Embracing linguistic and cultural diversity in multilingual EAL classrooms: The impact of professional development on teacher beliefs and practice
Peer reviewed, Journal article
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Original versionTeaching and Teacher Education. 2021, 105, . 10.1016/j.tate.2021.103428
This study investigated the impact of professional development on teacher beliefs and practices in linguistically heterogeneous EAL classrooms. Structured classroom observations and semi-structured interviews were used to assess the progress of three EAL teachers at a Norwegian primary school who participated in monthly professional development workshops. The longitudinal findings suggest that although the teachers developed positive beliefs about multilingualism and multilingually-oriented education, they tended to persist in monolingual teaching practices, did not acknowledge linguistic and cultural diversity in the classroom, and failed to employ multilingual teaching strategies systematically.