Language Beliefs of English Teachers in Norway: Trajectories in Transition?

Abstract

Language teachers struggle to shift from monolingual ideologies and pedagogical practices, as advocated for in the promotion of multilingualism and inclusive pedagogy. Additionally, the role of English as a multilingua franca pushes English teachers to rethink their beliefs about the language and its use. Even when positive about multilingualism, teachers are often uncertain of how to address the complexities of multilingual ideals due to varying contextual factors and a lack of practical knowledge and skills. This study reports on English teachers’ (N = 110) language beliefs and self-reported practices in linguistically diverse classrooms in Norway based on an online survey. We applied factor analysis to investigate if any demographic factors influenced the results. A complexity paradox emerged in which the teachers’ acceptance of multilingual ideals was contradicted by their beliefs and teaching practices, which reflected monolingual ideologies. Teacher age, learner age group, and teacher gender were important factors in the respondents’ beliefs. The discussion suggests why various factors may influence teachers and explores the complexity of their multifaceted ecologies. We conclude with recommendations for practitioners and researchers.