The Relationship between Teachers' Beliefs and Practices during Literacy Instruction for Non-Native Speakers of English.

Johnson, Karen E.

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Peer reviewed

ERIC Number: EJ447022

Record Type: CIJE

Publication Date: 1992

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-4111

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The Relationship between Teachers' Beliefs and Practices during Literacy Instruction for Non-Native Speakers of English.

Johnson, Karen E.

Journal of Reading Behavior, v24 n1 p83-108 1992

Examines the relationship between English-as-a-Second-Language (ESL) teachers' theoretical beliefs about second-language learning and teaching and their instructional practices. Finds that most possess clearly defined theoretical beliefs reflecting one methodological approach (skill, rule, or function based) and that their literacy instruction was consistent with each teacher's theoretical orientation. (SR)

Descriptors: Adult Education, Educational Research, Educational Theories, Elementary Secondary Education, English (Second Language), Higher Education, Language Teachers, Learning Theories, Second Language Instruction, Teacher Behavior, Theory Practice Relationship

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A