Learning and Teaching of English in the Multilingual Classroom English Teachers' Perspectives, Practices, and Purposes

• Other Authors: Krulatz, Anna (Editor), Neokleous, Georgios (Editor), Lorenz, Eliane (Editor)
• Format: Electronic Book Chapter
• Language: English
• Published: Basel MDPI - Multidisciplinary Digital Publishing Institute 2023
• Subjects: Language; multi-/plurilingualism; multi-/plurilingual education; pluralistic approaches; cross-linguistic awareness; pre-service teachers; teacher cognition; English as a Foreign Language; language beliefs; teacher beliefs; language teacher cognition; multilingualism; English as a lingua franca; online survey; multilingual pedagogy; translanguaging; code-switching; multilingual practices; minority language; home language; DLC (dominant language constellation); language repertoires; teacher education; ELT (English language teaching); visual arts-based methodologies; third language acquisition; pluralistic teaching approaches; plurilingual competence; FREPA; teacher training; metalinguistic awareness; LX English language teaching; Austria; LX language learning; social justice; language teaching; English as an additional language; mother tongues; target language; language awareness; teacher language awareness; initial teacher education; language education; Norwegian teacher education; New Zealand teacher education; comparative education; English learners; multilingual learners; structured English immersion; teacher identity; teacher self-efficacy; English language instruction; teacher trainees; virtual learning; remote teaching; n/a
• Online Access: DOAB: download the publication; DOAB: description of the publication

This Special Issue examines English teachers' perspectives on multilingualism and teaching English in multilingual contexts, implemented or planned teaching practices, and the teachers' intended goals. The research presented in this collection focuses on the perspectives of pre- and in-service teachers in a range of educational settings. Overall, the findings suggest that teachers continue to experience tensions between monolingual and multilingual ideologies and need continued support in adapting to the ever-evolving teaching contexts. While researchers and philosophers of language have been calling for a multilingual shift in education, teacher education and professional development programs lag behind in revising their curricula. Therefore, due consideration must be paid to the teachers; they are the agents of change, but they are also experts and professionals, and their views, knowledge, and pedagogical aims must be treated with respect. Many of the articles presented in this reprint illustrate that collaboration and mentorship between school and university partners can be fruitful, creative, and rewarding. The collection is a call for more opportunities for teachers and researchers to work in tandem to implement multilingual pedagogies that foster equal educational opportunities for all learners across different ages and stages of language development.