From Beliefs to Practice: A study of Norwegian Teachers’ Beliefs and Perceptions of English Language Use in ELT

Abstract

This thesis investigates Norwegian primary school teachers' beliefs and perceptions regarding the use of the English language in English Language Teaching (ELT). It also examines how these beliefs influence or contrast with their classroom practices. Using a thematic analysis of semi-structured life world interviews and non-participating classroom observations, the study explores the beliefs two primary school teachers hold and the alignment between the teachers' stated beliefs and their enacted classroom practices. Despite being motivated to teach in ELT due to the proficiency of their pupils, the teachers perceive a significant skill gap among pupils. To keep all students motivated, the participants believe in adapting how they use the English language in ELT. The teachers also employ playful learning activities they believe affect how the English language is used in their classrooms. In addition, the teachers also reflect on their own experiences as language learners themselves, and how they use the English language in ELT has changed due to their teacher training. Observations confirm that the teachers' classroom practices consistently reflect their stated beliefs and perceptions. Both teachers show high levels of engagement and energy, aligning with their self-reported motivation. The teachers employ playful and engaging teaching strategies to make learning fun and relatable, such as using games and interactive activities. Both teachers acknowledge a significant skill gap in their classes, and they address this by adjusting the way they use the English language. The implications for improving ELT include addressing the impact of teachers' beliefs on their practices. Enhancing teacher training to include more theoretical and practical aspects of language teaching and encouraging reflective practices can also be addressed. Emphasising flexibility and adaptability in teaching approaches can enhance the effectiveness of ELT in the future.