Exploring the role of teacher identity in shaping pedagogical practices in multilingual classrooms
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Abstract
This research investigates the role of teacher identity in shaping pedagogical practices within multilingual classrooms; specifically, the ways in which teachers' multilingual identities have consequences for student engagement and anxiety. The current pre-test and post-test design was undertaken with 20 secondary school students in England, with the application of identity-focused interventions at the level of multilingual storytelling and reflective journaling. Results indicated that students were more engaged (M = 23.3, p < .001) and less anxious (M = 22.25, p < .001). In so doing, these findings shed light on the role of teacher identity in promoting inclusive and emotionally supportive learning environments. The present study highlights the necessity for teacher education to embed the dimension of identity awareness and conduct curricular developments that valorise students' multilingual identities more effectively. It thus places the pedagogical practices alongside the linguistic and cultural backgrounds of students, therefore offering valuable input toward the improvement of language-learning outcomes within diverse educational settings.
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