Changes in Teachers' Beliefs Regarding Multilingualism in Schools

• In Event: Language Policies and (Trans)Languaging Practices

Abstract

We analyzed the changes in beliefs regarding multilingualism in schools of N = 557 in-service teachers before and after participating in online professional learning known as “eWorkshops.” We translated and implemented the Beliefs about Multilingualism in Schools from German and Germany (Authors et al., 2018), an instrument that is comprised of four subscales: (a) embracing the interconnected nature of language with culture and identity, (b) understanding language demand in content classrooms, (c) feeling responsible for language teaching, and (d) valuing multilingualism. Our findings indicate a statistically significant positive change in teacher beliefs (effect sizes: 0.12 < d < 0.26). Our results provide insights regarding both the survey instrument as well as impactful professional learning for teachers of multilingual students.

Authors

• Svenja Hammer, Leuphana Universitat Luneburg

• Kara Mitchell Viesca, University of Nebraska - Lincoln

• Timo Ehmke, Leuphana University - Lüneburg

• Brandon Heinz, University of Nebraska - Lincoln