This study addresses matches in beliefs between Georgian English learners and teachers and relationships among beliefs and overall language and grammar achievement, exploring the underlying reasons behind beliefs. Utilizing a mixed‐method design, the researcher collected data through student/teacher questionnaires, evaluation inventories, observations, interviews, and course‐book analyses. Participants included 30 teachers and 40 students. Findings suggested that the overwhelming majority of participants endorsed grammar's significance, considering knowledge of L1 grammar and learning of L2 grammar prerequisites to language learning. Contradicting suggested program course‐books and goals, most teachers/students championed traditional ways of teaching/learning grammar. In addition, unlike the nonmatching group, students in the matching group had higher grammar grades than their overall grades. Testing and observation data indicated that neither matches nor mismatches in beliefs seemed to contribute to overall language achievement.
This study documents differences between pre-and in-service content area teachers' beliefs about: whether English language learners (ELLs) should be included in content area classes, the kind of instructional support (IS) they should receive, and responsibility for ELLs' language and academic achievement. Questionnaire data were collected from 94 in-service and 101 pre-service content area teachers. Although several significant differences were found in pre-and in-service and female and male teachers' beliefs about responsibility for ELLs' language and academic development, both service and gender groups appeared to hold similar beliefs about ELLs' inclusion in mainstream classes. Results also revealed that some beliefs held by female teachers about IS for ELLs significantly differed from those of males'; however, the effects of service and gender on certain beliefs may be contingent upon a number of background factors. The article concludes with pedagogical implications for teacher education for classrooms with linguistically and culturally diverse learners.
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