Understanding the Relationship Between Second Language Teacher Beliefs and Their Instructional Practices: A Case Study of Core French Teachers

Usha Viswanathan

doi:10.7202/1060905ar

Abstract

This study explores the relationship between Core French teachers’ beliefs and their instructional practices. In the literature, contextual elements, as well as the compatibility between teacher beliefs and second language teaching approaches such as communicative language teaching (CLT) have been regularly cited as key factors contributing to discrepancy between beliefs and practices. However, these factors did not adequately explain what I had witnessed as a teacher educator. To explore this topic, data were gathered via questionnaire, observations, and individual interviews on the beliefs and practices of Core French teachers in the Toronto, Ontario region. In analyzing the data through the lens of a hybrid framework of complexity theory and the theory of self-efficacy, small differences in how teachers handled chaos, the term used in complexity theory to describe periods of instability in non-linear systems such as Core French classrooms, were found to be a key factor in explaining discrepancies between beliefs and practices. Moreover, levels of self-efficacy were found to influence how teachers handled chaos. Findings also revealed important differences in outcome (e.g., teacher and student comfort with and use of the target language) in classes taught by teachers with a high degree of self-efficacy versus those with lower levels of self-efficacy.

Highlights

In this article I explore the relationship between French as a second language (FSL) teachers’ beliefs and their instructional practices
The questionnaire was for the purposes of collecting data on Core French teacher beliefs about second language teaching, the Core French program, communicative language teaching (CLT), and their declared instruction practices
What was the profile of the participants in the study? In the questionnaire data, the profile of participants was found to be the following: all participants taught in an Ontario public school; participants were primarily teaching Grade 9 Core French; they were predominantly female and working full-time; French was a second or third language and English was the dominant language; almost all had completed their schooling in a Core French or French Immersion program in Ontario; and the majority were in their first 5 years of teaching

Summary

Introduction

In this article I explore the relationship between French as a second language (FSL) teachers’ beliefs and their instructional practices. A case study of two Core French teachers through a combined lens of complexity theory and the theory of self-efficacy demonstrates how these two theories can provide a unifying framework for a better understanding of the relationship between teacher beliefs and Viswanathan practices. Complexity theory allows for a better understanding of how teachers starting with what appear to be similar input/initial conditions (i.e., the same grade/program, curriculum, textbook, student profiles, class size, beliefs, and practices) can diverge exponentially over time in terms of output/outcome (e.g., teacher and student use of and comfort with the TL). While complexity theory can provide insight into why teachers with similar beliefs and instructional practices can end up with significant differences in output/outcome, the theory of self-efficacy can enable a better understanding of the factors affecting how a teacher handles periods of chaos, notably whether a teacher follows through with an instructional practice. The section outlines the methodology employed to gather and analyze the data

Methodology

What was the profile of the participants in the study?

What were their declared practices?

Findings

Limitations of the Study