Learning Diaries: Formation, Practice and Beliefs of an English Teacher on the Process of Learning French

Abstract

This work is a self-investigative study whose aim is to use the learning diary as a reflective tool on an English teacher’s own process of learning French. The data were collected during private and individual classes at a Language School in the South region of Brazil. Results showed that the English teacher theorizes on the French teacher’s classes; relates his own practice with that of the French teacher; and presents beliefs upon how the French Language should be learned.