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Preservice teachers’ beliefs and practices in teaching English to young learners

Preservice teachers’ beliefs and practices in teaching English to young learners
Preservice teachers’ beliefs and practices in teaching English to young learners
This paper explores ESL preservice teachers’ beliefs regarding teaching English to young learners, and examines the interplay between their beliefs and instructional practices. Seventy ESL preservice teachers at a university in Malaysia participated in the study. Data is drawn from semi-structured interviews and lesson plan analysis. The results indicated that the preservice teachers’ classroom practices did not often reflect their stated beliefs about young learners language learning. Although there was a strong consensus that English should be taught communicatively, the preservice teachers also employed structural based approach when teaching grammar. Contextual factors hindering this consistency were attributed to exam focused instruction and time constraints. Thus, this paper argues that reform in language teacher education need to address factors that hinder preservice teachers from implementing instructions which aligns with the theoretical beliefs espoused by their teacher training program.
50-59
Othman, Juliana
e1352511-5530-4e79-a9ad-1955f0e0dcdd
Kiely, Richard
2321c0cb-faf6-41e2-b044-2c3933e93d6e
Othman, Juliana
e1352511-5530-4e79-a9ad-1955f0e0dcdd
Kiely, Richard
2321c0cb-faf6-41e2-b044-2c3933e93d6e

Othman, Juliana and Kiely, Richard (2016) Preservice teachers’ beliefs and practices in teaching English to young learners. Indonesian Journal of Applied Linguistics, 6 (1), 50-59. (doi:10.17509/ijal.v6i1.2661).

Record type: Article

Abstract

This paper explores ESL preservice teachers’ beliefs regarding teaching English to young learners, and examines the interplay between their beliefs and instructional practices. Seventy ESL preservice teachers at a university in Malaysia participated in the study. Data is drawn from semi-structured interviews and lesson plan analysis. The results indicated that the preservice teachers’ classroom practices did not often reflect their stated beliefs about young learners language learning. Although there was a strong consensus that English should be taught communicatively, the preservice teachers also employed structural based approach when teaching grammar. Contextual factors hindering this consistency were attributed to exam focused instruction and time constraints. Thus, this paper argues that reform in language teacher education need to address factors that hinder preservice teachers from implementing instructions which aligns with the theoretical beliefs espoused by their teacher training program.

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Othman & Kiely 2016 - Version of Record
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More information

Accepted/In Press date: 21 July 2016
e-pub ahead of print date: 31 July 2016
Published date: 31 July 2016
Organisations: Modern Languages and Linguistics

Identifiers

Local EPrints ID: 407824
URI: http://eprints.soton.ac.uk/id/eprint/407824
PURE UUID: f94d7870-9cd2-40f5-954d-93ab22a1fa8b

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Date deposited: 26 Apr 2017 01:14
Last modified: 15 Mar 2024 13:03

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Contributors

Author: Juliana Othman
Author: Richard Kiely

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