Teaching and learning in a multilingual Europe: findings from a cross-European study

Abstract School classrooms within the EU are multilingual learning environments. The diversity of pupils in raises significant challenges for teachers, but to date, there no data from large-scale surveys that compare views and across European countries. A bespoke questionnaire was designed examine current classroom environments with respect multilingualism. piloted subsequently completed by 2792 teachers different Eleven countries provided sufficient analyses. Results structural equation modelling showed teachers’ attitudes could be reliably measured Europe use carefully devised questionnaire, whose loading factor structure remained invariant Teachers’ about multilingualism were most challenged numbers children their classes, not percentage class. Countries differed how they perceived multilingualism, differences leading distinctive country clusters. Gender education level (elementary vs. secondary) also observed irrespective country. These findings enhance our understanding role characteristics play a setting diverse settings. practical relevance results new opportunities teacher training discussed.