Making Sense of Language Teaching: Teachers' Principles and Classroom Practices

By Michael P. Breen, B. Hird, M. Milton, R. Oliver, Anne Thwaite. 2001

434 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/c77650566123b27e3f4f370739628d93ff769db7

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

1. Li Li
2. S. Borg
3. T. Farrell
4. Philip Hiver
5. S. Andrews
6. D. Freeman
7. Narjes Banou Sabouri
8. A. Burns

In Literature and Literary Theory

1. S. Borg
2. Li Li
3. Philip Hiver
4. T. Farrell
5. S. Andrews
6. D. Freeman
7. Narjes Banou Sabouri
8. A. Burns

Citations in the corpus

• Teachers' Beliefs in English Language Teaching and Learning: A Review of the Literature. (2017, background): “Beliefs exist in connection to other beliefs, contradict one another, and indicate the complexity of belief systems (Breen et al. 2001).”
• Teachers’ personal practical knowledge and interactive decisions (2004, background): “In a more recent study, Breen et al. (2001) examined the relationship between actions and rationale of 18 experienced ESL teachers in Australia and identi® ed the ways in which teachers constructed pedagogy through their principles of teaching.”
• Exploring teacher beliefs and classroom practices through reflective practice: A case study (2015, background): “…answer is that there is an interactive relationship in which beliefs influence classroom actions while classroom experiences and more importantly conscious reflection (as was reported on in this article) on those experiences in turn can influence and even change those beliefs (Breen et al., 2001).”
• Language Teacher Immunity: A Double-Edged Sword (2015, background): “…of knowledge and society (Freeman 2002; Farrell 2008); whether it can retain teachers who are enthusiastic and committed; and whether, against the odds, language teachers can function at the peak of their effectiveness and thrive in a classroom (Breen et al. 2001; Cummings Hlas and Hlas 2012).”
• The complexity of language teachers' beliefs and practice: one EFL teacher's theories (2013, background): “While we might expect there to be a similar pedagogy shared by teachers who work in similar situations (Breen et al. 2001), it is useful for both research and pedagogy if the beliefs and behaviour of a group of teachers can be investigated through a longitudinal study as undertaken by Breen and his…”
• ‘Just like instant noodles’: L2 teachers and their beliefs about grammar pedagogy (2003, background): “…extent obscure the individuality of each teacher’s cognitions, the ‘… personal configuration of pedagogic principles’ (Breen et al., 2001, p. 95), and the associated ‘… personal repertoire of tried and favoured practices’ (Breen et al., 2001, p. 495) that is in some way distinct for each teacher.”
• Communication-oriented language teaching: Where are we now? Where do we go from here? (2012, positive): “Breen et al. (2001) followed this approach when they worked from 18 teachers’ accounts of their own practices and their reasons for adopting them.”
• Theorizing and Studying the Language-Teaching Mind: Mapping Research on Language Teacher Cognition (2015, background): “Sociohistorical [2000 ff] Thinking as a function of place and time, through interaction and negotiation with social and historical contexts Qualitative, interviews and narrative inquiry Researcher positioning is important, and often the research process consists of co-constructed researcher– partici”
• ‘Seeing is believing’: looking at EFL teachers’ beliefs through classroom interaction (2011, background): “Despite the existence of a large body of research literature on teachers’ beliefs, (Borg 1998, 1999a, 1999b; Breen et al. 2001; Richards 1996; Woods 1996), there have been only a limited number of studies on NNS EFL in-service teachers’ beliefs.”