Multilingual classrooms – Danish teachers’ practices, beliefs and attitudes

Hanne Bruun Søndergaard Knudsen*, Pernille Sejer Donau, Charles Mifsud, Timothy C. Papadopoulos, Julie Dockrell


Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

10 Citationer (Scopus)


Multilingualism is a major feature of European schools. The current study examines Danish data regarding teachers’ behaviours, beliefs and attitudes about multilingualism. Data were collected using the Multilingual Classroom Questionnaire (MCQ) devised by the European Literacy Network. Sixty-one participants contributed to the Danish sample (85% females). The teachers who completed the questionnaire had a positive attitude to multilingualism, the value of maintaining and supporting children’s first language11 First language or mother tongue refer to language acquired in early childhood before the age of 3 year (L1), and the importance of proficiency in L1 for developing language and literacy in children’s second language (L2). Teachers’ attitudes were influenced by their competence in a foreign language. Limitations and pedagogical implications of the findings are discussed.

TidsskriftScandinavian Journal of Educational Research
Udgave nummer5
Sider (fra-til)767-782
Antal sider16
StatusUdgivet - 2021


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