While it is common for teachers to focus on learners' errors in the EFL classroom, little attention is given to the "errors" that native English speakers make in their mother tongue. This paper reports on a study to assess the reaction of Japanese university students to an activity that primarily required identifying…

This paper describes "mentor development", a means of collaborative professional development through peer observation that was initiated by the author with 18 peers, all native English speaker EFL teachers at Kanda University of International Studies in Chiba, Japan. It shows how such a programme allows teachers to learn from one another…

Discusses the contribution that joint instruction by a native-speaking teacher and a nonnative-speaking teacher can make to classroom language learning. Reviews the last decade's team-teaching practice in Japanese secondary English-as-Foreign-language classrooms to explore how two teachers with different linguistic and cultural backgrounds can…