Translating Grammar Cognition to Classroom Teaching: The Case of Experienced and Less-Experienced Filipino ESL Teachers
97 Pages Posted: 1 Jul 2020
Date Written: April 4, 2017
Though studies in the Western and Asian settings have already provided ample evidence in the symbolic relationship between teacher cognition and classroom teaching, such relationship has remained unexplored in the Philippine setting. Hence, this study aims to describe the beliefs in the teaching of English grammar of experienced and less experienced Filipino ESL teachers in a senior high school. It also compared their beliefs and actual classroom teaching to establish if there is match between what they think and practice. Reasons for divergence from their beliefs were also explored. Results revealed that teachers’ personal theories become the basis for their personal knowledge, thus have strong influence on their planning, instructional decisions and classroom practices. While both teachers share similarities on their cognition and practice on grammar teaching, minimal differences were documented. Experienced teacher has a greater tendency to translate stated beliefs to actual practice. Contextual factor such as time, curriculum, efforts to improve one’s practice and the learners themselves were the cited reasons for teachers’ divergence.
Keywords: grammar cognition, beliefs, pedagogy, experienced-teachers, less-experienced teachers
JEL Classification: I21
Suggested Citation: Suggested Citation