Exploring Teacher Belief Systems: Why Teachers Don't Practice What They Preach

Mary Ann Christison
University of Utah

This page is intended to be a supplement for the lecture given by Joy Reid at the 1997 ASC conference, Approaches to Teacher Education. To for more information on the lecture topic see the Plenary Abstracts. You may also listen to the program via the conference RealAudio Page.

Plenary Outline

I. Introduction: Exploring belief systems

.Each question is ranked 1 to 5 (1 is disagree 5 is agree).

• Quotation 1: Reading
• Quotation 2: Grammar
• Quotation 3: Dialogs and drills
• Quotation 4: Different methods
• Quotation 5: Content
• Quotation 6: Correct all errors
• Quotation 7: No grammar
• Quotation 8: Good teachers

II. Reviewing an observational study

• .The instrument
• Observing teachers beliefs in action
• Findings

III. Applying what we learned

Teacher Belief Questionnaire

Instructions: Please rate each statement below from 1 to 5. 1 indicates you strongly disagree and 5 indicates you strongly agree. L2 = second language NNS = non-native speakers

1. When ESL students make errors in oral production, I believe it is best to point out the error and repeat the correct form.

2. I believe that only student errors related to grammatical structures that have been discussed in class should be corrected.

3. I believe that students learn language best when input from the teacher is not carefully controlled for structure.

4. I believe that uncontrolled input from other NNS speakers is useful in L2 learning .

5. I believe that listening can help L2 students improve their pronunciation.

6. Listening to the teacher explain grammatical rules helps L2 students improve accuracy.

7. I believe that L2 students become more fluent in an L2 when they study topics in which they have an interest.

8. I believe that pair and small group work is valuable for L2 students because it pro motes a positive affective climate.

9. I believe that pair and small group work is valuable for L2 students because it provides opportunities for more language practice.

10. I believe that sequencing classroom material according to a grammatical syllabus is the best way to promote L2 learning .

11. I believe that when L2 students study topics that interest them, they become more accurate in using the L2.

12. I believe that L2 students become more fluent in an L2 when they use the L2 to communicate their ideas and opinions.

13. I believe that improvement in structural/grammatical accuracy is a direct result of structural practice.

14. I believe that L2 teachers should correct as many mistakes in oral language as possible at the moment students make the mistakes.

15. I believe that improved structural/grammatical accuracy is a direct result of studying grammar rules.

16. I believe that L2 students become more fluent in an L2 when their errors are corrected .

17. Focusing on the meaning of the message when giving input is the best way to promote L2 learning.

18. When input from other NNS is not controlled for structure, students learn language best.

19. I believe that L2 students learn language best when input from other NNS

is controlled for structure.

Why Teachers don't always teach according to their beliefs.

• Teachers were asked to rank only the four most important factors with four indicating the most important

Ideas for Exploring Beliefs and Beginning the Process of Reflection with L2 Teachers

I. Journal Free-writes

II. Ask the right kind of questions

A. Cognitive element

1. How do teacher process information and make decisions?

B. Critical element

1. What drives the thinking: goals, values, social implications?

C. Teacher narrative element

1. What are teachers' own interpretations of the events that occur within their particular contexts?

III. Examine different belief systems

A. How can we explore the L2 classroom?

B. What kinds of questions can we ask to explore teacher beliefs? Learner beliefs?

1. What kinds of questions can we ask to explore how teachers make decisions?

C. What is the role of the teacher?

DWhat role do you think interaction plays in L2 acquisition?

IV. Lesson Reports

A. What are the main goals?

B. What are the learners goals?

C. What are the teaching processes?

D. What problems did you encounter?

E. What was most effective in your lesson?

F. What was least effective in you lesson?

G. What would you do different next time?

V. Surveys and questionnaires

VI. Audio and video programs

VII. Class observations

A. Action Research

References

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