Abstract:
This case study explored two Lebanese teachers' beliefs and practices about the
teaching of early/emerging reading and writing. The aim was to discover what literacy
strategies were implemented in two Kindergarten classrooms to teach English-second
learners (ESL) early literacy skills as to examine the extent to which teachers' beliefs
coincided with their classroom environment and teaching practice. Data was collected
from two KG 2 teachers and their classrooms in Beirut. Data collection methods included
non-participant observations over a two month period, interviews, and a classroom
physical environment rubric. Data revealed that one of the two teachers implemented an
eclectic literacy approach, combining emergent literacy and reading readiness strategies.
The quality and quantity of literacy materials in her classroom were rated as moderate.
The interviews revealed that this teacher's beliefs about the teaching of early reading and
writing generally matched her classroom practices. The second teacher observed
implemented a reading readiness approach, applying product-centered literacy
instruction. The quality and quantity ofliteracy materials in this teacher's classroom were
rated as poor, with children having limited access to print and few opportunities to
participate in literacy activities. The interviews revealed that while the teacher's beliefs
about the teaching of early reading and writing were aligned with a combination of
emergent literacy and reading readiness views, her beliefs conflicted with her observed
classroom practices. Both the lack of resources and the school policy on literacy
instruction prevented her from fully implemented her philosophy. The study sheds light
on heretofore unexplored area, namely Lebanese Kindergarten teachers' beliefs and
practices on early literacy instruction, as well as on some of the constraints within which
teachers may sometimes operate.
