Mapping Multilingualism in Norwegian EAL Classrooms: Student Teacher Ideologies and Pedagogical Readiness

Abstract

This study investigates first-year student teachers’ conceptualizations of multilingualism and their perceived preparedness to implement multilingual pedagogies in Norwegian English as an additional language (EAL). Drawing on data from 95 survey responses and 20 follow-up interviews, the research explores how prospective teachers define multilingualism, perceive multilingual classrooms, and reflect on professional training needs. While most participants valued multilingualism as a resource, contradictions emerged between their self-identification as multilingual speakers and beliefs about multilingual pedagogy. Findings revealed a limited understanding of multilingualism, often tied to language proficiency and teacher fluency in students' home languages (HLs). Despite strong support for multilingual approaches, participants expressed uncertainty about their effective implementation. The study highlights the need for more practice-oriented training in teacher education to bridge theory and classroom realities. Results underscore the importance of equipping future teachers with both conceptual clarity and applied strategies to meet the growing linguistic diversity in Norwegian schools.