TY - JOUR
T1 - Assumptions, attitudes and beliefs
T2 - Tracing the development of teacher beliefs about classroom L1/TL
AU - Rabbidge, Michael
PY - 2017/6/1
Y1 - 2017/6/1
N2 - 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?
AB - 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?
UR - http://www.scopus.com/inward/record.url?scp=85026249672&partnerID=8YFLogxK
U2 - 10.18823/asiatefl.2017.14.2.11.346
DO - 10.18823/asiatefl.2017.14.2.11.346
M3 - Article
AN - SCOPUS:85026249672
SN - 1738-3102
VL - 14
SP - 346
EP - 354
JO - Journal of Asia TEFL
JF - Journal of Asia TEFL
IS - 2
ER -