Memorias Congreso - Facultad de Idiomas Ensenada - Universidad ...

claim. If such beliefs influence the actions that learners perform to learn a L2, they cannot beignored by teachers. Whenever there is a mismatch between the teacher´s and the students´ beliefsystems, effective learning is less likely to happen.To conclude, we can state that the majority of the students share the beliefs on teacher’scentral role in L2 acquisition and learning. The interviewed sample reported significantdependence on the teacher, for the majority the constant presence of the teacher in L2 classroomis a guarantee of successful L2 learning, mainly in correction and constant supervision. On theother hand, the results showed that students are conscious about their learning and if they fail onacquiring a second language, most of them blame themselves and not the teacher.The outcome of the study suggests the need to cross the data of the teacher and thestudents’ belief systems to adress any possible discrepancies between them, taking intoconsideration also the current educational L2 context and the methodological approach of thelanguage institution where the classes are held.At present, we are experiencing a major paradigm shift in education, where neithertraditional rules nor procedures are working anymore. According to Goldman (1989), educationconstitutes a revolution, when he states that “we are in one of those rare periods in history whenlarge number of people are receptive to major changes in education” (p.47). Teachers, studentsand universities have started the change, but these changes have to be presented progressivelyfrom elementary through all school levels in order to construct skills, tangible beliefs, positiveattitudes, and metacognitive abilities to equip students with the elemental tools to achieve themost for their future successful performance as profesionals.101Memorias en extenso. Congreso Internacional de Idiomas 2012.