Teachers’ reported implementation of multilingual teaching practices in foreign language classrooms in Norway and Russia

Abstract

This study investigated the extent to which 517 teachers of English, French, German, and Spanish in Norwegian and Russian schools reported drawing on their and their students' multilingualism as a resource and boosting their students' awareness of multilingualism through the implementation of multilingual teaching practices. The findings revealed statistically significant differences in the participants’ reported implementation of multilingual teaching practices based on whether they taught English, French, German, or Spanish. Statistically significant differences were also found based on how many languages the participants taught. Country-specific differences were mostly absent.