Assumptions, attitudes and beliefs

Tracing the development of teacher beliefs about classroom L1/TL

Michael Rabbidge*

*Corresponding author for this work

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

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. This report aims to answer the following research questions:

RQ1: What influences the formation of assumptions, attitudes, and beliefs about L1/TL use in the classroom?

RQ2: What beliefs do teachers have about the TL and L1 as languages of instruction in Korean elementary school English classrooms?

Original languageEnglish
Pages (from-to)346-354
Number of pages9
JournalJournal of Asia TEFL
Volume14
Issue number2
DOIs
Publication statusPublished - 1 Jun 2017

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