Pre-service teachers’ beliefs about multilingualism in school: an evaluation of a course concept for introducing linguistically responsive teaching

Nele Fischer · Cornelia Lahmann

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Multilingual Education and Policy EFL/ESL Teaching and Learning Second Language Learning and Teaching

Abstract

The present study looks at pre-service teachers’ beliefs about multilingualism in school and to what extent these can be influenced. It is based on the pre- and post-test evaluation of a seminar concept promoting linguistically responsive teaching, which was tested with N = 27 pre-service teachers in Germany during the course of one semester. The evaluation was conducted using the DaZKom-beliefs survey, which measures pre-service teachers’ beliefs about (1) Linguistic Responsiveness, (2) Responsibility for Language Facilitation, and (3) Valuing Multilingualism in a linguistically heterogeneous classroom. The study concentrates on the following questions: Does the course on linguistically responsive teaching have an effect on pre-service teachers’ beliefs towards multilingualism in school? Do the scales reflect the course structure and its contents? The results suggest that the course had a positive impact on pre-service teachers’ beliefs particularly with respect to the two scales (2) Responsibility for Language Facilitation and (3) Valuing Multilingualism that correspond closely with the course contents. The overall effect including all scales was highly significant. These findings provide further insight for teacher training programs as to if and how far it is possible to influence beliefs by means of targeted learning opportunities.

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References

1992A power primer.1992Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct 1990Handbook of research on teacher education 2008Der monolinguale Habitus der multilingualen Schule 2014International Handbook of Research on Teachers' Beliefs 2008Linguistically Responsive Teacher Education 2011Handbuch der Forschung zum Lehrerberuf 2013Pedagogical Language Knowledge

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2022A mixed-methods approach to analysing interdependencies and predictors of pre-service teachers’ beliefs about multilingualism 2022Teachers' beliefs on multilingualism in the Basque Country: Basque at the core of multilingual education 2021English Medium Instruction, English‐Enhanced Instruction, or English without Instruction: The Affordances and Constraints of Linguistically Responsive Practices in the Higher Education Classroom 2022What has changed over 18 years? Future teachers’ language use and attitudes towards multilingualism in the Basque Autonomous Community 2023Pre-service teachers’ ability to identify academic language features: the role of language-related opportunities to learn, and professional beliefs about linguistically responsive teaching

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