Predicting EFL teacher candidates' preparedness to work with multilingual learners: Snapshots from three European universities.
Journal article, Peer reviewed
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With the increasing linguistic and cultural diversity in EFL classrooms in Western European countries, the need to prepare language teachers to provide optimal learning conditions for multilingual EFL learners has become more apparent. In this paper, we examine the knowledge and beliefs about additional language acquisition and multilingualism of EFL teacher candidates at three European universities. The findings suggest a good level of awareness about the relevance of previous language knowledge for additional language learning and about the benefits of multilingualism. However, gaps were identified pertaining to knowledge related to linguistically and culturally responsive teaching. Implications for curriculum revisions are discussed.