Asset or Burden: A Systematic Review of Teachers' Beliefs About Multilingualism and Multilingual Learners

• In Event: Friday Roundtable Session 7:45 am
  In Roundtable Session: Highlighting the Strengths of Multilingual Teachers and Learners (Table 29)

Abstract

The enrollment of Multilingual learners (MLs) in US public schools has seen a tremendous increase since the early 20th century. However, despite the growing diversity of classrooms, the majority of teachers leading them remain monolingual and White. Numerous studies have emphasized the significance of teachers' beliefs as predictors of education quality (e.g., Anders & Evans, 2019; Jimenez-Silva et al., 2012; Murphy & Torff, 2019). This literature review examines teachers' knowledge and beliefs regarding multilingualism and MLs. By discussing findings from relevant studies, this review provides important information to teachers, teacher educators, and policymakers on how to enhance both teachers’ knowledge and beliefs and ensure MLs’ equal learning opportunities and education quality.

Author

• Chengcheng Zhou, Vanderbilt University