Teachers' beliefs and practices in English as a second language reading / Veronica Christine Samuel

Teachers play a major role in the provision of high quality education. Hence, how teachers at all levels of education approach their work and the fundamental principles behind their teaching practices are of utmost interest of the parties concerned in the cent years(Richards & Rodgers, 1986). This study investigated secondary school teachers' beliefs and their reported practices in English as a second language reading. Focusing on three different views about reading, investigation of teachers' beliefs and practices in this study were carried out through a survey questionnaire. Despite the fact that the teachers approved the idea that advocates a transaction approach to reading, their classroom practices suggested that they preferred approaches that promote transmission and interactive orientations to reading. The emphasis placed on skills-based and teacher-directed orientations to teaching could be influenced by the need to take on practices that fit and relevant to the needs of their learners and the contexts they are in. Another valuable insight provided in the findings of the study is the sources that influence the teachers' orientations to reading. Highlighting on the significance of their teaching experience, the teachers conveyed the influence of their practical knowledge in guiding their classroom practices. The findings of the study implied the need to encourage teachers to explore and reflect on their own implicit models of learning and practices in teaching so as to improve the quality of teaching they provide to their students.