EXPLORING TEACHER BELIEFS IN SECOND LANGUAGE READING INSTRUCTION IN GHANA

Autores

  • Isaac Osei Department of Modern Languages, Institute of Languages, University of Media, Arts and Communication, Accra, Ghana

DOI:

https://doi.org/10.46827/ejfl.v8i1.5284

Palavras-chave:

teacher beliefs, second language reading, reading comprehension, reading instruction, read-aloud

Resumo

This paper reports on a study investigating the professed or stated beliefs and practices of 61 second language (L2) teachers in Ghana concerning reading instruction. The primary aim of this study was to explore whether the teachers’ stated beliefs and practices reflected the research literature on effective L2 reading pedagogy. The research employed a questionnaire that generated both quantitative and qualitative data. The data analyses revealed little alignment between the teachers’ stated beliefs and practices and the research recommendations for effectively teaching reading. Instead, their stated beliefs and practices focused predominantly on read-aloud/pronunciation and vocabulary, constituting a partial conceptualization of effective reading pedagogy. The results are discussed, and implications for practical L2 reading instructions are provided.

 

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Biografia do Autor

  • Isaac Osei, Department of Modern Languages, Institute of Languages, University of Media, Arts and Communication, Accra, Ghana

    Mr. Isaac Osei is a Lecturer in Spanish in the Department of Modern Languages, Institute of Languages at the University of Media, Arts and Communication in Accra, Ghana. He is a PhD student at Antonio de Nebrija University, Madrid, Spain, where he has a master’s degree in Applied Linguistics (Teaching Spanish as a Foreign Language). He obtained his Bachelor of Arts degree from the University of Ghana. He has taught Spanish for more than two decades at the Ghana Institute of Languages in Accra, Ghana. His research interests include teaching and learning reading, vocabulary, and listening in a foreign language or second language.

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Publicado

2024-03-21

Edição

v. 8 n. 1 (2024)

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Articles

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