Article published In: Pedagogical Linguistics: Online-First Articles
Pre-service teachers’ beliefs about multilingualism in Türkiye
Published online: 26 February 2026
https://doi.org/10.1075/pl.25019.kay
https://doi.org/10.1075/pl.25019.kay
Abstract
Recent migration has increased linguistic diversity in Türkiye, making multilingual classrooms more prevalent
nationwide. Regardless of whether teachers have the necessary knowledge and skills to teach in such environments, their beliefs
play a crucial role. As the first study of its kind in its context, this survey-based study aims to examine pre-service teachers’
(PSTs) views on multilingualism. The study was conducted with 430 PSTs (76.5% female, 23.5% male) studying at 11 universities,
using a scale with three dimensions: epistemological beliefs about using the L1 at home, language support in subject classes, and
general beliefs about multilingualism in the classroom. The results indicated that PSTs generally held positive attitudes toward
multilingualism. Specifically, female participants and those proficient in a second language demonstrated significantly stronger
beliefs about teacher responsibility and epistemological perspectives. While factors such as teaching subject and prior
multilingual classroom experience positively influenced attitudes, the pedagogical knowledge provided in the current teacher
training system had a negative impact on PSTs’ attitudes. Based on these findings, it is recommended that the Turkish teacher
training system be re-evaluated to better develop PSTs’ beliefs and attitudes towards multilingualism.
Keywords: pre-service teachers, beliefs, multilingualism, multilingual classes
Article outline
- 1.Introduction
- 2.Review of literature
- 2.1Research questions
- 3.Method
- 3.1Sample
- 3.2Data collection
- 3.3Data analysis
- 4.Results
- 5.Discussion
- 6.Conclusion
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