ABSTRACT
This chapter provides a brief introduction of two authors Jasmine Luk and Angel Lin who carried out ethnographic observations of classroom interactions of six teachers. It begins with the authors' experiences of learning English. Multiple methods have been used to collect data to minimize possible weaknesses and deficiencies of any one single method. Ethnographic lesson observations and transcriptions of tape-recorded lessons provide the core body of data, whereas data from interviews and field notes complement and enrich the interpretations of the ethnographic classroom data. Along with ethnographic observations, three in-depth semistructured interviews were conducted with the teacher participants at three stages; they are the pre-, during, and postclassroom observations. The interviews were focused on teacher's perceptions of the major differences between Native English-speaking Teacher schemes (NETs) and local English teachers (LETs) in teaching English in Hong Kong. Each teacher participant was requested to identify a sample of students, balanced in gender and English proficiency level, to do the interviews.
