Navigating linguistic diversity: teachers’ beliefs on multilingual pedagogies in monolingual policy schools

Abstract

In response to the increasing linguistic diversity in educational settings resulting from migration waves into the Global North, this study delves into the beliefs of secondary teachers regarding multilingualism within predominantly monolingual policy schools in Flanders, Belgium. Despite the recognized benefits of multilingual pedagogies, entrenched monolingual policies persist in many Western schools, posing challenges for teachers striving to navigate the linguistic repertoires of their students. Drawing on interviews with 18 teachers, including language and content teachers across three secondary schools, this research explores teachers’ perspectives on the potential implementation of multilingual pedagogies in their classrooms. Findings reveal a nuanced landscape of beliefs, with teachers acknowledging the cognitive and emotional benefits of multilingualism while expressing concerns about maintaining control and promoting Dutch proficiency. Notably, minimal distinctions were observed between language and content teachers, indicating a shared optimism tempered by practical considerations. Our study highlights the need for nuanced understanding and support for multilingual pedagogies, underscoring the complex interplay of pedagogical and instructional beliefs in navigating language diversity. Ultimately, fostering inclusive and effective language education practices requires proactive efforts to address and accommodate teachers’ beliefs, promoting professional development and dialogue around multilingualism in educational settings.

Keywords:

• Language policy
• linguistic diversity
• secondary schools
• teachers’ beliefs
• beliefs about multilingualism
• multilingual pedagogies

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 It is important to note that the data collection period (2019–2021) coincided with the COVID-19 pandemic, which may have had implications for the study. The pandemic might have affected the workload and well-being of teachers (De Laet et al. 2022). Additionally, the research process was occasionally interrupted by lockdowns, further complicating data collection. We mention this in relation to potential limitations, as the added stress and adjustments required during this period may have impacted teachers’ responses and attitudes toward multilingual education. The challenges of remote learning, increased responsibilities, and the general uncertainty brought on by the pandemic could have played a role in shaping the perspectives of the participating teachers.

Additional information

Funding

This work was supported by the Bijzonder Onderzoeksfonds Ugent [BOF.STG.2019.0030.01].