Teaching and learning in a multilingual Europe: findings from a cross-European study

• J. E. Dockrell ^[13] ; T. C. Papadopoulos ^[1] ; C. L. Mifsud ^[2] ; L. Bourke ^[3] ; O. Vilageliu ^[4] ; E. Bešić ^[5] ; S. Seifert ^[5] ; B. Gasteiger-Klicpera ^[5] ; A. Ralli ^[6] ; I. Dimakos ^[7] ; S. Karpava ^[1] ; M. Martins ^[14] ; O. Sousa ^[8] ; S. Castro ^[9] ; H. B. Søndergaard Knudsen ^[10] ; P. Donau ^[10] ; B. Haznedar ^[11] ; M. Mikulajová ^[12] ; N. Gerdzhikova ^[15]
  1. [1] University of Cyprus

     University of Cyprus

     Chipre

     
  2. [2] University of Malta

     University of Malta

     Malta

     
  3. [3] Liverpool Hope University

     Liverpool Hope University

     Reino Unido

     
  4. [4] Universitat Autònoma de Barcelona

     Universitat Autònoma de Barcelona

     Barcelona, España

     
  5. [5] University of Graz

     University of Graz

     Graz, Austria

     
  6. [6] National and Kapodistrian University of Athens

     National and Kapodistrian University of Athens

     Dimos Athens, Grecia

     
  7. [7] University of Patras

     University of Patras

     Dimos Patras, Grecia

     
  8. [8] Universidade de Lisboa

     Universidade de Lisboa

     Socorro, Portugal

     
  9. [9] Universidade Do Porto

     Universidade Do Porto

     Santo Ildefonso, Portugal

     
  10. [10] Aalborg University

      Aalborg University

      Dinamarca

      
  11. [11] Boğaziçi University

      Boğaziçi University

      Turquía

      
  12. [12] Comenius University

      Comenius University

      Eslovaquia

      
  13. [13] Institute of Education Centre for Language, Literacy and Numeracy: Research and Practice
  14. [14] Instituto Universitário, Lisbon
  15. [15] University of Plovdiv

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• Localización: European journal of psychology of education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 37, Nº 2, 2022, págs. 293-320
• Idioma: inglés
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• Resumen

  • This article has a correction in this same number, pages 321-323.

    School classrooms within the EU are multilingual learning environments. The diversity of pupils in classrooms raises significant challenges for teachers, but to date, there are no data from large-scale surveys that compare views within and across European countries. A bespoke questionnaire was designed to examine views of current classroom learning environments with respect to the multilingualism. The questionnaire was piloted and subsequently completed by 2792 teachers across different European countries. Eleven countries provided sufficient data for analyses. Results from structural equation modelling showed that teachers’ attitudes could be reliably measured across Europe with the use of carefully devised questionnaire, whose loading and factor structure remained invariant across countries. Teachers’ views about multilingualism were most challenged by the numbers of children in their classes, not the percentage of multilingual pupils in the class. Countries differed in how they perceived multilingualism, with their differences leading to distinctive country clusters. Gender and education level (elementary vs. secondary) differences were also observed irrespective of country. These findings enhance our understanding of the role that the characteristics of teachers and their classrooms play in a multilingual setting across diverse European settings. The practical relevance of the results and new opportunities for teacher training are discussed.