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ERIC Number: EJ1139952
Record Type: Journal
Publication Date: 2017-Apr
Pages: 17
Abstractor: As Provided
ISSN: ISSN-0033-6882
Connecting Language Proficiency to (Self-Reported) Teaching Ability: A Review and Analysis of Research
Faez, Farahnaz; Karas, Michael
RELC Journal: A Journal of Language Teaching and Research, v48 n1 p135-151 Apr 2017
This article provides a review and analysis of current research examining the connection between teacher language proficiency and their self-reported beliefs about their pedagogical abilities. Generally speaking, (English) language teachers require an advanced level of proficiency in order to be successful language teachers, but pedagogical skills are also necessary for effective instruction. However, examining the relationship between language proficiency and pedagogical skills is not straightforward given the nature of language teaching in which language is both the content and medium of instruction, issues with defining language proficiency (for teaching), and disagreement regarding effective teaching skills in different social contexts. One approach has been to focus on teachers' self-efficacy beliefs about their abilities to enact specific classroom tasks in certain contexts and potential relationships with teachers' reported language proficiency. The analysis provided in this article highlights how these constructs have been measured in the literature and if/how they are connected to one another across different studies. Overall, teachers' self-efficacy beliefs regarding their pedagogical abilities do correlate with language proficiency, but results are at times weak and/or inconclusive with inconsistent results across studies and contexts.
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Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A