Exploring an EAP Teacher’s Beliefs and Practices in Teaching L2 Speaking: A Case Study

This article presents a case study that examined the beliefs and practices of one female English for Academic Purposes (EAP) teacher in relation to teaching second language (L2) speaking. Overall, the findings indicate that the teacher’s stated beliefs converge with her classroom practices. However,...

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Bibliographic Details
Published inRELC journal Vol. 50; no. 1; pp. 104 - 117
Main Authors Farrell, Thomas S.C., Yang, Demi
Format Journal Article
LanguageEnglish
Published London, England SAGE Publications 01.04.2019
SAGE PUBLICATIONS, INC
Subjects
Beginning Teachers
Beliefs
Case studies
Classrooms
Educational Practices
English for Academic Purposes
English Teachers
Foreign Countries
Reflective Teaching
Second Language Instruction
Second language teachers
Teacher Attitudes
Teaching
Teaching Methods
Canada
Reflection
teaching
speaking
beliefs
practices
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Summary:This article presents a case study that examined the beliefs and practices of one female English for Academic Purposes (EAP) teacher in relation to teaching second language (L2) speaking. Overall, the findings indicate that the teacher’s stated beliefs converge with her classroom practices. However, instances of divergence were also observed. Potential reasons for the patterns of divergence include the programme expectations, the need to maintain the instructional flow of the class, and the novice teacher’s lack of teaching experiences in an EAP programme. Results suggest the need for EAP teachers to explore the sources of their beliefs and systematically, and regularly, examine their classroom practices through reflective practice in order to monitor their beliefs and classroom practices.
ISSN:0033-6882
1745-526X
DOI:10.1177/0033688217730144