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Teachers' Beliefs about Language Diversity and Multilingual Learners: A Systematic Review of the Literature

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Title: Teachers' Beliefs about Language Diversity and Multilingual Learners: A Systematic Review of the Literature
Language: English
Authors: Melissa A. Gallagher, Shaimaa Scrivner
Source: Review of Educational Research. 2025 95(4):822-861.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 40
Publication Date: 2025
Document Type: Journal Articles
Information Analyses
Reports - Research
Education Level: Elementary Education
Secondary Education
Descriptors: Teacher Attitudes, Language Attitudes, Beliefs, Multilingualism, Bilingual Students, Ideology, Linguistics, Elementary School Teachers, Secondary School Teachers, Language Dominance, Cultural Pluralism, Cultural Awareness, Educational Practices, High Stakes Tests, Family Environment, Pedagogical Content Knowledge, Diversity
DOI: 10.3102/00346543241257533
ISSN: 0034-6543
1935-1046
Abstract: Teachers' beliefs influence their teaching practices. Given the U.S. Secretary of Education's push to increase multilingualism, this systematic literature review examines teachers' beliefs about language diversity and multilingual learners in relation to teacher experiences, teaching practices, and external factors. Using 17 search terms, we searched seven databases for empirical, peer-reviewed studies that examined K-12 teachers' language beliefs. We analyzed 63 studies that met our criteria using a framework of teacher beliefs. Our findings indicate that researchers use myriad terms to capture the participating teachers' beliefs. These terms could be grouped into dominant language, subtractive, additive, and pluralist beliefs. We also found connections between teachers' beliefs on one side and their life experiences, instructional practices, and external factors, such as high-stakes tests and school contexts, on the other side. We added teachers' beliefs about families, content and knowledge, and diversity to the framework, as well as external factors.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1476908
Database: ERIC
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  Data: Teachers' Beliefs about Language Diversity and Multilingual Learners: A Systematic Review of the Literature
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 40
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Attitudes%22">Language Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Beliefs%22">Beliefs</searchLink><br /><searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingual+Students%22">Bilingual Students</searchLink><br /><searchLink fieldCode="DE" term="%22Ideology%22">Ideology</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistics%22">Linguistics</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Dominance%22">Language Dominance</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Pluralism%22">Cultural Pluralism</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Awareness%22">Cultural Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22High+Stakes+Tests%22">High Stakes Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Environment%22">Family Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Pedagogical+Content+Knowledge%22">Pedagogical Content Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Diversity%22">Diversity</searchLink>
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  Data: 10.3102/00346543241257533
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  Data: 0034-6543<br />1935-1046
– Name: Abstract
  Label: Abstract
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  Data: Teachers' beliefs influence their teaching practices. Given the U.S. Secretary of Education's push to increase multilingualism, this systematic literature review examines teachers' beliefs about language diversity and multilingual learners in relation to teacher experiences, teaching practices, and external factors. Using 17 search terms, we searched seven databases for empirical, peer-reviewed studies that examined K-12 teachers' language beliefs. We analyzed 63 studies that met our criteria using a framework of teacher beliefs. Our findings indicate that researchers use myriad terms to capture the participating teachers' beliefs. These terms could be grouped into dominant language, subtractive, additive, and pluralist beliefs. We also found connections between teachers' beliefs on one side and their life experiences, instructional practices, and external factors, such as high-stakes tests and school contexts, on the other side. We added teachers' beliefs about families, content and knowledge, and diversity to the framework, as well as external factors.
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        Value: 10.3102/00346543241257533
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    Subjects:
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Language Attitudes
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      – SubjectFull: Beliefs
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      – SubjectFull: Multilingualism
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      – SubjectFull: Bilingual Students
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      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: Language Dominance
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      – SubjectFull: Cultural Pluralism
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      – SubjectFull: Pedagogical Content Knowledge
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      – SubjectFull: Diversity
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