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.

中文翻译：

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EFL素养教学中的理论和实践报告：EFL教师对课堂实践的看法。

以英语作为外语（EFL）的读写能力对于语言发展非常重要。但是，许多学生进入初中时没有足够的英语读写能力。这可能表明EFL素养教学理论与小学课堂中发生的课堂实践之间存在差距。这项研究的目的是探索教师所感知的EFL素养教学的组成部分。这项研究调查了对课堂实践的认识是否是基于理论的，从而揭示了EFL素养理论与实践之间的差距。参与者是167名EFL小学教师，他们就他们在小学的第一，第二，第三，第四和第五年所报告的EFL教学提交了匿名的在线调查表。该研究基于英语作为第一语言的识字教学的五个支柱（国家阅读小组，2000年）和其他EFL成分（August＆Shanahan，2006年）。这项研究的结果表明，英语外语教师表达的观点可能表明教师的行为与最前沿的研究之间存在差距。该研究得出的结论是，向EFL小学教师提供理论知识可能会导致产生更多有成效的扫盲计划，并可能改善课堂实践。