Exploring Primary ESL Teachers’ Beliefs and Practices: A Case Study

Abstract

This study explores the relationship between teachers’ beliefs and the pedagogical practices of two English-as-a-second-language (ESL) teachers for the primary grades in the US public schools— one native English speaking teacher (NEST) and one non-native English speaking teacher (NNEST) in an elementary school in northern California. Drawing on classroom observation and interview data, the researcher describes the pedagogical practices of both teachers, and then investigates the relationship between beliefs and practices. Based on the data, the author has concluded that both teachers’ beliefs tend to be consistent with their respective teaching practices, but the NEST and the NNEST hold different beliefs with regard to the nature of second language (L2) learning, the role of learners’ first language (L1) in L2 learning, the role of ESL learners’ cultural background in L2 learning and teachers’ role in L2 teaching. This study serves to add empirical evidence to the growing body of literature on teachers’ beliefs and practices. In so doing, it also sheds light on further research that could be done on the NEST and the NNEST’s beliefs.