7.2.1 Converging Beliefs

We can assume that teachers’ implicit theories or beliefs are affected by official theories i.e. that there is a certain convergence between the two. Thus, we can assume as well that official theories have an important role to play in evolving teachers’ implicit theories. In terms of the evolution of approaches and of technology use in the teaching of FSFL, some of the beliefs that were uncovered in this study reflected earlier stages in the evolution, while others reflected stages that corresponded to the vision of language learning outlined by this study. Some beliefs reflected principles of CLT which parallel the principles of constructivism. Others reflected the principles of the Direct Method or of Audio-Lingualism which are based on a behaviourist philosophy. Whether the beliefs reflect a constructivist or a behaviourist philosophy may well determine how individuals conceive of OLEs, how they perceive their value in teaching and learning and, ultimately, the uses they make of them. How the teacher conceptualizes her role, learning and knowledge will determine whether OLEs will be able to provide support for her beliefs.

However, the difficulty inherent in any attempts to evolve the beliefs of teachers of FSFL through theories or philosophies of learning is that, traditionally, constructivist epistemology and philosophy have not figured prominently in second-language pedagogy which has been preoccupied instead with discussions and debates about methods and approaches. Earlier sections of this study made references to the influences on teachers’ methods or practices. Stern (1983) argues that changes in methods reflect social, economic, political, or educational circumstances as well as changes in language and psychological theories. At the same time, he posits that to evolve and improve language teaching, what is needed is, not a method or approach, but a more deliberate interpretation of language teaching in terms of educational theory. Theory, explains Stern "is implicit in the practice of language teaching" and underlies practice, planning, routines, value judgements and day-to-day decision making (Ibid., p. 23). In spite of the theorizing that may have taken place, as Stern notes, much of this has not been very productive. In fact, argues Stern, "...highly relevant developments in general educational theory have been completely overlooked by language pedagogy" (p. 519). Audio-Lingualism and the Direct Method both had firm roots in behaviourism. CLT broke with this tradition and reflected a more student-centered humanistic philosophy but lacked any firm footing in a philosophy that could provide a foundation or explanation for its tenants. The lack of an adequate theory to underlie language teaching led Stern to lament on the resulting state of language teaching: "The rapid turnover of ideas on language teaching, the long history of the method battles, the so-called discoveries and ‘breakthroughs’ and the subsequent disenchantment, all form a sad but telling cavalcade of theorizing through the ages" (p.24).

It might be argued by some that CLT with its emphasis on authentic materials, meaningful and purposeful contexts for learning and the teacher as facilitator provides the basis needed for the teaching of FSFL. However, CLT is not a theory. It has its roots in a humanistic philosophy but this philosophy is not adequate in terms of providing an epistemological framework or even in terms of providing an adequate conception of learning. It does not provide answers to fundamental questions related to learning such as: What is knowledge? How do learners come to know what they know? An understanding of and appreciation for knowledge construction, knowledge sharing and for the social-negotiation of knowledge can help teachers appreciate the types of learning that can be best supported in OLEs. In the sub-category of beliefs related to resources and information, teachers expressed their appreciation for the value of OLEs to provide them with authentic materials. Use of authentic materials in the context of knowledge construction and sharing reflects the vision of learning espoused by this study and is consistent with the principles of constructivist learning. Yet Communicative Language Teaching does not rely on the principles of knowledge construction or sharing. Instead, it is essentially premised on the concept of communication which is meant to drive all activities and approaches. Thus, beliefs which reflect CLT such as the importance of authentic materials do not necessarily reflect those that will be supported by learning in OLEs.

Ultimately, effective use of OLEs for the teaching of FSFL may come only once theories of language learning and teaching begin to reflect principles of constructivism. If we think in terms of a hierarchy of beliefs, in terms of beliefs that are core and others that are secondary or more peripheral, we would need to begin with the most fundamental beliefs which would be epistemological ones. What teachers believe about knowledge and knowing will significantly affect other beliefs related to teaching and learning. The belief that knowledge is like a commodity or object that is given to us by others (such as by teachers) would be replaced by the belief that knowledge is individually and socially constructed and negotiated in a process of interaction with one’s environment. Teaching as telling and as knowledge transmission would be replaced by teaching as a facilitative and collaborative intervention designed to support the learner. Learning as the product of being told, absorbing and remembering would be replaced by learning as an active process of making sense of one’s environment through knowledge construction, interpretation, negotiation and sharing.

Professional development that aims to provide teachers with technical skills has a role to play in getting teachers comfortable with the technology. However, technical skills alone will likely leave teachers ill-equipped to teach in OLEs. Even training in navigation skills and effective searching techniques or providing them with suggestions for activities and sites will give them little more than a false sense of security that can result in little more than old wine in new bottles. Senge (1995) argues that "We do not describe the world we see; we see the world we can describe". In this sense, language theory founded in current theories of learning could provide teachers with a foundation on which to build their own professional theories. Knowledge construction, knowledge collaboration, learner control, interdisciplinary learning, meta-cognition, real-world learning, situated learning: these represent but few of the concepts so important to constructivism. To assist in the evolution of beliefs, current theories of second and foreign language teaching could provide teachers with an understanding of how some of these concepts relate to the process of language learning.