Evaluating teacher multilingualism across contexts and multiple languages: validation and insights

In response to the need for quantitative instruments that can provide insights into language teacher multilingualism on a large scale, this article discusses the development of the MULTITEACH questionnaire via a five-stage process that consisted of a critical review of research on teacher multilingu...

Full description

Saved in:
Bibliographic Details
Published in:Heliyon 2020-08, Vol.6 (8), p.e04471-e04471, Article e04471
Main Author: Calafato, Raees
Format: Article
Language:English
Subjects:
Education
Evaluation
Language teaching
Multilingualism
Second language acquisition
Teacher beliefs
Teacher education
Teacher practices
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:In response to the need for quantitative instruments that can provide insights into language teacher multilingualism on a large scale, this article discusses the development of the MULTITEACH questionnaire via a five-stage process that consisted of a critical review of research on teacher multilingualism, seminar and practitioner consultations, a pilot study, reliability tests, and principle component analysis (PCA), followed by a larger study involving 460 multilingual language teachers and factor analysis to confirm the PCA. The questionnaire thus validated provides a comprehensive quantitative measure of assessing language teacher multilingualism across multiple foreign languages and in diverse contexts. A discussion of the factors influencing teacher multilingualism has also been included based on the findings from the larger study of 460 multilingual teachers. Education; Multilingualism; Teacher education; Teacher practices; Evaluation; Teacher beliefs; Language teaching; Second language acquisition
ISSN:2405-8440
2405-8440
DOI:10.1016/j.heliyon.2020.e04471