Beliefs and practices in English classrooms

SUMMARY

EXISTING KNOWLEDGE

1. Monolingual Approaches Dominate: Traditionally, English language teaching has favored monolingual methods, where the target language is the sole medium of instruction, minimizing the use of learners' native languages.

2. Beliefs Shape Practices: Teachers' personal beliefs about multilingualism significantly influence their classroom practices, often reflecting broader educational policies or societal attitudes toward language learning.

3. Limited Use of Multilingualism: Though research supports the benefits of incorporating multiple languages in learning, many English classrooms still marginalize or overlook the role of students' native languages.

 NEW INSIGHTS FROM THIS STUDY

1. Shift Toward Multilingual Practices: Recent studies indicate a growing shift in teachers' beliefs, with many now recognizing the value of leveraging students' native languages to enhance English learning.

2. Complexity of Teachers' Beliefs: Teachers' views on multilingualism are often complex and varied, influenced by personal, institutional, and contextual factors, which can result in inconsistent practices in the classroom.

3. Professional Development Gaps: Despite an increasing awareness of multilingual benefits, there is a notable gap in teacher training programs, which often do not sufficiently prepare educators for implementing multilingual strategies in English classrooms.

PUTTING RESEARCH INTO PRACTICE

1. Teacher Training for Multilingualism: Incorporate multilingual approaches in teacher training programs, providing educators with practical strategies to use students' native languages effectively alongside English instruction.

2. Inclusive Language Policies: Encourage schools to adopt language policies that promote multilingualism, enabling teachers to support students’ linguistic diversity while fostering English proficiency.

3. Collaborative Learning: Develop classroom activities that encourage collaboration between students with different linguistic backgrounds, facilitating peer learning and the use of multiple languages as a resource in English acquisition

REFERENCE:

Article Title: Teachers' multilingual beliefs and practices in English classrooms: A scoping review.

Authors: Tony Burner and Christian Carlsen Journal: Review of Education Year: 2023