Prepared for the Multilingual Classroom? Pre-Service Teachers’ Beliefs with Respect to Multilingualism
Teachers’ beliefs on issues of multilingualism shape their classroom practices, which in turn affect their multilingual students’ learning opportunities and academic achievement. Examining these beliefs is therefore crucial for teacher educators who strive to equip pre- and in-service teachers with...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2025-06-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/15/7/802 |
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| Summary: | Teachers’ beliefs on issues of multilingualism shape their classroom practices, which in turn affect their multilingual students’ learning opportunities and academic achievement. Examining these beliefs is therefore crucial for teacher educators who strive to equip pre- and in-service teachers with the appropriate mindset that is necessary in the context of an educational landscape characterized by linguistic diversity. In this study, we examine German pre-service teachers’ knowledge of and beliefs toward multilingualism and their perceived preparedness for a multilingual classroom. We use a questionnaire that includes an internationally recognized scale to measure beliefs toward multilingualism Additionally, we investigate how a semester-long lecture on German as a second language (GSL) and language-sensitive teaching influences pre-service teachers’ beliefs. The results indicate that while German pre-service teachers demonstrate knowledge and awareness of multilingualism, there remains potential for fostering a more open belief system—one that is essential for effectively engaging with diverse student groups and should be systematically addressed during university education. Pre-service teachers who participated in the semester-long lecture showed slightly more multilingual beliefs. These findings provide a basis for discussing curricular opportunities aimed at promoting multilingualism and supporting language learning in educational settings. |
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| ISSN: | 2227-7102 |