A study of native English-speaking teacher programs in elementary schools in Taiwan

Abstract

This study looks into issues pertaining to the policy of including native English-speaking teachers (NESTs) in elementary schools in Taiwan, i.e., NEST programs, from the perspective of the teachers involved. Through data gathered from interviews and classroom observations, this qualitative study examines the necessity of NEST programs and reveals the challenges facing NESTs and local English teachers as they negotiate the process of working together. It shows that while a NEST program is not a centralized language teacher policy in Taiwan, its necessity remains a moot point. Moreover, working with Taiwanese homeroom teachers presented challenges to the NESTs, and the local English teachers considered that working with inexperienced NESTs presented unwanted challenges. Finally, suggestions on NEST programs are discussed.