Escolar Documentos
Profissional Documentos
Cultura Documentos
29
30 Reflective teaching in second language classrooms
Teachers' belief systems are founded on the goals, values, and beliefs
teachers hold in relation to the content and process of teaching, and their
understanding of the systems in which they work and their roles within it.
These beliefs and values serve as the background to much of the teach-
ers' decision making and action, and hence constitute what has been
termed the "culture of teaching."
Teaching cultures are embodied in the work-related beliefs and knowledge
teachers share - beliefs about appropriate ways of acting on the job and
rewarding aspects of teaching, and knowledge that enables teachers to do
their work. (Feiman-Nemser and Floden 1986: 508)
Teachers' belief systems are built up gradually over time and consist of
both subjective and objective dimensions. Some may be fairly simple -
for example, the opinion that grammar errors should be corrected imme-
diately. Others may be more complex - for example, the belief that
learning is more effective when it involves collaboration rather than
competition. Research on teachers' belief systems suggests that they are
derived from a number of different sources (Kindsvatter, Willen, and
Ishler 1988).
1. Their own experience as language learners. All teachers were once
students, and their beliefs about teaching are often a reflection of how
they themselves were taught. For example, one teacher reports, "I re-
member when I was a student and I wanted to learn new vocabulary, it
always helped to write down the words." Lortie (1975) refers to this as
the "apprenticeship of observation." Kennedy (1990: 4), in a report for
Exploring teachers' beliefs 31
By the time we receive our bachelor's degree, we have observed teachers and
participated in their work for up to 3,060 days. In contrast, teacher
preparation programs [at the master's level] usually require [about] 75 days
of classroom experience. What could possibly happen during these 75 days to
significantly alter the practices learned during the preceding 3,060 days?
Discussion
1. What foreign languages have you studied or learned? How
successful were you? How have your experiences as a lan-
guage learner affected your beliefs about language learning
or teaching?
2. In what ways does your personality influence the way you
teach? What are the most important influences on your ap-
proach to teaching?
3. Students often hold stereotyped views about English or
speakers of English. Is this true of learners you teach or are
familiar with? What are some of these views and where do
they come from?
Discussion
1. Discuss the questions in this section with a partner or col-
league. How similar or different are your answers?
2. Can you add other questions concerning teachers' beliefs
about English to the list?
3. The Hong Kong teachers discussed here felt that English has
more grammar rules than Chinese. In what ways might this
influence their classroom practices?
34 Reflective teaching in second language classrooms
When learners and teachers meet for the first time, they may bring with them
different expectations concerning not only the learning process in general, but
also concerning what will be learned in a particular course and how it will be
learned. (Brindley 1984: 95)
Brindley's observation draws attention to the fact that both teachers and
learners bring experience to the classroom that influences their percep-
tions in subtle ways. Teachers' beliefs about learning may be based on
their training, their teaching experience, or may go back to their own
experience as language learners (Freeman 1992a). These beliefs repre-
sent answers to questions such as these:
• How do you define learning?
• What are the best ways to learn a language?
• What kinds of exposure to language best facilitate language
learning?
• What kinds of students do best in your classes?
• What kinds of learning styles and strategies do you encourage in
learners?
• What kinds of learning styles and strategies do you discourage in
learners?
• What roles are students expected to assume in your classroom?
Brindley (1984) points out that teachers who favor a "learner-centered"
view of learning, such as that which underlies many current meth-
odologies in language teaching, would probably describe their assump-
tions in terms such as the following:
• Learning consists of acquiring organizing principles through encountering
experience.
• The teacher is a resource person who provides language input for the
learner to work on.
• Language data is to be found everywhere - in the community and in the
media as well as in textbooks.
• It is the role of the teacher to assist learners to become self-directed by
providing access to language data through such activities as active
listening, role play and interaction with native speakers.
• For learners, learning a language consists of forming hypotheses about the
language input to which they will be exposed, these hypotheses being
constantly modified in the direction of the target model.
(p. 97)
Exploring teachers' beliefs 35
The assumptions these learners hold about learning can be stated as:
Discussion
Teacher B has three years' teaching experience. His class does not do as well
academically as the students in Teacher A's class, although they work hard
and are enthusiastic. The teacher has an excellent relationship with his stu-
dents, but his classroom is much less traditional in its organization. Students
do not have to stand up when the teacher enters, or raise their hands to ask a
question, or stand up when they answer a question. The classroom atmo-
sphere is very relaxed. Students can volunteer answers when they wish to, so
the class is often quite noisy. The teacher often makes use of his own teach-
ing materials, and is often critical of the assigned text.
From the descriptions, we can see that these two teachers above hold
quite different theories of teaching. Interviews with the teachers about
their teaching yielded quite different answers to the following questions:
• How do you see your role in the classroom? How would this be ap-
parent to a visitor?
• What teaching methods do you try to implement in your classroom?
• What teaching resources do you make use of?
Exploring teachers' beliefs 37
Both teachers felt that their teaching was normal and effective, although
both conducted their teaching in quite different ways. In both cases their
classroom practices were closely linked to their views about teaching.
Richards et al. (1991), in their study of teachers' beliefs, found that
Hong Kong teachers of English believed their primary role in the class-
room was to: (1) provide useful learning experiences, (2) provide a
model of correct language use, (3) answer learners' questions, and (4)
correct learners' errors. They believed their main role as an English
teacher was to (1) help students discover effective approaches to learn-
ing, (2) pass on knowledge and skills to their pupils, and (3) adapt
teaching approaches to match their students' needs. The kinds of learners
they felt did best in their classes were: (1) those who were motivated, (2)
those who were active and spoke out, (3) those who were not afraid of
making mistakes, and (4) those who could work individually without the
teacher's help.
Johnson (1992a) investigated the beliefs that thirty ESL teachers held
about second language teaching and found that they had three different
approaches: a skills-based approach (which focuses on the discrete skills
of listening, speaking, reading, and writing); a rule-based approach
(which emphasizes the importance of grammatical rules and a conscious
understanding of the language system); and a function-based approach
(which focuses on interactive communication and cooperative learning,
and the ability to function in "real" social situations). Johnson found that:
Discussion
15. It's not necessary to actually teach ESL students how to speak En-
glish, they usually begin speaking English on their own.
(Reprinted with permission from K. Johnson, 1992, 'The relationship between
teachers' beliefs and practices during literacy instruction for non-native speakers
of English," Journal of Reading Behavior 24: 83-108.)
50 Reflective teaching in second language classrooms
Read the following statements about language learning. For each state-
ment indicate if you agree or disagree with the statement (1 = strongly
agree; 2 = agree; 3 = neutral; 4 = disagree; 5 = strongly disagree). For
numbers 22 and 23, circle your answer.
1. It is easier for children than adults to learn a foreign language.
2. Some people have a special ability for learning foreign languages.
3. Some languages are easier to learn than others.
4. People from my country are good at learning foreign languages.
5. It is important to speak English with excellent pronunciation.
6. It is necessary to know about English-speaking cultures in order
to speak English.
7. You shouldn't say anything in English until you can say it
correctly.
8. It is easier for someone who already speaks a foreign language to
learn another one.
9. People who are good at mathematics or science are not good at
learning a foreign language.
10. It is best to learn English in an English-speaking country.
11. The most important part of learning a foreign language is learning
vocabulary words.
12. It is important to repeat and practice a lot.
13. Women are better than men at learning foreign languages.
14. If beginning students are permitted to make errors in English, it
will be difficult for them to speak correctly later on.
15. The most important part of learning a foreign language is learning
the grammar.
16. It is easier to speak than understand a foreign language.
17. It is important to practice with cassette tapes.
18. Learning a foreign language is different than learning other aca-
demic subjects.
19. People who speak more than one language are very intelligent.
20. Everyone can learn to speak a foreign language.
21. It is easier to read and write English than to speak and understand it.
22. English is: (a) a very difficult language
(b) a difficult language
(c) a language of medium difficulty
(d) an easy language
(e) a very easy language
Exploring teachers' beliefs 51
23. If someone spent one hour a day learning a language, how long
would it take them to speak the language very well?
(a) less than a year
(b) 1-2 years
(c) 3-5 years
(d) 5-10 years
(e) you can't learn a language in 1 hour a day
(Adapted from E. Horwitz, "Surveying student beliefs about language learning,"
in Anita Wenden and Joan Rubin, Learner Strategies in Language Learning, (c)
1987, pp. 127-8. Reprinted by permission of Prentice Hall, Englewood Cliffs,
New Jersey.)