Teachers’ declared intentions to shift practice to incorporate second language acquisition (Sla) theories

Paul Markham, Mary Rice, Behnaz Darban, Tsung Han Weng

Research output: Contribution to journalArticlepeer-review

2 Scopus citations


While the number of English Learners (ELs) in the United States is steadily growing in most states, teacher preparation for working with ELs is far from universal. It fact, it is contested terrain as to whether information about topics like Second Language Acquisition (SLA) are helpful generally, and if so, what theories teachers are willing to adopt. The purpose of this study was to learn whether teachers in an SLA theory course would declare intentions to change their notions about SLA and express them as desire to shift practice. We also wondered if there were differences in pre-service versus in-service and international versus domestic students. The results confirmed that the participants were willing to change their initial theories because of participating in a second language acquisition course that presented information about SLA theories at a Completely Different or Somewhat Different level by the end of the course.

Original languageEnglish (US)
Pages (from-to)1023-1031
Number of pages9
JournalJournal of Language Teaching and Research
Issue number6
StatePublished - 2017
Externally publishedYes


  • International teachers
  • Second language acquisition theory
  • Teacher change
  • Teacher education programs
  • Teacher preparation for working with English learners
  • Teacher’s theories of teaching

ASJC Scopus subject areas

  • Education
  • Language and Linguistics
  • Linguistics and Language


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