What’s Still Missing?: How Co-teachers View Co-teaching Practices in Elementary EFL Classrooms in Korea

This study reports on co-teaching practice in elementary EFL classrooms, in which Korean English teachers (KETs) and native English-speaking teachers (NETs) co-teach in order to enact the national English education agenda. The two groups of teachers were surveyed on their attitudes toward and experience with co-teaching using standard survey research methods. KETs are generally satisfied with co-teaching practice in EFL classrooms. However, the results showed that KETs need to plan lessons with NETs for successful co-teaching. Also, heavy burden of managing NETs needs to be ameliorated in order to focus on effective co-teaching. Most NETs have educational qualifications but lack actual teaching experience. The results revealed that NETs need to have a better understanding of the educational contexts. To maximize the effectiveness of co-teaching EFL classes, well-planned curricula, development of English proficiency scales, better matching procedures, fuller understanding of co-teaching practices, and readiness to improve English education are needed among all parties. The findings of this study illuminate the larger issue of using NETs in English education not just in Korea, but across Asia.