The present article lies at the intersection of research on teacher cognitions and the rising importance of literary texts in second language learning. It is a qualitative analysis of teacher reports on integrating Language Arts (LA) in the context of New Senior Secondary (NSS) English Language Curriculum in Hong Kong. In particular, this study explores three English teachers’ conceptions of teaching literary texts. Juxtaposing teachers’ views of LA integration and their personal experience of English language learning offers teacher educators a useful lens through which to view the personal practical nature of teacher cognition. It also unveils the factors influencing their conceptions of the place of literary texts in the English Language Curriculum. The results portray teachers as individuals with unique personal characteristics and backgrounds. It is hoped that the study will offer insights into the development of teachers’ personal practical knowledge (PPK) by highlighting their personal learning experience. The study suggests a reconsideration of the relationship between teacher knowledge and belief from various perspectives. Copyright © 2019 Editorial Board TESL - EJ. All rights reserved.
|Published - May 2019
CitationCheung, A. (2019). Second language teachers’ conceptions of teaching literary texts. TESL-EJ, 23(1). Retrieved from http://www.tesl-ej.org/wordpress/
- Teacher cognition
- Language arts
- Personal practical knowledge