Conceptual Framework

Reflecting on ESL Teacher Beliefs and Classroom Practices^: A case study

Authors: Thomas S.C Farrell and Karen Bennis

            This article is about beliefs that teachers have. Some definitions of beliefs are given by different authors, including the Farrell’s one. Simon Borg, one of the authors, says that beliefs are related to what teachers know, believe and think. On the other hand, Andrews (2003) says that beliefs have a direct relationship with the teacher’s classroom practices. This last definition is the one we chose to be the most appropriate about beliefs since it describes the impact or influence that our beliefs, assumptions as teachers have when teaching in a classroom. 

            A case study was used to carry out this research which design is qualitative. Two teachers were the participant of this study, one called Sam, who has worked for 19 years and Troy, who has worked for 2.5 years. The research took place in Canada, in an adult language academy. The data gathering techniques were a surveys, interviews, and classroom observations. This data was analyzed continuously and were also summarize into charts, then they were compared. 

            The different results of this research show us that our beliefs are not always put into practice as we think they are. This can happen because of constraints such as time factors. Besides, our beliefs based on experiences tend to be more accurate that the one proposed by experts since we notice while teaching what works and what does not. The research also shows us the importance of being aware of our beliefs and if they are being practiced in the classroom or not. 

            In general, it can be said that this case of study can help us to be conscious of the role that our beliefs plays in the way we teach, and the importance of putting these into practice. However, we consider that not only teachers’ beliefs should be taken into account in the teaching-learning process but also students’ beliefs since both are the participants of such a process and both can affect and determine whether learning is effective or not.