Teaching in a multilingual school: What do teachers believe and know about multilingual pluralist diversity policies?

Abstract

Society’s super-diversity brings new challenges to education. Among others, it raises questions regarding the handling of students’ linguistic diversity. This study investigated teachers’ (N = 74) beliefs and knowledge regarding the schools’ language policy in two Brussels schools. One school can be characterised as a super diverse Dutch-medium school, and the second one as a Dutch-medium school fighting Frenchification. Using questionnaires, focus group interviews, and a knowledge test, the study found that teachers perceive their schools’ diversity policies as mainly assimilationist. Yet, when looking into teachers’ beliefs regarding multilingualism, more pluralistic views become apparent. As far as teachers’ knowledge about the practice of multilingual education is concerned, large gaps can be noted. The findings underscore the need for targeted professionalisation programmes that support teachers in developing in-depth knowledge about multilingualism and its translation into actual teaching practice.

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