摘要：Supervision is an essential part of language teachers'professionalexperiences.Theliteratureonlanguageteachersupervisionfromthepastfewdecadesconsistslargelyofdescriptions of supervisoryapproaches (Bailey, 2009)andanalysis ofthesupervisorydiscourse(Hooton,2008;Wajnryb,1994;1995;1998;Wallace&Woolger,1991).Thisstudymakesauniquecontributiontothisfield, asitoffersadetailedaccountofwhathappened before, during, and after a supervisor visited her native -English -speaking(NES)superviseewhoco -taughtwithanon -native -English -speaking(NNES)teacherinan elementaryschool English classroom inTaiwan. Datasuggestthatthesupervisor'scomments werea wake -upcallfor theNNESteacher, whotherefore started to play amoreactiveroleinteamteaching.However,thesupervisor'svisitsandsuggestionsdidnot create a lasting impact on helping her NES supervisee to improve her teaching.Practicalimplicationsas wellasfutureresearchdirectionsareoffered toconcludethepaper
