Understanding teachers' and students' language learning beliefs in experience: A Deweyan approach (John Dewey).

摘要

A number of studies have investigated the relationship between students' and teachers' language learning beliefs. It is believed that effective teaching and learning develops from the similarity between their beliefs. Most studies, however, decontextualize beliefs by portraying them only as abstract entities, by looking only at how teachers' beliefs influence students' beliefs, and not vice-versa, and failing to see beliefs as interconnected with actions.; This ethnography of three American ESL teachers and three Brazilian students at a language institute in the southern US, offers an in-depth look at the relationship between their language learning beliefs, by considering not only how teachers' beliefs influence students' beliefs, but also how students' beliefs influence teachers' beliefs and actions. This study used classroom observation, teacher and student interviews, and stimulated recall. The theoretical framework based on Dewey's philosophy argued that beliefs are context- and experience-based, part of the culture of the classroom, and intrinsically related to learning and identity.; The results indicated a conflict of beliefs about teacher and learner roles and about the content of classes between two teachers and two students. Contrary to teachers' beliefs, students seemed to view teachers as other than facilitators. This mismatch brought frustration and unhappiness to students, made them doubt the credibility of the institution and of their teachers, and made their initial beliefs stronger. A relationship of similarity between another student and her teacher, and a neutral relationship were also found. A significant finding of this study referred to teachers' interpretations of students' beliefs, which influenced their practice by making them counteract students' beliefs or compromise their beliefs to attend to students' beliefs.; The results have implications for understanding the influence of teachers' beliefs on students' beliefs and actions as more complex than the agreement of explicit belief statements. Because of the conflict, students may engage in actions to validate their own beliefs. English language institutes could incorporate systematic investigations of students' beliefs about their classes. A final implication refers to language teaching education programs. They should provide teachers with opportunities to examine teaching dilemmas and help them deal with a belief mismatch.