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Systematic Review on Pre-Service and In-Service Primary School Teachers' Beliefs on Multilingualism: A Qualitative Thematic Review and a Quantitative Meta-Analysis

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Title: Systematic Review on Pre-Service and In-Service Primary School Teachers' Beliefs on Multilingualism: A Qualitative Thematic Review and a Quantitative Meta-Analysis
Language: English
Authors: Seyat Polat (ORCID 0000-0002-8570-2161), Sarah Désirée Lange (ORCID 0000-0002-3870-4578)
Source: Review of Education. 2025 13(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 35
Publication Date: 2025
Document Type: Journal Articles
Information Analyses
Reports - Research
Education Level: Elementary Education
Higher Education
Postsecondary Education
Descriptors: Elementary School Teachers, Preservice Teachers, Multilingualism, Teacher Attitudes, Language of Instruction, Family Characteristics, Family School Relationship, Language Dominance, Native Language, Code Switching (Language), Professional Development, Bilingual Instructional Materials
DOI: 10.1002/rev3.70046
ISSN: 2049-6613
Abstract: The aim of this systematic review and meta-analysis is to closely examine the research on the beliefs of pre-service and in-service primary school teachers on multilingualism. A comprehensive review of published international literature was conducted based on an online search using Scopus, Web of Science, DOAJ, APA PsycINFO and ERIC using specific inclusion and exclusion criteria; 2100 articles were found, with 48 of these articles being included in the final corpus. A thematic analysis shows that the beliefs of the (pre-service and in-service) primary school teachers can be classified into three categories: beliefs regarding the family languages, the language of instruction and the advantages of multilingualism for children. Teachers who see multilingualism as a resource for their teaching used translanguaging, digital tools and family language support strategies. The concerns relate to material acquisition, academic regression and delayed language of instruction acquisition. The meta-analysis shows significant influence of external factors (such as participation in seminars, school atmosphere and teachers' experiences with multilingual students) on the teachers' beliefs on multilingualism.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1468447
Database: ERIC
FullText Text:
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  Data: Systematic Review on Pre-Service and In-Service Primary School Teachers' Beliefs on Multilingualism: A Qualitative Thematic Review and a Quantitative Meta-Analysis
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  Data: <searchLink fieldCode="AR" term="%22Seyat+Polat%22">Seyat Polat</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8570-2161">0000-0002-8570-2161</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sarah+Désirée+Lange%22">Sarah Désirée Lange</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3870-4578">0000-0002-3870-4578</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Review+of+Education%22"><i>Review of Education</i></searchLink>. 2025 13(1).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 35
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  Data: Journal Articles<br />Information Analyses<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Language+of+Instruction%22">Language of Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Characteristics%22">Family Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Family+School+Relationship%22">Family School Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Dominance%22">Language Dominance</searchLink><br /><searchLink fieldCode="DE" term="%22Native+Language%22">Native Language</searchLink><br /><searchLink fieldCode="DE" term="%22Code+Switching+%28Language%29%22">Code Switching (Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Development%22">Professional Development</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingual+Instructional+Materials%22">Bilingual Instructional Materials</searchLink>
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  Data: 10.1002/rev3.70046
– Name: ISSN
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  Data: 2049-6613
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The aim of this systematic review and meta-analysis is to closely examine the research on the beliefs of pre-service and in-service primary school teachers on multilingualism. A comprehensive review of published international literature was conducted based on an online search using Scopus, Web of Science, DOAJ, APA PsycINFO and ERIC using specific inclusion and exclusion criteria; 2100 articles were found, with 48 of these articles being included in the final corpus. A thematic analysis shows that the beliefs of the (pre-service and in-service) primary school teachers can be classified into three categories: beliefs regarding the family languages, the language of instruction and the advantages of multilingualism for children. Teachers who see multilingualism as a resource for their teaching used translanguaging, digital tools and family language support strategies. The concerns relate to material acquisition, academic regression and delayed language of instruction acquisition. The meta-analysis shows significant influence of external factors (such as participation in seminars, school atmosphere and teachers' experiences with multilingual students) on the teachers' beliefs on multilingualism.
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        Value: 10.1002/rev3.70046
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      – Text: English
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        PageCount: 35
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      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Multilingualism
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Language of Instruction
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      – SubjectFull: Family Characteristics
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      – SubjectFull: Family School Relationship
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      – SubjectFull: Language Dominance
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      – SubjectFull: Native Language
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      – SubjectFull: Code Switching (Language)
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      – SubjectFull: Professional Development
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      – SubjectFull: Bilingual Instructional Materials
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