The present study examined dual language (DL) teachers' beliefs and practices regarding effective second language instruction. DL teachers are expected to integrate language teaching and content instruction. However, balancing the two areas of instruction has been proved challenging. It has also been reported that bilingual educators lack pedagogical skills and hold incorrect beliefs about second language acquisition. Five DL educators participated in the study. Data about the teacher's beliefs were collected using semi-structured interviews, and data about their classroom practices were gathered from their teaching journals. Second semi-structured interviews were conducted to reveal the factors influencing the enactment of stated beliefs. The data were analyzed qualitatively using the template analysis with pre-determined themes. Findings showed that the participants' articulated beliefs about effective second language instruction were generally in alignment with current thinking in the field of second language pedagogy and suggested approaches to language instruction in the DL classrooms. The participants' reported practices were generally congruent with their beliefs, except for some specific strategies. School and classroom factors appeared to be the most significant supports and hindrances to the enactment of the teachers' beliefs. These results have the potential significance for teachers to encourage self-reflection. They also offer schools some insights into understanding the challenges DL teachers face and the types of supports they need for effective second language teaching. Based on the findings, teacher preparation programs could consider an approach to professional development that attends to the pedagogical beliefs of individual teachers.
| Identifer | oai:union.ndltd.org:ucf.edu/oai:stars.library.ucf.edu:etd2020-1466 |
| Date | 01 January 2021 |
| Creators | Amrand, Deddy |
| Publisher | STARS |
| Source Sets | University of Central Florida |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Electronic Theses and Dissertations, 2020- |
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