| Profound changes and innovations have been taking place in English teaching of national higher vocational colleges. In order to meet the new situation and enhance English teaching in class, the Advisory Committee of English Language Teaching in Vocational Higher Education has made a decision to develop the current curriculum, teaching model, evaluation and teacher development. On the other hand, teacher development as a newprior program has been first proposed. Classroom practices are influenced by various aspects of which teachers'beliefs are the direct ones. Teachers'beliefs are the centers in teachers'teaching and have an impact on teachers'classroom practices and decision-makings. This thesis explores a higher vocational English teacher's CLT beliefs and classroom practices by conducting a case study. From the interviews, classroom observations, teaching journal surveys to questionnaires, this paper describes what detailed CLT beliefs the teacher holds in terms of grammar teaching, error correction, teacher role and classroom activity, how the beliefs form, what the relationship is between CLT beliefs and classroom practices, what influence such a relationship and how the beliefs develop in the research time. The findings of the study reveal that the teacher holds firm CLT beliefs. Her beliefs and practices are in high degree of congruence, characterized by focusing on students-centered teaching and grammar teaching, cultivating students'communicative competence via various communicative activities and stressing teacher-student interactions. However, due to the constraints of diverse factors such as the social context, large class and National College English Test, discrepancies exist. The study finds that there is no visible development in the teacher's CLT beliefs. Another finding in the research is that keeping teaching journals through reflective teaching plays an active role in teachers'self-development. Finally, implications of teachers'education and development are proposed.
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