Teacher beliefs on grammar teaching in the classroom: towards a typology of teachers

Authors

  • Núria Bastons Generalitat de Catalunya Departament d'Ensenyament
  • Llorenç Comajoan-Colomé Universitat de Vic Universitat Central de Catalunya
  • Oriol Guasch Universitat Autònoma de Barcelona
  • Teresa Ribas Universitat Autònoma de Barcelona

DOI:

https://doi.org/10.7203/caplletra.63.10397

Keywords:

beliefs and practices of teachers, teacher cognition, grammar teaching and learning, language teaching and learning

Abstract

This article contributes to the growing body of articles dealing with teachers’ knowledge and beliefs in their conceptions about teaching and learning as a reference point for the planning of the improvement of intervention criteria in the classroom. It includes two parallel studies that aim to know teacher cognition and their practices in relation to grammar teaching. The first study investigates a sample of primary and secondary teachers responsible for the teaching of Catalan and Spanish and the second focuses on a sample of teachers of Catalan as an additional language to adults. In both cases, the answers to a questionnaire on the role of grammar in language teaching and on current practices allow us to establish a typology that distinguishes different teaching profiles.

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Published

2017-12-01

How to Cite

Bastons, N., Comajoan-Colomé, L., Guasch, O., & Ribas, T. (2017). Teacher beliefs on grammar teaching in the classroom: towards a typology of teachers. Caplletra. Revista Internacional De Filologia, (63), 139–164. https://doi.org/10.7203/caplletra.63.10397
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Issue

Caplletra 63 (Tardor 2017)

Section

ARTICLES MONOGRÀFIC

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