Teaching and collaboration both already have a high potential for conflicts per se. As a result, collaborative teaching is controversially discussed in the field of pedagogy[1]. Although numerous studies highlight the advantages[2] and disadvantages[3] of co-teaching for educators, administration, learning environment and student’s academic achievements, the research found omits pragmatic issues such as communicative strategies[4]. Even though communicative strategies may vary — for instance, due to cultural diversity of the interlocutors involved — a general framework would provide support for co-teachers worldwide. Therefore, this study adds the perspective of pragmatics to a widely acknowledged instructional model. Basic strategies for communication might provide a framework that is universal enough to allow individual amendments but provides a basis of common ground that allows an unspoken social contract before launching into this challenging cooperation with a general lack of time for planning[5] but numerous possibilities to lose face in front of a whole classroom and the teaching body.

 

[1] Kalchman, Mindy; Richard H. Kozoll (2012). Co-teaching a dual content-area methods class: Considering content for evaluating collaborative intensity. Journal of the Scholarship of Teaching and Learning, Vol. 12, No. 2, p. 109-120.

Lee, Josephine (2017). Co-initiations in EFL Collaborative Teaching Interaction. English Teaching, Vol. 72, No. 3, Autumn, p. 3-24.
 

[2] Walsh, James (2012). Co-Teaching as a School System Strategy for Continuous Improvement. Preventing School Failure, Vol. 56(1), Taylor & Francis Group, p. 29-36.

 

[3] Aliakbari, Mohammad; Ali Mansouri Nejad (2013). On the Effectiveness of Team Teaching in Promoting Learners’ Grammatical Proficiency. Canadian Journal of Education, Canadian Society for the Study of Education, Vol. 36, No. 3, p. 5-23.

 

[4] Brown, Paul; Phillip Lint (1982). Co-Teaching: a Key to Auditing Instruction. The benefits of having both an academic and a practitioner teach an auditing course. Journal of Accountancy, September, p. 94-98.

 

[5] Parker, Audra; Diedre Allen; Patricia Alvarez McHatton; Leila Rosa (2010). Dance Lessons: Preparing Preservice Teachers for Coteaching Partnerships. Action in Teacher Education, Vol. 32, No. 1, p. 26-38.