Insights into Teacher Beliefs and Practice in Primary-School EFL in France

• Published in: Languages (Basel) Vol. 7; no. 3; p. 185
• Main Authors: Whyte, Shona, Wigham, Ciara R., Younès, Nathalie
• Format: Journal Article
• Language: English
• Published: Basel MDPI AG 01-09-2022; MDPI
• Subjects: Beliefs; classroom practices; Classrooms; Cognition & reasoning; Communicative language teaching; Educational aspects; Educational technology; Elementary education; Elementary schools; Emotions; English as a second language; English as a second language instruction; English as a second language teaching methods; English proficiency; English teachers; English-as-a-Foreign Language (EFL); Evaluation; Humanities and Social Sciences; Investigations; language education; Language proficiency; Language teachers; Learning; Linguistics; Literature reviews; Pedagogy; primary education; Quantitative analysis; Second language teachers; Second languages; Spoken language; Study and teaching; Systematic review; Teacher attitudes; teacher beliefs; Teacher education; Teaching; Technology; Writing instruction; young learners; France
• ISSN: 2226-471X; 2226-471X
• DOI: 10.3390/languages7030185

Teacher beliefs affect choices of methods, representations of learning, and classroom practice, and are important in understanding primary EFL teaching in France, where language teaching has been a compulsory subject entrusted to generalist class teachers for 20 years. This quantitative study explores questionnaire data from 254 primary teachers, associating teacher beliefs and classroom practice. With respect to views of language teaching and learning, the study reveals a three-way division of teachers between grammar-oriented teaching (PPP), communicative-language teaching (CLT), and ‘sceptical’ teachers. The PPP (n = 72) group employed the smallest range of teaching activities and rarely taught older pupils. The CLT group (n = 60) tended to have higher English proficiency and more in-service training and offered the widest range of oral activities. The sceptical group (n = 85) took no strong theoretical position, had lower English proficiency, and focused on listening and speaking skills. We found no correlation between teacher age and language learning beliefs or teaching practices. However, teachers who offered a wider range of activities in any of the five competences tended to have more in-service training and higher English proficiency. Further correlations were found between oral language teaching and technology integration, and written language teaching and teaching experience. The paper concludes with links to previous teacher cognition research and suggestions for teacher education.