Date of Publication


Document Type

Master's Thesis

Degree Name

Master of Arts in English Language Education Major in Second Language Teaching

Subject Categories

Language and Literacy Education


Br. Andrew Gonzalez FSC College of Education


Dept of English and Applied Linguistics

Thesis Advisor

Paolo Niño M. Valdez

Defense Panel Chair

Sterling M. Plata

Defense Panel Member

Aireen B. Arnuco
Jennifer Tan-de Ramos


English teachers’ beliefs undeniably play a significant role in their actual performance in the field especially for pre-service teachers who are deployed in their internship. One issue that these student-teachers (STs) may face is the use of the first language (L1) in the English classroom. Thus, this case study presents the examination of the STs’ beliefs on L1 use before and after the internship and the critical incidents that influenced the strengthening or modification of their cognitions. Using introspective methods, the STs’ beliefs and practices were recorded and analyzed into themes that revealed the critical incidents affecting their language use in the classroom. The results show that learning experiences, first-hand teaching, student interaction, and immediate educational authorities influenced the modification and strengthening of their beliefs and practices. In conclusion, schooling experiences are influential in the formation of STs’ initial beliefs, while critical incidents that arise during actual practice and the contextual factors, including students and cooperating teachers (CTs), shape their post-internship beliefs and practices. Considering these findings, the researcher proposes the implementation of structured reflection in internship programs, training of CTs handling STs, and improvement of English teacher education programs that tackle the use and functions of linguistic resources available to educators.

Abstract Format






Physical Description

157, [14] leaves


Teachers—Training of; Student teachers

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