Welcome to Francis Academic Press

Academic Journal of Humanities & Social Sciences, 2019, 2(4); doi: 10.25236/AJHSS.040097.

A Study on the Cooperation between Chinese and International Teachers in the Elite Program Classes

Author(s)

Chenglin Wang, Chen Li

Corresponding Author:
Chenglin Wang
Affiliation(s)

College of Foreign Languages,Naval Aviation University, Yantai 264000, China

Abstract

The internationalization language of China’s foreign language education gives impetus to the cooperation between Chinese and International teachers. The present research explores the teaching team and model in the college English classes, focusing on how to maximize the resources of the international cooperation, improve the international co-teaching, and build the international team.Based on the teaching and data collected, this article demonstrates the teaching team of Chinese and international teachers have attributed to the improvement of the students’ English language proficiency and language literacy.

Keywords

college English, classroom environment, Chinese and foreign teachers, teamwork

Cite This Paper

Chenglin Wang, Chen Li. A Study on the Cooperation between Chinese and International Teachers in the Elite Program Classes. Academic Journal of Humanities & Social Sciences (2019) Vol. 2, Issue 4: 49-56. https://doi.org/10.25236/AJHSS.040097.

References

[1] Booysen R. & Grosser M. The Effect of Cooperative Teaching on the Thinking Skills Development of Foundation Phase Learners [J]. Education as Change, 2014 (1).
[2] Theory and Practice in Language Studies, 2013 (37).
[3] Creswell, J W. (2003). Research design: qualitative, quantitative and mixed methods approaches, pp.14-18. SAGE Publication. Thousand Oaks, California.
[4] Dettori G. & Millis S. Cooperative Learning in Higher Education Stylus [M]. London: Routledge, 2002.
[5] Fraser, B.1998. Classroom environment instruments: Development, validity and applications [J]. Learning Environments Research: An International Journal1 (1): 7-33.
[6] Finkbeiner C. & Olson M. A. & Friedrich J. Foreign Language Learning and Teaching in Germany: A Review of Empirical Research Literature from 2005 to 2010 [J]. Language Teaching, 2013 (464).
[7] Hashemi, M.R.Reflections on mixing methods in applied linguistics research [J]. Applied Linguistics, 2012, 33 (2): 206-212.
[8] McDough, J.and McDonough, 5.1997. Research methods for English language Teachers.Foreign Language Teaching and Research Press.
[9] Minichiello, V, Aroni, R, Timewell, E & Alexander, L. (1995). In-depth interviewing principles techniques, analysis. Longman: Melbourne Australia.
[10] Patton, MQ. (1990). Qualitative evaluation and research methods. Sage publications, Newbury Park, California.
[11] Porlan , R., & Martin, J. (1991). The teacher’s diary: A resource for classroom research. Sevilla, Spain: Diada Eidtoras.
[12] Reddit, S. Two-teachers working as one: Co-teaching for Special/regular Education Integration [J]. Equity and Choice, 1991 (46).
[13] Stern, (2000). Issues and options in language teaching. Shanghai Foreign Language Teaching Press.
[14] Tashakkori, A. & Teddlie, C. Handbook of Mixed Methods Research (2nd ed) [C]. Thousand Oaks: Sage, 2010.
[15] Ur, P.1996. A Course in Language Teaching: Practiced Theory Cambridge University Press. PartVll313-30
[16] Walberg, H.J. Anderson, G.J. 1968. Classroom Climate and Individual Learning. Journal of Educational Psychology, 59 (6): 414 - 419.
[17] Woodward, T.1991. Models and Metaphors in language teacher training Cambridge: Cambridge University Press 223-36.