ABSTRACT
This chapter analyses a team-taught English lesson at a Japanese junior high school and demonstrates the ways in which a Japanese teacher of English (JTE), a native English teacher and the students collaborates with each other in the classroom. After brief overview, the history of team-teaching practice in Japan, the author attempts to elaborate the concept of team learning where Tajino and Tajino (2000) describe it from a sociocultural perspective. The chapter examines a video-recorded team-taught lesson using conversation analysis and illustrates the ways in which teachers try to activate students explicit knowledge of English grammar by engaging them in a meaningful activity. The moment-by-moment analysis of the team learning reveals that the collaboration among the participants in the classroom is socioculturally constructed, involving teachers scaffolding and students contribution to the activity within a co-constructed zone of proximal development (ZPD). In sociocultural theory, there is a observation that pedagogical scaffolding emerges in the interplay between the teachers and the students.
