The purpose of this study is to illustrate a general collaborative model of team-teaching in a university general English program. While positive effects of team-teaching and some suggestions for teamteaching practices have been reported previously, there has been less attention paid to an instructional model where native teachers and Korean teachers collaborate with each other for the best classroom experience for students. A qualitative research guided the design. Twenty teachers’ team-teaching classes were observed and video-taped for analysis. The findings showed that the two teachers’ constant negotiations of meanings in any stage of the lessons and in classes with diverse linguistic goals was helpful to the students’ understanding. Also, in the stage of presenting particular language expressions (duringlesson), complimenting each other with native teachers’ intuition and Korean teachers’ analytic skills was suggested as an important instructional move. When activities were introduced, modeling by the two teachers and bridging roles by the Korean teachers were a tremendous contribution and recommended for model collaborations. An instructional model and educational implications have been suggested.

This study is aimed at identifying how the team teaching for English listening and speaking is affected by the characteristics of the three groups of participants such as the students, native English speaking teachers (NESTs), and Korean teachers of Eng