A Study on Teachers' Beliefs and Classroom Practices in Whole Language Approach in Hong Kong Kindergartens

Whole language approach is perhaps one of the best known language teaching approaches in recent decades, still Hong Kong kindergarten teachers prefer other teaching approaches. Only a few empirical research studies have... [ view full abstract ]

Whole language approach is perhaps one of the best known language teaching approaches in recent decades, still Hong Kong kindergarten teachers prefer other teaching approaches. Only a few empirical research studies have brought discourses on in-service kindergarten teachers’ beliefs and practices regarding their teaching approaches, by employing a mixed method approach, this study therefore focus on the investigation of whole language approach. Questionnaires were collected from 60 in-service teachers of six kindergartens and ten structured interviews were conducted. The results showed that most of the participants had positive beliefs in whole language approach (M=2.89, SD=.28) and many could transcend into their practices (M=2.85, SD=.27). Also, age group was found as a key factor that affecting their own beliefs, while years of teaching experiences would influence their classroom practices. Furthermore, both variables would be affected by participants’ professional training. The bivariate correlation analyses showed that the stronger beliefs in whole language approach teachers held, the more classroom practices they carried out (r=.59, p<.01). Contrastingly from the interview data, participants have showed their tendency to believe in other teaching approaches, like direct-teaching and phonics approach. Misconceptions about whole language approach and encountered challenges were thus assumed and will be discussed. Although this study has its limitations in both research sampling and its content, findings suggest that education program regarding whole language approach should be provided for deepening teachers’ understanding and to better equip them with the practical skills.

Keywords: Teachers' beliefs; Classroom practices; Whole language approach & mixed method design