Teachers' Beliefs about Language Diversity and Multilingual Learners: A Systematic Review of the Literature
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| Title: | Teachers' Beliefs about Language Diversity and Multilingual Learners: A Systematic Review of the Literature |
|---|---|
| Language: | English |
| Authors: | Melissa A. Gallagher, Shaimaa Scrivner |
| Source: | Review of Educational Research. 2025 95(4):822-861. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 40 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses Reports - Research |
| Education Level: | Elementary Education Secondary Education |
| Descriptors: | Teacher Attitudes, Language Attitudes, Beliefs, Multilingualism, Bilingual Students, Ideology, Linguistics, Elementary School Teachers, Secondary School Teachers, Language Dominance, Cultural Pluralism, Cultural Awareness, Educational Practices, High Stakes Tests, Family Environment, Pedagogical Content Knowledge, Diversity |
| DOI: | 10.3102/00346543241257533 |
| ISSN: | 0034-6543 1935-1046 |
| Abstract: | Teachers' beliefs influence their teaching practices. Given the U.S. Secretary of Education's push to increase multilingualism, this systematic literature review examines teachers' beliefs about language diversity and multilingual learners in relation to teacher experiences, teaching practices, and external factors. Using 17 search terms, we searched seven databases for empirical, peer-reviewed studies that examined K-12 teachers' language beliefs. We analyzed 63 studies that met our criteria using a framework of teacher beliefs. Our findings indicate that researchers use myriad terms to capture the participating teachers' beliefs. These terms could be grouped into dominant language, subtractive, additive, and pluralist beliefs. We also found connections between teachers' beliefs on one side and their life experiences, instructional practices, and external factors, such as high-stakes tests and school contexts, on the other side. We added teachers' beliefs about families, content and knowledge, and diversity to the framework, as well as external factors. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1476908 |
| Database: | ERIC |
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