Classroom Ideologies and Teaching Practices of Native and Non-native English Teachers in EFL Classrooms

Hema Vanita Kesevan

doi:10.5539/ijel.v6n5p146

Abstract

<p class="Abstract">This paper presents the findings of two different sets of teachers’ classroom ideologies and actual teaching practices. It compares a set of native and non-native English teachers that are distinct in terms of teacher training background, qualifications and experiences. This study explores the divergence and convergence of the teachers’ ideologies to their actual implementation in classroom. It investigates the factors that lead to the convergence and divergence of the teachers’ actual practice than their claimed ideologies. The findings of this study reveals that both sets of teachers do share the same classroom ideologies but do not apply those ideologies in a same way. The variations between the teachers exist for a variety of reasons, factors such as nature of training, classroom context, experiences of the teachers and their backgrounds have a great influence on teaching practices.</p>

Highlights

Research in the field of second language education that examined teachers’ beliefs about teaching and classroom practices reported teachers no longer perceive teaching as a structured and pre-planned activity
This paper presents the findings of two different sets of teachers’ classroom ideologies and actual teaching practices
The findings of this study reveals that both sets of teachers do share the same classroom ideologies but do not apply those ideologies in a same way

Summary

Introduction

Research in the field of second language education that examined teachers’ beliefs about teaching and classroom practices reported teachers no longer perceive teaching as a structured and pre-planned activity. Teachers’ decision making in the classroom is heavily influenced by a set of ideologies that teachers hold about students and pedagogical practices (Farrell & Bennis, 2013). This study intends to assess two different sets of teachers’ classroom ideologies; the native and non-native teachers, to evaluate the implementation of the teachers’ ideologies in their classroom practices and to investigate the factors that influence the implementation of their classroom ideologies. First it assesses teachers’ classroom ideologies by using a set of interview questions. The findings provide insights into the native and non-native English teachers’ classroom ideologies and practices, it is not generalizable to similar context due to limited samples of teachers involved in this study

Methods

Results

Discussion

Conclusion