The effect of individual factors on L3 teachers’ beliefs about multilingual education

References

• Alisaari, J., Heikkola, L., Commins, N., & Acquah, E. (2019). Monolingual ideologies confronting multilingual realities. Finnish teachers’ beliefs about linguistic diversity. Teaching and Teacher Education, 80, 48–58. https://doi.org/10.1016/j.tate.2019.01.003
   Web of Science ®Google Scholar
• Arocena-Egaña, E. (2017). Multilingual education: Teachers' beliefs and language use in the classroom [Doctoral dissertation]. Universidad del País Vasco/Euskal Herriko Unibertsitatea. http://hdl.handle.net/10810/25839
   Google Scholar
• Arocena-Egaña, E., Cenoz, J., & Gorter, D. (2015). Teachers’ beliefs in multilingual education in the Basque country and in Friesland. Journal of Immersion and Content-Based Language Education, 3(2), 169–193. https://doi.org/10.1075/jicb.3.2.01aro
   Web of Science ®Google Scholar
• Bartolotti, J., & Marian, V. (2017). Bilinguals’ existing languages benefit vocabulary learning in a third language. Language Learning, 67(1), 110–140. https://doi.org/10.1111/lang.12200
   PubMed Web of Science ®Google Scholar
• Basturkmen, H. (2012). Review of research into the correspondence between language teachers’ stated beliefs and practices. System, 40(2), 282–295. https://doi.org/10.1016/j.system.2012.05.001
   Web of Science ®Google Scholar
• Bialystok, E. (2011). Coordination of executive functions in monolingual and bilingual children. Journal of Experimental Child Psychology, 110(3), 461–468. https://doi.org/10.1016/j.jecp.2011.05.005
   PubMed Web of Science ®Google Scholar
• Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, believe, and do. Language Teaching, 36(2), 81–109. https://doi.org/10.1017/S0261444803001903
   Google Scholar
• Borg, S. (2018). Teachers’ beliefs and classroom practices. In P. Garrett & J. M. Cots (Eds.), The Routledge handbook of language awareness (pp. 75–91). Routledge.
   Google Scholar
• Calafato, R. (2019). The non-native speaker teacher as proficient multilingual: A critical review of research from 2009 to 2018. Lingua. International Review of General Linguistics. Revue internationale De Linguistique Generale, 227, 1–25. https://doi.org/10.1016/j.lingua.2019.06.001
   Web of Science ®Google Scholar
• Calafato, R. (2020). Language teacher multilingualism in Norway and Russia: Identity and beliefs. European Journal of Education Research, Development and Policies, 55(4), 602–617. https://doi.org/10.1111/ejed.12418
   Google Scholar
• Cenoz, J. (2019). Translanguaging pedagogies and English as a lingua franca. Language Teaching, 52(1), 71–85. https://doi.org/10.1017/S0261444817000246
   Web of Science ®Google Scholar
• Cenoz, J., & Gorter, D. (2017). Translanguaging as a pedagogical tool in multilingual education. In J. Cenoz, D. Gorter, & S. May (Eds.), Language awareness and multilingualism (3rd ed., pp. 309–321). Springer.
   Google Scholar
• Cenoz, J., & Santos, A. (2020). Implementing pedagogical translanguaging in trilingual schools. System, 92(102273). https://doi.org/10.1016/j.system.2020.102273
   Google Scholar
• De Angelis, G. (2011). Teachers’ beliefs about the role of prior language knowledge in learning and how these influence teaching practices. International Journal of Multilingualism, 8(3), 216–234. https://doi.org/10.1080/14790718.2011.560669
   Google Scholar
• Doiz, A., & Lasagabaster, D. (2017). Teachers’ beliefs about translanguaging practices. In C. Mazak & K. Carroll (Eds.), Translanguaging in higher education: Beyond monolingual ideologies (pp. 157–176). Multilingual Matters.
   Google Scholar
• Ellis, E. (2013). The ESL teacher as plurilingual: An Australian perspective. TESOL Quarterly, 47(3), 446–471. https://doi.org/10.1002/tesq.120
   Web of Science ®Google Scholar
• Fischer, N., & Ehmke, T. (2019). Empirische Erfassung eines „messy constructs“: Überzeugungen angehender Lehrkräfte zu sprachlich-kultureller Heterogenität in Schule und Unterricht. Zeitschrift für Erziehungswissenschaft, 22(2), 411–433. https://doi.org/10.1007/s11618-018-0859-2
   Google Scholar
• Fischer, N., & Lahmann, C. (2020). Pre-service teachers’ beliefs about multilingualism in school: An evaluation of a course concept for introducing linguistically responsive teaching. Language Awareness, 29(2), 114–133. https://doi.org/10.1080/09658416.2020.1737706
   Web of Science ®Google Scholar
• García, O. (2017). Translanguaging in schools: Subiendo y bajando, bajando y subiendo as afterword. Journal of Language, Identity & Education, 16(4), 256–263. https://doi.org/10.1080/15348458.2017.1329657
   Web of Science ®Google Scholar
• Garrett, P. (2010). Attitudes to language. Cambridge University Press.
   Google Scholar
• Gorter, D., & Arocena, E. (2020). Teachers’ beliefs about multilingualism in a course on translanguaging. System, 92(102272). https://doi.org/10.1016/j.system.2020.102272
   Google Scholar
• Griva, E., & Chostelidou, D. (2012). Multilingual competence development in the Greek educational system: FL teachers’ beliefs and attitudes. International Journal of Multilingualism, 9(3), 257–271. https://doi.org/10.1080/14790718.2011.626857
   Google Scholar
• Haim, O., Orland-Barak, L., & Goldberg, T. (2020). The role of linguistic and cultural repertoire in novice bilingual and multilingual EFL teachers’ induction period. International Journal of Multilingualism. https://doi.org/10.1080/14790718.2020.1715412
   Google Scholar
• Haukås, Å. (2016). Teacher’s beliefs about multilingualism and a multilingual pedagogical approach. International Journal of Multilingualism, 13(1), 1–18. https://doi.org/10.1080/14790718.2015.1041960
   Web of Science ®Google Scholar
• Haukås, Å. (2018). Teachers’ beliefs about language instruction. In H. Bøhn, M. Dypedahl, & G. Myklevold (Eds.), Teaching and learning English (pp. 343–357). Cappelen Damm Akademisk.
   Google Scholar
• He, Y., Lundgren, K., & Pynes, P. (2017). Impact of short-term study abroad programme: Inservice teachers’ development of intercultural competence and pedagogical beliefs. Teaching and Teacher Education, 66, 147–157. https://doi.org/10.1016/j.tate.2017.04.012
   Web of Science ®Google Scholar
• Kirsch, C., & Aleksić, G. (2018). The effect of professional development on multilingual education in early childhood in Luxembourg. Review of European Studies, 10(4), 148–163. https://doi.org/10.5539/res.v10n4p148
   Google Scholar
• Kirsch, C., Aleksić, G., Mortini, S., & Andersen, K. (2020). Developing multilingual practices in early childhood education through professional development in Luxembourg. International Multilingual Research Journal, 14(4), 319–337. https://doi.org/10.1080/19313152.2020.1730023
   Web of Science ®Google Scholar
• Knudsen, H., Donau, P., Mifsud, C., Papadopoulos, T., & Dockrell, J. (2021). Multilingual classrooms—Danish teachers’ practices, beliefs and attitudes. Scandinavian Journal of Educational Research, 65(5), 767–782. https://doi.org/10.1080/00313831.2020.1754903
   Web of Science ®Google Scholar
• Liyanage, I., & Tao, W. (2020). Preparation of teachers and multilingual education: Ethical, just, and student-focused practices. In W. Tao & I. Liyanage (Eds.), Multilingual education yearbook 2020 (pp. 1–22). Springer.
   Google Scholar
• Lundberg, A. (2019). Teachers’ beliefs about multilingualism: Findings from Q method research. Current Issues in Language Planning, 20(3), 266–283. https://doi.org/10.1080/14664208.2018.1495373
   Web of Science ®Google Scholar
• Martí, O., & Portolés, L. (2019). Spokes in the wheels of CLIL for multilingualism or how monolingual ideologies limit teacher training. English Language Teaching, 12(2), 17–36. https://doi.org/10.5539/elt.v12n2p17
   Google Scholar
• May, S. (ed.). (2014). The multilingual turn: Implications for SLA, TESOL and bilingual education. Routledge.
   Google Scholar
• May, S. (2019). Negotiating the multilingual turn in SLA. The Modern Language Journal, 103(1), 122–129. https://doi.org/10.1111/modl.12531
   Google Scholar
• Mejía, A. M., & Hélot, C. (2015). Teacher education and support. In E. Wright, S. Boun, & O. García (Eds.), The handbook of bilingual and multilingual education (pp. 270–281). John Wiley and Sons.
   Google Scholar
• Mitits, L. (2018). Multilingual students in Greek school: Teachers’ views and teaching practices. Journal of Education and e-Learning Research, 5(1), 28–36. https://doi.org/10.20448/journal.509.2018.51.28.36
   Google Scholar
• Muñoz, C. (2019). A new look at age: Young and old L2 learners. In J. W. Schwieter & A. Benati (Eds.), The Cambridge handbook of language learning (pp. 430–450). Cambridge University Press.
   Google Scholar
• Otwinowska, A. (2017). English teachers’ language awareness: Away with the monolingual bias? Language Awareness, 26(4), 304–324. https://doi.org/10.1080/09658416.2017.1409752
   Web of Science ®Google Scholar
• Pfenninger, S. E., & Singleton, D. (2017). Beyond age effects in instructional L2 learning: Revisiting the age factor. Multilingual Matters.
   Google Scholar
• Portolés, L., & Martí, O. (2020). Teachers’ beliefs about multilingual pedagogies and the role of initial training. International Journal of Multilingualism, 17(2), 248–264. https://doi.org/10.1080/14790718.2018.1515206
   Web of Science ®Google Scholar
• Safont, P. (2005). Third language learners. Pragmatic production and awareness. Multilingual Matters.
   Google Scholar
• Schroedler, T., & Fischer, N. (2020). The role of beliefs in teacher professionalisation for multilingual classroom settings. European Journal of Applied Linguistics, 8(1), 49–70. https://doi.org/10.1515/eujal-2019-0040
   Web of Science ®Google Scholar
• Villabona, N., & Cenoz, J. (2021). The integration of content and language in CLIL: A challenge for content-driven and language-driven teachers. Language, Culture and Curriculum. https://doi.org/10.1080/07908318.2021.1910703
   Google Scholar