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This study investigates team teaching (TT) relationships between AETs (Assistant English Teachers) and JTEs (Japanese Teachers of English) focusing on power-sharing in Japanese high schools. From September 2003 to March 2004, a naturalistic case study was conducted with two TT pairs during bimonthly visits through class observation and individual interviews. Supplementary data were also collected by interviewing students. Research results revealed that the AETs were given full autonomy because of their language power, which caused the JTEs to become peripheral participants. This resulted in the JTEs’ dissatisfaction with their TT performance. Furthermore, the JTEs’ identity influenced by language power inequality was deeply involved in their peripheral participation, which was supported by the belief in the native speaker fallacy, the idea that NSs are automatically the best teachers of the language (Phillipson, 1992), at the educational, societal, and individual levels.

Power-sharing between NS and NNS teachers: Linguistically powerful AETs vs. culturally powerful JTEs