus, TT should be implemented on a voluntary basis for the sake of professional development.