Diving Into Language Teacher Beliefs: Experience and Contexts in Plurilingual Classrooms

Abstract

This study investigates the pedagogical beliefs of French and English language teachers in a diverse, plurilingual context. Drawing on data from 57 pre‐service and in‐service teachers, it examines how beliefs vary according to teaching experience and target language (TL) taught in diverse educational settings. Data were collected through an online questionnaire and follow‐up focus groups. Questionnaire responses were analyzed descriptively and statistically, while focus group data underwent thematic coding. Overall, participants supported meaning‐oriented and communicative approaches, with openness to plurilingual strategies. Notable variations emerged: novice teachers were more receptive to learner‐centered and plurilingual practices, whereas experienced teachers favored a more balanced approach integrating form and meaning. Beliefs about pronunciation, reading, and the use of learners’ first languages also differed based on language taught and teaching context. These findings point to the importance of differentiated professional development that reflects teachers’ profiles and realities, recognizing the diverse beliefs they bring into increasingly plurilingual classrooms.