AbstractThe global spread of English has led many classrooms in the post-colonial contexts that teach English as a second and foreign language to pursue monolingual ideologies and to hire expatriate monolingual teachers. Monolingual teachers are posited to pursue more efficient teaching styles and classroom practices than the local teachers. However, there is very little evidence to support this claim. The few studies that have to date investigated teaching styles either did not focus on the teachers' beliefs or their classroom practices and they did not systematically compared different types of teachers in the same context. Although teachers' ideologies are deemed to be influential in shaping their classroom practices, not many studies have examined teachers' ideologies and its interconnection in classroom practices. Using ethnography multiple case studies design, this study investigates two types of teachers' classroom practices and ideologies. It particularly seeks to understand whether, a.....