摘要：The aim of this study is to investigate the perceived beliefs and reported practices of the fifth grade English teachers at two distinct EFL contexts: Turkey and Macedonia. The theoretical framework is based on the National Association for the Education of Young Children’s (NAEYC) policy statement for developmentally appropriate and inappropriate reported practices (Johnson and Ivrendi, 2002). One hundred and thirty two (n=132) Turkish and one hundred and thirty four (n=134) Macedonian fifth grade English teachers working in public schools participated in the study. The data came from a Teacher Belief Scale (TBS) and a focus group interview. The results revealed important implications in relation to the process of foreign language learning, which should be closely considered by the Ministry of Education while designing the fifth grade English curricula across different EFL contexts.
