The Relationship between Teachers' Beliefs and Practices during Literacy Instruction for Non-Native Speakers of English

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117 Citations (Scopus)

Abstract

A Multidimensional TESL Theoretical Orientation Profile, consisting of an Ideal Instructional Protocol, a Lesson Plan Analysis Task, and a Beliefs Inventory, was created to determine the extent to which 30 English-as-a-second-language (ESL) teachers possess theoretical beliefs about second-language learning and teaching which reflect the methodological divisions of skill-based, rule-based, and function-based approaches toward second-language teaching. The results suggest that the majority of these teachers possess clearly defined theoretical beliefs which consistently reflect one particular methodological approach. To determine the extent to which ESL teachers' instructional practices are consistent with their theoretical beliefs, three secondary-level ESL teachers identified as having different theoretical orientations were observed during literacy instruction. Careful analysis of transcribed classroom observations revealed that literacy instruction for non-native speakers of English was consistent with each teacher's theoretical orientation. Overall, these results support previous research which recognizes the importance of teachers' theoretical beliefs on instructional practices within literacy contexts. Pedagogical implications for the field of second-language teacher education are discussed.

Original languageEnglish (US)
Pages (from-to)83-108
Number of pages26
JournalJournal of Literacy Research
Volume24
Issue number1
DOIs
StatePublished - Mar 1992

Fingerprint

literacy
instruction
teacher
language
Teaching
Non-native Speakers of English
Teacher Beliefs
Literacy Practices
classroom
Language Teachers
English as a Second Language
Theoretical Orientation
learning
education
Literacy
Second Language Teaching

All Science Journal Classification (ASJC) codes

  • Education
  • Language and Linguistics
  • Linguistics and Language

Cite this

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abstract = "A Multidimensional TESL Theoretical Orientation Profile, consisting of an Ideal Instructional Protocol, a Lesson Plan Analysis Task, and a Beliefs Inventory, was created to determine the extent to which 30 English-as-a-second-language (ESL) teachers possess theoretical beliefs about second-language learning and teaching which reflect the methodological divisions of skill-based, rule-based, and function-based approaches toward second-language teaching. The results suggest that the majority of these teachers possess clearly defined theoretical beliefs which consistently reflect one particular methodological approach. To determine the extent to which ESL teachers' instructional practices are consistent with their theoretical beliefs, three secondary-level ESL teachers identified as having different theoretical orientations were observed during literacy instruction. Careful analysis of transcribed classroom observations revealed that literacy instruction for non-native speakers of English was consistent with each teacher's theoretical orientation. Overall, these results support previous research which recognizes the importance of teachers' theoretical beliefs on instructional practices within literacy contexts. Pedagogical implications for the field of second-language teacher education are discussed.",
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