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In today’s globalised world, classrooms are becoming increasingly multilingual. This development calls for a reevaluation of traditional monolingual teaching methods and a move towards multilingual approaches. Research suggests that teachers’ beliefs about multilingualism significantly influence classroom practices and the support provided to multilingual students (Lange & Polat, 2024).

Primary school is a crucial period for language acquisition, as children develop essential literacy and grammar skills. However, monolingual teaching models often fail to accommodate multilingual students, limiting their ability to utilise their full linguistic repertoire. Studies highlight the cognitive, social and academic benefits of multilingualism in primary education (Higgins & Ponte, 2017). Despite these advantages, teachers’ beliefs towards multilingualism vary, with some viewing it as an asset and others perceiving it as a challenge.

‘Monolingual teaching models often fail to accommodate multilingual students, limiting their ability to utilise their full linguistic repertoire.’

Teacher strategies to support multilingualism

To support multilingual students effectively, educators can implement various strategies. Translanguaging allows students to use all their linguistic resources to grasp new concepts (Omidire & Ayob, 2022). Code-switching, the practice of alternating between languages, is a strategy used by both students and multilingual teachers to bridge language gaps and enhance comprehension. Teachers can also use gestures, facial expressions and visual aids such as pictures, flashcards and interactive activities to support language learning and make lessons more engaging (Jenkins, 2020). These strategies are especially useful for students who are still developing their proficiency in the language of instruction.

Technology has opened new possibilities for multilingual education. Teachers can incorporate translation apps, online dictionaries and video content to support students who are learning in a second or third language. VoiceThread, for example, allows students to record their thoughts in multiple languages, facilitating discussion and engagement.

Teachers who adopt a family language support strategy encourage students to use their native languages at home, while simultaneously building proficiency in the school language. This approach prevents language loss and ensures students retain their cultural identity.

How training shapes teachers’ views on multilingualism?

To effectively support children’s family languages, teachers may require professional development training, which can also shape their beliefs about multilingualism and its role in education. Teachers’ beliefs about multilingualism are shaped by a variety of internal factors (Braun et al. 2014), such as personal language learning experiences, educational background and teaching experience, as well as external influences. Understanding these factors is crucial for designing effective teacher training programmes that foster positive attitudes towards multilingual education. Our meta-analysis (Polat & Lange, 2025) of research on teachers’ multilingualism beliefs has identified several key external factors that play a significant role in shaping these attitudes. One of the most important factors is professional development opportunities; teachers who participate in multilingual education seminars and training sessions are more likely to adopt inclusive teaching practices. The overall school environment has a strong impact, as schools that promote multilingualism through policies and resources encourage teachers to integrate multilingual strategies into their classrooms. Furthermore, educational policies at the governmental level influence teachers’ perspectives, as countries that mandate bilingual education tend to have more teachers who embrace multilingual teaching methods. These findings highlight the importance of both institutional support and policy-driven initiatives in shaping teachers’ approaches to multilingual education.

Multilingualism is now a necessity

‘Multilingualism in primary schools is no longer an option – it is a necessity in today’s diverse classrooms.’

Multilingualism in primary schools is no longer an option – it is a necessity in today’s diverse classrooms. Teachers play a pivotal role in shaping how multilingual students experience education. By implementing effective multilingual strategies and fostering positive beliefs about linguistic diversity, educators can create an inclusive learning environment where all students thrive.

As research continues to highlight the importance of teacher training and school support, it is essential to bridge the gap between policy and practice. Encouraging a multilingual mindset in educators will not only benefit multilingual students but will also enrich the overall educational experience for all learners. Despite progress in multilingual education research, gaps in teacher training and strategy impact remain. Future research should explore: 1) designing professional development to transform teachers’ multilingualism beliefs, and 2) longitudinal effects of translanguaging/code-switching across different ages and skill levels. Addressing these will bridge research–practice divides in serving diverse learners.

References

Braun, E., Weiß, T., & Seidel, T. (2014). Lernumwelten in der Hochschule. In T. Seidel & A. Krapp (Eds.), Pädagogische Psychologie (pp. 433–453). Beltz.

Higgins, C., & Ponte, E. (2017). Legitimating multilingual teacher identities in the mainstream classroom. The Modern Language Journal, 101(S1), 15–28.

Jenkins, L. (2020). Tackling the languages ‘crisis’: Supporting multilingualism in the new curriculum for Wales. ½¿É«µ¼º½ Blog. /blog/tackling-the-languages-crisis-supporting-multilingualism-in-the-new-curriculum-for-wales

Lange, S. D., & Polat, S. (2024). Scoping review on primary school teachers’ beliefs on multilingualism in classroom teaching. International Journal of Multilingualism. Ìý

Omidire, M. F., & Ayob, S. (2022). The utilisation of translanguaging for learning and teaching in multilingual primary classrooms. Multilingua, 41(1), 105–129.

Polat, S., & Lange, S. D. (2025). Systematic review on pre-service and in-service primary school teachers’ beliefs on multilingualism: A qualitative thematic review and a quantitative meta-analysis. Review of Education, 13(1), e70046.