The Future of Education
Teaching in Multilingual Classrooms in Canada: Language-Focused Instruction and Multilingualism Matter
Farahnaz Faez, Western University (Canada)
Abstract
Linguistic diversity is a growing and significant characteristic of Canada’s kindergarten through grade 12 (K-12) classrooms, shaped by the country’s high immigration policy. This rich tapestry of linguistic diversity is reflected in the student population across its K-12 classrooms. While this diversity potentially enriches the educational experience for all students by fostering a deeper understanding of different worldviews, it presents specific challenges for educators and students who require targeted support.
This study investigates pre-service teachers’ levels of self-efficacy to teach English language learners (ELLs) in Canada’s multilingual classrooms. Teacher self-efficacy (Bandura, 1997), or teachers’ confidence in their ability to perform specific classroom tasks, is a way of understanding teachers’ pedagogical capabilities.
A newly developed teacher self-efficacy survey was utilized, and data was gathered from 70 pre-service teachers completing a two-year Bachelor of Education program in Ontario. The study looked at 1) Teachers’ levels of self-efficacy across different language teaching areas (i.e., General instruction, language-focused instruction, culture/diversity, and student engagement) and 2) Differences between monolingual and multilingual teachers, focusing on how prior language learning experiences influenced teachers’ confidence in supporting ELLs.
Teachers' overall level of self-efficacy was 4.16 out of 6. Teachers felt least efficacious in providing language-focused instruction (3. 51 out of 6) and most efficacious in engaging students (4.87 out of 6). Multilingual teachers showed overall higher self-efficacy (M = 4.55) compared to their monolingual counterparts (M = 3.82). This difference was statistically significant with a large effect size. Findings are discussed in relation to existing literature and pedagogical implications for teachers and teacher education programs are provided.
Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman & Company.
