Ellen Collie Graden (Ph.D., Ohio State University) is Instructor of English at the University of North Carolina-Chapel Hill.
How Language Teachers' Beliefs About Reading Instruction Are Mediated by Their Beliefs About Students
Article first published online: 31 DEC 2008
© 1996 American Council on the Teaching of Foreign Languages
Foreign Language Annals
Volume 29, Issue 3, pages 387–395, October 1996
How to Cite
Graden, E. C. (1996), How Language Teachers' Beliefs About Reading Instruction Are Mediated by Their Beliefs About Students. Foreign Language Annals, 29: 387–395. doi: 10.1111/j.1944-9720.1996.tb01250.x
- Issue published online: 31 DEC 2008
- Article first published online: 31 DEC 2008
ABSTRACT When the beliefs about reading and reading instruction of six secondary foreign language teachers were compared with their instructional classroom practices, inconsistencies were found in three areas. All six teachers in this qualitative study believed that reading proficiency is facilitated by providing students with frequent opportunities for reading practice, that the use of the target language is preferable for reading instruction, and that oral reading interferes with reading comprehension. Yet, in practice, all six teachers compromised these beliefs because of poor student performance. Implications for teacher education programs include the need to provide a firmer grounding in L2 reading development, to explore the reality of competing belief systems, and to evolve new strategies to maximize preferred reading practices.