At times there seems to be a lack of consistency between what teachers state they do and what they actually do in classrooms. This mismatch between practice and beliefs may also be evident in the perception of language use of teachers or student teachers in a bilingual and multilingual setting. This departure from practice in line with stated intentions or beliefs might be undertaken consciously in order to respond to the situation in a responsible manner. In class teachers may engage in practices that do not support their beliefs or intentions about language teaching or learning due to various reasons. In this paper I delve into the experiences of a student-teacher during English lessons in Maltese Primary Schools to explore whether her practices tally with her stated beliefs. Reasons for tensions between stated beliefs and classroom practices will be studied through qualitative data collected through classroom observations, questionnaires and interviews with the student-teacher.peer-reviewe
