<abstract xmlns="http://www.w3.org/1999/xhtml"><p>This article reports findings from an investigation into migrant and non-migrant origin pre-service teachers’ beliefs about multilingualism and the relationship between their linguistic trajectories as students and how they perceive themselves as future teachers. We analize the beliefs of around seventy pre-service teachers taking part in a university course, collected through an individual reflection tool based on a SWOT analysis (Strengths, Weaknesses, Opportunities, Threats) and a group discussion in which students had to discuss their ideas and create a collective document. In this article we focus on the discourse of four pre-service teachers, two of whom had migration backgrounds and two of whom who did not. Findings suggest that pre-service teachers’ life and learning experiences contribute to different emotions and feeling about language and teaching in a multilingual setting. They also influence the perception the pre-service teachers have of themselves as future teachers. Pre-service teachers regard the preparation received at the university negatively and express insecurities. Findings illustrate that migrant origin pre-service teachers feel more prepared in the sense they believe that their migration experience can help to understand newcoming students and be empathic with them.</p></abstract>

This article reports findings from an investigation into migrant and non-migrant origin pre-service teachers’ beliefs about multilingualism and the relationship between their linguistic trajectories as students and how they perceive themselves as future teachers. We analize the beliefs of around seventy pre-service teachers taking part in a university course, collected through an individual reflection tool based on a SWOT analysis (Strengths, Weaknesses, Opportunities, Threats) and a group discussion in which students had to discuss their ideas and create a collective document. In this article we focus on the discourse of four pre-service teachers, two of whom had migration backgrounds and two of whom who did not. Findings suggest that pre-service teachers’ life and learning experiences contribute to different emotions and feeling about language and teaching in a multilingual setting. They also influence the perception the pre-service teachers have of themselves as future teachers. Pre-service teachers regard the preparation received at the university negatively and express insecurities. Findings illustrate that migrant origin pre-service teachers feel more prepared in the sense they believe that their migration experience can help to understand newcoming students and be empathic with them.

Migrant and Non-Migrant Origin Pre-Service Teachers’ Beliefs about Multilingualism and Teaching in Multilingual Classrooms: Convergences and Divergences

Sustainable Multilingualism

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

This article reports findings from an investigation into migrant and non-migrant origin pre-service teachers’ beliefs about multilingualism and the...

Migrant and Non-Migrant Origin Pre-Service Teachers’ Beliefs about Multilingualism and Teaching in Multilingual Classrooms: Convergences and Divergences

Published Online: Nov 18, 2020

Page range: 102 - 123

DOI: https://doi.org/10.2478/sm-2020-0015

Keywords
teachers’ beliefs, initial teacher training, language ideologies, educational and linguistic trajectories, migrant origin teachers

© 2020 Júlia Llompart et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Migrant and Non-Migrant Origin Pre-Service Teachers’ Beliefs about Multilingualism and Teaching in Multilingual Classrooms: Convergences and Divergences

Published Online: Nov 18, 2020

Page range: 102 - 123

DOI: https://doi.org/10.2478/sm-2020-0015

Keywordsteachers’ beliefs, initial teacher training, language ideologies, educational and linguistic trajectories, migrant origin teachers

© 2020 Júlia Llompart et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Keywords
teachers’ beliefs, initial teacher training, language ideologies, educational and linguistic trajectories, migrant origin teachers