Spanish Teachers' Beliefs about Plurilingualism
A Case Study in a Monolingual Context
Bibliographic Data
| ID | 5900636 |
|---|---|
| Authors | Guadalupe De La Maya Retamar (0000-0003-4201-4024, Universidad de Extremadura), Carmen Galván Malagón (0000-0002-6754-9167, Universidad de Granada), Magdalena López-Pérez (0000-0001-6233-1719, Universidad de Extremadura, corresponding author) |
| Year | 2024 |
| Volume | 9 |
| Issue | 7 |
| Pages | 230 |
| Publication date | 2024-06-25 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Languages (JOURNAL) |
| Journal identifiers | ISSN: 2226-471X • E-ISSN: 2226-471X |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/languages9070230 |
| OpenAlex | W4399998256 |
| Language | EN |
| Citations received | 3 |
| References cited | 31 |
In Spain, the learning of foreign languages has become one of the most interesting educational challenges in recent decades. Regulatory changes have been proposed to align with the Council of Europe's language policy, which aims to promote plurilingualism and pluriculturalism among European Union citizens. Although the development of plurilingual competence in students has become a key goal, there is little evidence regarding the beliefs of current teachers, especially in monolingual contexts, where multilingualism is mainly developed through instruction. This study involved 307 teachers who taught languages or subjects in a foreign language. The results reveal beliefs about the promotion of plurilingualism, the objectives of language learning, the importance of plurilingual competence, and its characterization that at times do not align with the European language policy and its approach to plurilingualism, though there is agreement on other issues. Among the variables analyzed, two variables-academic training and the number of languages known-were found to significantly influence the beliefs revealed
Context (archaeology · Geography · Linguistics · Mathematics education · Multilingualism · Pedagogy · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Philosophy · Psychology · Second Language Learning and Teaching
Defining Multilingualism
Third or Additional Language Acquisition
Cross-Linguistic Influence in Third Language Acquisition
Teachers’ Beliefs and Educational Research
What’s hot and what’s not on the current CLIL research agenda
The additive effect of bilingualism on third language acquisition
Monolingual ideologies of Andalusian teachers in the multilingual schools’ context
CLIL research in Europe
The Application of Electronic Computers to Factor Analysis
Representaciones de los profesores en torno a la didáctica del plurilingüismo. Un proceso de formación
Teacher cognition in language teaching
Plurilingualism, language learning strategy use and learning style preferences
Teachers’ beliefs about multilingualism and a multilingual pedagogical approach
Teachers' beliefs about the role of prior language knowledge in learning and how these influence teaching practices
Teachers’ beliefs about multilingualism
Teachers' beliefs on multilingualism in the Basque Country
Teaching third languages
The Scree Test For The Number Of Factors
The Impact of Teacher Education on English Teachers' Views about Using Mother Tongues
Language Beliefs of English Teachers in Norway
| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |