Exploring pre-service English teachers’ beliefs about plurilingualism: using visual and spoken methodologies with learners in a CLIL setting

Abstract

ABSTRACT This study investigates how pre-service Teachers of English in Bilingual Streams’ (TEBs) perceptions of plurilingualism are elicited through carrying out small-scale research with learners. It builds on previous studies showing positive relations between teacher education and shifts in pre-service teachers’ predispositions towards plurilingual education, particularly when opportunities for critical reflection on the interplay between course- and field work is emphasised. TEBs (N = 6) were introduced to visual and spoken data collection methods consisting of language mapping and focus group interviews during coursework and administered these during fieldwork. Spoken and written research reports were analysed deductively using language ideologies adapted from Ricklefs (2023). Results show all participants have a positive disposition to plurilingualism on completion of the course and fieldwork, particularly in relation to valuing plurilingualism as a potential resource in CLIL. Implementing multimodal research methods makes linguistic variation visible and draws out learner experiences. This helps TEBs make connections between their own beliefs and experiences, and those articulated by their learners and in their placement schools. This approach builds on the dynamic nature of the interaction between teacher beliefs and practices and confirms that critical reflection can play a key role in shaping TEBs’ dispositions towards plurilingualism and plurilingual pedagogies.