Exploring ESL Teacher Beliefs and Classroom Practices of CLT: A Case Study

Autor/inn/en	Rahman, Mohammad Mosiur; Singh, Manjet Kaur Mehar; Pandian, Ambigapathy
Titel	Exploring ESL Teacher Beliefs and Classroom Practices of CLT: A Case Study
Quelle	In: International Journal of Instruction, 11 (2018) 1, S.295-310 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Case Studies; Communicative Competence (Languages); English (Second Language); Second Language Instruction; Language Teachers; Teacher Attitudes; Beliefs; Foreign Countries; Error Correction; Language Proficiency; Qualitative Research; Correlation; Teaching Methods; Secondary School Teachers; Semi Structured Interviews; Observation; Oral Language; Written Language; Classroom Environment; Bangladesh + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Lehrerverhalten; Belief; Glaube; Ausland; Korrektur; Language skill; Language skills; Sprachkompetenz; Qualitative Forschung; Korrelation; Teaching method; Lehrmethode; Unterrichtsmethode; Beobachtung; Oral interpretation; Mündlicher Sprachgebrauch; Geschriebene Sprache; Klassenklima; Unterrichtsklima; Bangladesch
Abstract	This paper presents a case study that investigated and compared the stated beliefs and observed classroom practices relating to Communicative Language Teaching (CLT) of two ESL teachers. The findings of the study revealed that both the teachers hold similar complex beliefs that mostly contradict the philosophy of CLT. The practices were not in line with their stated belief or CLT principles either. The findings also indicate that teachers indeed possess a set of complex beliefs that are not always realized in their classroom practices for a variety of potential reasons: some of these might be directly related to the context of teaching. Additionally, this study found that by articulating and reflecting on his beliefs, the teacher became more aware of the meaning and impact of these beliefs on his classroom practices. Some implications of future studies have also discussed. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01