Teachers’ Beliefs and Attitudes Towards Translanguaging Practices in Mathematics Multilingual Classrooms in Lebanon

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Abstract

In Lebanon, mathematics education occurs in multilingual contexts, requiring teachers to understand and address translanguaging — the use of multiple languages in teaching. This study examines mathematics teachers’ beliefs and attitudes towards translanguaging and their classroom implementation. Beliefs, which are cognitively-based and stable, are categorized into virtual, maximal, and optimal, while attitudes, emotionally charged and intense, are positive or negative. A questionnaire and interviews were conducted with 54 middle school math teachers. Results revealed six profiles, with two dominant: one strictly using English and the other incorporating Arabic. Teachers’ beliefs and attitudes influenced their use of languages in teaching. Classroom observations showed varying use of Arabic for management and content, generally aligning with teachers’ reported beliefs and attitudes.

Author

• Rana Ziad Bassaj, University of Colorado - Denver