抄録
The purpose of this study is to explore the process of gradual change in elementary school teacher’s beliefs and actual instructions about teaching English phonetic and phonological features. The first author conducted participant observation of 135 lessons taught by the second author who was an early-career elementary school teacher with high English proficiency and had interactive reflection sessions about lessons. The analysis showed that the teacher had an ambivalent perception of the difference in pronunciations of herself and ALTs. In addition, narratives of the teacher included not only the aspect of “an English teacher in an elementary school,” but also “ESL speaker,” “a teaching partner of ALT,” “a foreign language learner who was interested in the differences between languages,” and “a parent.” These results suggest that self-multiplicity of the teacher brought different perception of occurrencesin lessons, and the teacher noticed the conflicts between them.
https://ror.org/01s7jxc19 