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 |
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| Language: | English |
| Authors: | Seyat Polat (ORCID |
| 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 |
| 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. |
|---|---|
| ISSN: | 2049-6613 |
| DOI: | 10.1002/rev3.70046 |
