Previous studies on co-teaching have reported how a native English-speaking (NES) teacher and a non-native English-speaking (NNS) teacher jointly instruct students in their English language classes, yet little is known about their speech behaviour in teaching interpreting as a cross-language, cross-culture task. To bridge the gap, the study recorded the process of co-teaching by one NNS and one NES in a ten-week Chinese–English interpretation course. Using the initiation-response-follow-up talk analysis as its framework, it found that each teacher alternatively prompted and evaluated students in their class talk, with the NES treating and suggesting students’ English use and the NNS demonstrating and diagnosing students’ translation pitfalls. Interviews with the teachers and students revealed that both teachers served as quality inspectors and cultural advisors with complementary perspectives and knowledge. However, a negative side of co-teaching was that the increased teacher–teacher interactions could stifle students’ active thinking, turning them into a kind of passive talk-show listeners waiting to be entertained. Based on those findings, the paper suggested some revised interaction patterns for co-teaching.

中文翻译：

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NNS和NES老师的口译课教学：一个案例研究

以前的关于共同教学的研究报告说，以英语为母语的老师和非以英语为母语的老师如何共同指导学生上英语课，但对于口译教学中他们的言语举止知之甚少作为一种跨语言，跨文化的任务。为了弥合差距，该研究记录了一个NNS和一个NES在为期十周的汉英解释课程中进行共同教学的过程。使用启动-响应-后续谈话分析作为框架，发现每位老师都可以在课堂谈话中交替提示和评估学生，而NES则可以处理和建议学生使用英语，而NNS则可以证明和诊断学生的翻译陷阱。对教师和学生的访谈显示，两位老师都是具有互补观点和知识的质量检查员和文化顾问。但是，共同教学的不利方面是，老师与老师之间互动的增加会扼杀学生的主动思维，使他们成为一种被动的，等待娱乐的脱口秀节目听众。基于这些发现，本文提出了一些针对共同教学的修订交互模式。