Multilingual teachers and teachers of multilinguals: developing pre-service teachers’ multilingual identities during teacher education.

Morea & Fisher (2025) highlight the need for linguistically responsive teachers in multilingual classrooms. The authors argue that initial teacher education and training (ITET) should help future teachers recognize and value their multilingual identities. A quasi-experimental study with 37 pre-service teachers in England tested the impact of an online intervention on multilingual identity. Of the participants, 17 participated in the intervention, while 20 formed a control group. Pre- and post-intervention questionnaires showed significant increases in multilingual identity perceptions among the intervention group, while the control group showed no change. Interviews confirmed that participants in the intervention developed a broader, more inclusive understanding of multilingualism.

Reference:

Morea, N. & Fisher, L. (2025). Multilingual teachers and teachers of multilinguals: developing pre-service teachers’ multilingual identities during teacher education. The Language Learning Journal, 53(1), 1-21. DOI: 10.1080/09571736.2023.2251499

Further reading:

Multilingual teachers and teachers of multilinguals: developing pre-service teachers’ multilingual identities during teacher education