Theory and reported practice in EFL literacy instruction: EFL teachers’ perceptions about classroom practices

Stephanie Fuchs, Janina Kahn-Horwitz, Tami Katzir

Research output: Contribution to journalArticlepeer-review


Acquiring literacy in English as a foreign language (EFL) is important for language development. However, many students enter middle school without adequate EFL literacy skills. This may indicate a gap between EFL literacy instruction theory and the classroom practice that is occurring in elementary school classrooms. The aim of this study was to explore the components of EFL literacy instruction as perceived by teachers. The study investigated whether perceptions of classroom practices are theoretically based, thus shedding light on the gap between EFL literacy theory and practice. The participants were 167 EFL elementary school teachers, who submitted anonymous online questionnaires regarding their reported EFL teaching in year one, two, three, four, and five of elementary school. The research was based on the five pillars of literacy instruction for English as a first language (National Reading Panel, 2000) and additional EFL components (August & Shanahan, 2006). Results of this study showed that EFL teachers expressed views that may indicate a gap between teachers’ practices and most cutting-edge research. The study concluded that providing EFL elementary school teachers with theoretical knowledge may lead to more productive literacy programs and may improve classroom practices.

Original languageEnglish
Pages (from-to)114-135
Number of pages22
JournalAnnals of Dyslexia
Issue number1
StatePublished - 15 Apr 2019

Bibliographical note

Publisher Copyright:
© 2019, The International Dyslexia Association.


  • English as a foreign language (EFL)
  • Literacy instruction
  • Teacher perceptions
  • Theoretically based instruction

ASJC Scopus subject areas

  • Education
  • Speech and Hearing


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