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The present study analyzed in-service English as an additional language (EAL) teachers’ written teaching philosophy (TP) statements in order to identify the dominant topics that comprise this supporting genre, as well as the use of personal pronouns and possessive adjectives. The sample included 27 in-service EAL teachers’ TPs who were currently teaching, primarily, in the context of higher education and intensive English programs in North American settings. Each sentence was coded for a dominant topic, leading to the creation of 24 categories. To capture the unique characteristics of this genre, we created three success groups (i.e., Most successful, Successful, and Least successful) and compared their contents. Moreover, the first and last five topics for each TP for the three groups were compared, thus, establishing a pattern of opening and closing topics. Finally, we drew on corpus tools to uncover the manipulation of specific lexical features of this genre: the use of personal pronouns and possessive adjectives. The most prominent topics across the three groups included Teaching beliefs, Learning beliefs, Beliefs about learners, and Teacher growth. Differences were identified between the three groups in terms of both topics and organization. La presente etude a analyse des enonces ecrits de professeurs d’anglais langue additionnelle (ALA) en poste decrivant leur philosophie pedagogique (PP) en vue d’identifier les themes dominants qui composent ce genre complementaire ainsi que l’utilisation de pronoms personnels et d’adjectifs possessifs. L’echantillon portait sur la philosophie pedagogique de 27 professeurs d’ALA en poste presentement actifs, et ce, principalement dans le contexte de l’enseignement superieur et des programmes d’anglais intensif dans des milieux nord-americains. Chaque phrase a ete codifiee en fonction de son theme dominant, ce qui a amene la creation de 24 categories. Afin de saisir les caracteristiques particulieres de ce genre, nous avons cree trois categories de succes (c.-a-d. Succes superieur, Succes, et Succes inferieur) et en avons compare les contenus. De plus, les premiers et cinq derniers themes des trois groupes portant sur chaque PP ont ete compares, ce qui a permis d’etablir un schema de themes d’ouverture et de fermeture. Enfin, nous avons recouru a des outils de corpus textuel pour decouvrir la manipulation des caracteristiques linguistiques particulieres de ce genre : l’utilisation de pronoms personnels et d’adjectifs possessifs. Les themes les plus importants dans les trois groupes etaient les Croyances sur l’enseignement, les Croyances sur l’apprentissage, les Croyances sur les apprenants, et le Perfectionnement professionnel des professeurs. Des differences ont ete identifiees entre les trois groupes tant au niveau des themes qu’a celui de l’organisation.

Recurring Topics in English Language Teachers' Written Teaching Philosophy Statements