Graduate Thesis Or Dissertation
 

Intercultural Competence and Cross-Cultural Co-Teaching: Exploring Native English-Speaker Experiences in Taiwan

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  • The increasing focus on internationalization in Taiwan’s language-in-education policy has expanded the use of cross-cultural co-teaching pairs consisting of a native English-speaking teacher and a local non-native English-speaking teacher. While the model holds great potential for combining unique strengths, navigating cross-cultural communication in these co-teaching collaborations can be complex. This thesis investigates the interaction between intercultural competence, cross-cultural communication, and the cross-cultural co-teaching experience in English as a Foreign Language (EFL) classrooms in Taiwan. This study draws on theory from cultural anthropology and intercultural communication and utilizes a mixed methods approach to explore these interactions. The Intercultural Development Inventory was administered to assess participants’ intercultural competence. Semi-structured interviews were then conducted to contextualize these results and more thoroughly explore the process of navigating cross-cultural co-teaching relationships and their impacts on the individual. Both the quantitative and qualitative data show that foreign native English-speaking teachers (NESTs) have the requisite attitudes and mindset for finding some success in intercultural interactions but still have considerable room for intercultural competence development. The analysis of interview data shows that these NESTs utilize similarity-seeking strategies to try to navigate cultural differences and establish positive co-teaching relationships, which is vital to individual growth and effective classroom instruction. The analysis also shows that while there were limitations to growth, participants perceived having developed intercultural competence as a result of their cross-cultural co-teaching experiences. These results suggest that support structures for intercultural competence development and relationship-building for cross-cultural co-teachers should be considered by programs that facilitate these experiences.
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