This study reports the results of the questionnaire survey motivated by the scarcity of published research on the cunent elementary school (ES) English teaching practice and teacher beliefs in terrns ofletter and early literacy instruction. The respondents were 3 1 1 ES teachers and 332 junior high school (JHS) teachers. It was found that the ES teachers tended to use activities they consider importani more often in their elasses, and that their determination ofthe importance was affected by

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... description of the Course ofSkudy, Moreover, the ES and JHS teachersi attitude toward ietter and early literacy introduction into FLA was still generally divided. Howeveg more teaehers expressed positive opinions and their reasoning was based on their own teaching experience and knowledge al)oui literacy development. In contrast, the reasons described by the teachers with negative attitude were mostly on the basis of their personal feelings er opinions. Considering that teachers' beliefs and content knowledge affect their classroom practice, it is important to share infbrrnation between ES and JHS English education systems as well as to provide teachers with knewledge about English literacy development and their roles in it.