Do you co-teach or teach more independently? What are the pros and cons?

Teaching in Matsu combines both co-teaching and independent teaching. In regular English classes, ETFs co-teach with a Local English Teacher (LET), allowing for collaborative lesson planning and shared classroom responsibilities. Co-teaching helps ensure students receive appropriate language support, as LETs are familiar with the curriculum, students’ proficiency levels, and classroom routines, while ETFs contribute native-level English use and cultural perspectives.

Outside of regular English classes, including non-regular classes, clubs, and special projects, ETFs teach more independently, often with support from a homeroom teacher rather than an LET. This independent teaching model gives ETFs significant flexibility and creative freedom to design lessons, activities, and curricula from the ground up. As a result, ETFs gain valuable hands-on teaching experience and develop strong classroom management and curriculum design skills.

However, this level of independence also comes with challenges. Planning lessons independently requires more time and preparation, and teaching without an LET may feel demanding, especially at the beginning of the placement. Clear communication, adaptability, and patience are essential. Overall, the blended teaching model in Matsu offers a unique opportunity for educators who are motivated, self-directed, and eager to grow through both collaboration and independence.

What is the role of Chinese in the English classroom?
Students in Matsu have varied levels of English proficiency, often depending on whether they attend after-school cram schools. As a result, Chinese is commonly used as a supportive language in the classroom to help students understand instructions, clarify concepts, and stay engaged, especially at the elementary level. While ETA/Fs primarily use English to provide authentic language exposure, local teachers often use Chinese strategically to scaffold learning and ensure comprehension.

Because there are relatively few English teachers across the Matsu islands, Chinese is also frequently used for co-planning and communication between ETA/Fs and local teachers. Strong Chinese skills are therefore highly beneficial in Matsu, not only for classroom support but also for effective collaboration, lesson planning, and daily communication within schools.