Multilingual classrooms – Danish teachers’ practices, beliefs and attitudes

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

*Corresponding author for this work

Research output: Contribution to journalJournal articleResearchpeer-review

15 Citations (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.

Original languageEnglish
JournalScandinavian Journal of Educational Research
Issue number5
Pages (from-to)767-782
Number of pages16
Publication statusPublished - 2021


  • Danish
  • Multilingual
  • classroom
  • teacher


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