Teacher Cognition and Classroom Language Choice: Examining L1/L2 Belief–Practice Alignment in a Greek EFL Context

This study investigates the relationship between English language teachers' stated beliefs about the use of their first language (L1) and second/foreign language (L2), and their actual language practice in the classroom. Although contemporary international literature has documented both the importance of L2 as a primary medium of instruction and the strategic utilization of L1 in the context of translanguaging pedagogy, empirical research on the convergence between belief and practice re