Exploring teachers' ontologies of English: Monolithic conceptions of grammar in a group of Chinese teachers

Abstract

This study presents a conceptual framework for exploring teachers' ontologies of English and investigates how a group of Chinese university teachers of English conceive of, and orient to, the language. Interview data suggest that participants orient to both a monolithic view as well as the ‘plurilithic’ reality. The data reveal that monolithic ontologies are associated primarily with classroom contexts, whereas plurilithic ontologies are activated when usage is in focus. Particularly significant is teachers' monolithic conception of grammar, compared to plurilithic conceptions of lexis and pronunciation. We propose that usage‐based approaches to grammar might offer teachers a way to reconcile their apparently contradictory ontologies and help them challenge the deficit view of learning inherent in the monolithic approach.