Abstract

The study quantitatively and qualitatively investigated both preservice and in-service teachers’ beliefs and understandings on critical period for language development and their language instructional practices. The results of the study showed that most participants believed in the existence of a critical period for language acquisition and the importance of understanding the concept of critical period to facilitate English Language Learners (ELLs) for language learning. However, participants also believed that using translation or an ELL’s L1 for language instruction could most benefit ELLs from English learning. The two beliefs are carefully analyzed and discussed in the study with a comparison to existing language research and literature. Insights are therefore provided for teacher education programs for education renovations and preparations.

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