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Assumptions, Attitudes and Beliefs: Tracing the Development ofTeacher Beliefs about Classroom L1/TL


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AsiaTEFL_V14_N2_Summer_2017_Assumptions__Attitudes_and_Beliefs_Tracing_the_Development_of_Teacher_Beliefs_about_Classroom_L1_TL.pdf - Accepted Version
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Research into the implementation of English-only pedagogies in South Korea has focused on teacher
perceptions of English-only government policies (Kim, 2002), the different language functions of English
and Korean in the classroom (Kang, 2008, 2013; Liu et al., 2004; Rabbidge & Chappell, 2014), the role of
teacher commitment in language teaching (Moodie & Feryok, 2015), as well as the futility of trying to ban the L1 in South Korean English classrooms (Kelleher, 2013). Research on the beliefs behind teachers’ classroom actions as well as the socio-historical elements that are responsible for the formation of these beliefs has been little more than an afterthought in most studies. This report comes from a larger study which explores why South Korean elementary school English teachers use the TL and the L1 the
way they do.

Item Type: Journal article
Uncontrolled Keywords: Teacher beliefs, EFL, lanaguge teaching, first language,
Subjects: L Education > LB Theory and practice of education
P Language and Literature > PE English
Divisions: Schools > Centre for Languages
Depositing User: Michael Rabbidge
Date Deposited: 11 Aug 2017 03:05
Last Modified: 21 Jul 2023 04:42

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