This study aims at investigating (1) teachers’ beliefs on the implementation of multiple intelligences-based English teaching for young learners, (2) the contributing factors which shape teachers’ beliefs on the implementation of MI- based English teaching for young learners, (3) the realization of teachers’ beliefs on the implementation of MI-based English teaching for young learners, (4) the discrepancy between beliefs and practice on the implementation of MI-based English teaching for young learners.

This case study was conducted at SD Lazuardi Kamila GIS Solo from February to May 2018. The subjects of the study were two English teachers of fifth grade and the headmaster of the school. The data of this research was obtained from interview, observation and document analysis. In analyzing the data, the writer used data reduction, data presentation and data verification (conclusion drawing).

The finding showed the following results. (1) Teachers believed that MI-based English teaching is one of the breakthrough methods to improve the students’ achievement through students learning style, where, the students learning style can be identified through their tendency of their dominant intelligences.  Teachers believed by implementing MI- based English teaching, how the teachers teach will adjust how the students learning style. (2) The contributing factors which shape teachers’ beliefs on MI-based English teaching for young learners came from internal factors and external factors. (3) There are three steps that should be implemented in the teaching and learning practice for MI-based English teaching: (a) The first step is the implementation of multiple intelligences research (MIR) in the input process to identify the students’ intelligences tendency profile. (b) The second step is the implementation of MI-based teaching procedure in classroom practice which was designed based on the students’ intelligences tendency characteristics. (c) The third step is the implementation of MI-based English teaching in output process by using authentic assessment. (4) There are four discrepancies between teacher beliefs and practice on the teaching procedures. Two inconsistencies are found on the input process of the teaching procedure. Moreover, there is an inconsistency on the teachers’ techniques in the classroom practice. An inconsistency also found on the assessment as the output process of the teaching and learning procedure.

Keywords: teachers’ beliefs, teachers’ practice, multiple intelligences, English language teaching.