Abstract:
Maximizing second language in ESL classrooms is a growing concern as
teachers hold definite beliefs about teaching and learning and these stem from their own
experience of language learning, the characteristics of their learners, syllabus or content they
are supposed to teach, their actual teaching experience and teacher training (Borg, 2003).
Given the realities of teaching ESL in rural schools of Sri Lanka, ESL classroom is the only
domain for learners to hear and use the L2. The appropriate use and choice of using the L2
and L1 by the teacher has great impact on their attitudes toward the TL and language teaching
(Cameron, 2011). The study examines teachers’ beliefs and perceptions of using L2 in ESL
classrooms of Sammanthurai education zone, adopting a qualitative approach within the
interpretivist paradigm. Data was drawn from the data collected for a larger study in the
Sammanthurai zone, involving 50 teachers who teach ESL to junior secondary level classes.
The interview data was used to examine teachers’ beliefs and perception of L2 use in the ESL
classroom. The finding reveals that the ideal amount of TL that should be used in ESL
classroom indicated a higher percent than their reported use. In the continuum of L1 and TL,
the ideal proportion of TL that was perceived to be ideal ranges from 25-100%, with an average
of 62.4% and the self-reported TL use range from 20-75%, with an average of 38.6%, a higher
value than the actual use of 27.7%, as reported in Mahroof (2015). Though the beliefs and
perceptions of teachers suggest an overwhelming consensus about the need to maximize the
use of TL, there is variation in their motivation, which was reflected by their beliefs. It was
found that the beliefs of most teachers are shaped by their perceived incompetence, lack of
determination, and perceived low language proficiency of learners.
