ABSTRACT
This chapter presents the analysis which is very relevant to the theme of language awareness as the latter encompasses both teachers' beliefs about language and the pedagogical strategies they adopt in promoting learners' knowledge about language. In their overview, Phipps and Borg note those teachers' beliefs: are, at the same time, not always reflected in what teachers do in the classroom; can exert a persistent long-term influence on teachers' instructional practices and influence how teachers react to educational change. In the case of beliefs about teaching second language (L2) reading and language learning, beliefs and practices were found to be consistent. One factor that may have facilitated this was that the prescribed textbook the teacher used allowed him to teach in a way that reflected his beliefs. Based on a review of empirical research, four forms teachers' beliefs and practices relationship may take are defined: beliefs influence practice, practice influences beliefs and beliefs are disconnected from practices.
