Native languages in teacher training at universities: a bibliometric analysis of Scopus

Abstract

The aim of this study was to carry out a bibliometric analysis of native languages in teacher training at universities between 2003 and 2023. This study used bibliometric analysis as a fundamental tool to examine academic production. Thirty-five hundred and fifty-one documents were selected for the study from Scopus using keywords in English (native AND languages, teacher AND training). The largest notable increase in scientific output, according to the results, occurred between 2013 and 2020 (n=201; 57 %). The United States ranked first in scientific output (17,2 %), Multilingual Education was the most popular publication source (n=6), and Sonsaat, S. was the author with the most citations (76) for his two publications. Of the total number of documents, 75 % were scientific articles, of which 30 % were in the arts and humanities and 52 % in the social sciences. It can be concluded that the original languages in teacher training at universities have come a long way in terms of thematic variety, authorship, sources and accessible resources. Thus, this bibliometric analysis could serve as a basis for future research.