Evaluating teacher multilingualism across contexts and multiple languages: validation and insights
Journal article, Peer reviewed
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Original versionHeliyon. 2020, 6 (8), e04471. https://doi.org/10.1016/j.heliyon.2020.e04471
In response to the need for quantitative instruments that can provide insights into language teacher multilingualism on a large scale, this article discusses the development of the MULTITEACH questionnaire via a five-stage process that consisted of a critical review of research on teacher multilingualism, seminar and practitioner consultations, a pilot study, reliability tests, and principle component analysis (PCA), followed by a larger study involving 460 multilingual language teachers and factor analysis to confirm the PCA. The questionnaire thus validated provides a comprehensive quantitative measure of assessing language teacher multilingualism across multiple foreign languages and in diverse contexts. A discussion of the factors influencing teacher multilingualism has also been included based on the findings from the larger study of 460 multilingual teachers.