Teacher beliefs and perceptions of maximizing second language use in English as a second language classroom with reference to Sammanthurai education zone

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.