ABSTRACT
In TESOL, researchers (e.g., Andrews, 2003; Basturkmen, Loewen, & Ellis, 2004; Breen, Hird, Milton, Oliver, & Thwaite, 2001; Farrell & Kun, 2007; Farrell & Lim, 2005; Phipps & Borg, 2009) have begun to show more of an interest in what drives teachers to choose certain activities for the language classroom. This emerging research focuses on teachers’ beliefs, what they are, where they come from, and how important they are in influencing what is being taught in the classroom. However, not many language teachers are aware of their beliefs and to what extent their beliefs are reflected in their classroom practices (Farrell, 2007). This chapter outlines a case study that investigated the complex relationship of one experienced Canadian ESL teacher’s stated beliefs about teaching and learning and his actual classroom practices.
