Belief Systems in Education

Educational ‘beliefs’ refer to conceptions or convictions about aspects of

education, such as teaching, learning, knowledge, students, or teacher qualities.
The term ‘beliefs’ is generally used for those convictions that are formed early in
life, are deeply rooted, and are harder to change than conceptions.

The beliefs that academics hold about teaching and student learning
have been investigated in a number of studies. While the outcomes of the studies
differ in certain aspects, there is a consensus that teaching beliefs can be grouped
broadly into teacher- or content-centered versus student-or learning centered
teaching beliefs.

Teacher Beliefs
Teacher beliefs are usually defined as:

“personal constructs that can provide understanding, judgment, and evaluation of a

teacher’s practices”

A set of strong feelings and attitudes of teachers about things that can affect the
teaching-learning interaction. What teachers believe in has direct implications on
the teaching-learning transaction.

“teachers’ belief systems are founded on the goals, values, and beliefs teachers
hold in relation to the content and process of teaching, and their understanding of
the system in which they work and their roles in it.

Sources of Teacher beliefs

Research on teacher belief systems suggests that they are derived from a number of
different sources (Kindsvatter, Willen, and Ishler 1988) .

 Their own experience as language learners.

 Educationally based or research based principles.
 Established practice.
 Personality factors.
 Experience of what works best.
  Principles derived from an approach or method.

English Language Teacher Beliefs vs. Pakistani

English Language Teacher Beliefs
English represents different things to different people. For some it
represents the language of English literature. For others it is the language of the
English-speaking world. Some consider it as the language of colonialism and
others only see it as a means of conducting business.

Beliefs about English

English language teachers consider English as an important language, as it is
lingua franca. They believe English to be easier to learn than the other languages.

Pakistani English language teachers, on the other hand, see English as a tool for
colonization used by the English people. They have the belief that English is quite
difficult to learn.

Beliefs about Learning

Teachers believe that the main objective to learn a language is being able to
communicate; according to them the best way to learn English is by actively
communicating in English and using the language in everyday activities. Students
play an active role in classroom.

Pakistani teachers believe in teaching the language through emphasizing the

grammar rules and structures. They are of the belief that students should assume a
passive role in classroom, while teacher does most of the talking.

Beliefs about Translation

English language teachers believe in the minimum use of translation for learning
language.

Pakistani teachers rely heavily on the use of translation. They use the first language
as a reference system to learn the second language, i.e., English.
Belief about Mother Tongue
English language teachers believe that use of mother tongue hinders second
language learning; so should not be used in the L2 classroom.

Pakistani teachers prefer using mother tongue as a medium of instruction. Due to

this, the students are unable to let go of the mother tongue and are, therefore, not
proficient and independent in the use of English language for communication.

Belief about production of language

Generally, teachers believe that both comprehension and production are important
for L2 learning.

Pakistani teachers, however, emphasize more on comprehension and less on

production. Students’ production of language is very limited as they rely mostly on
written and translational exercises

Belief about practice and drills

Teachers believe in the relative importance of drill and practice of new forms,
vocabulary and structures in English language learning. These drills and practices,
however, acquire a much secondary role when it comes to communication.

Pakistani teachers consider drills and practices as the primary way of learning
language. Drilling is a central technique when it comes to learning English.

Belief about accuracy in pronunciation

Teachers are not looking forward to 100% accuracy in pronunciation. They do
believe that learning good pronunciation is important for both intelligibility and
social status, and that teaching pronunciation can help bring change in learner’s
speech. They are, however, not rigid when it comes to the actual implementation of
this accurate pronunciation in classroom.

Pakistani teachers believe that pronunciation is crucial but their own practice of it
isn’t sufficient to impart that knowledge to their learners. However, in classrooms,
native like pronunciation is sought.
Belief about fluency
Teachers worldwide believe that fluency should be given due importance in
English language teaching and learning. Fluency and acceptable language is the
primary goal.

Pakistani teachers favor accuracy over fluency. Accuracy, in terms of formal

correctness, is the primary goal. This is the reason why Pakistani students are not
fluent in their use of English language in communicative speech situations.

Belief about instruction material

The instruction material used by teachers is such that it promotes communication
among learners, communicative competence, and fluency in use of language.

The instructional material used by Pakistani teachers is such that it promotes

translation, grammar exercises and practice of language structures. Such English is
taught which is of heavy literary style and not commonly used.

Belief about developing Linguistic skills

English language teachers believe that all four language skills should be learnt
simultaneously, i.e., listening, speaking, reading, and writing.

Pakistani teachers favor reading and writing more than speaking and listening.
Neglecting these two very crucial skills lead to a hindrance in communicative
competence of the learners.

Conclusion
All these aspects show the variability of beliefs of English language teachers and
Pakistani English language teachers.