Language teachers’ wellbeing in plurilingual education across educational levels – two portraits

The article explores the nexus between plurilingual education and teacher wellbeing, with a particular focus on how plurilingual education affects the wellbeing of two experienced language teachers. Theoretically, the article builds on: (1) the PE-LAL project’s conceptualisation of plurilingual education, which reflects a continuum and draws on Candelier et al.’s distinction between integrated didactic approach, intercomprehension between related languages and Éveil aux langues, adding a transversal dimension focusing on learners’ language resources, including students’ first languages beyond the language(s) of schooling, and; (2) literature on teacher wellbeing, drawing on Seligman’s PERMA theory integrating five elements: emotions, engagement, relationships, meaning and accomplishment. Methodologically, the article is based on a multiple case study, employing two cases: a lower secondary and an upper secondary language teacher. A qualitative content analysis of semi-structured interviews with the teachers was conducted to portray their wellbeing in plurilingual education. The article concludes by stating that plurilingual education has positive and negative implications for teachers’ wellbeing, showing differences in terms of PERMA elements, pluralistic approaches, educational level, and the individual teacher, as well as pointing out similarities between the teachers and the implications for future research.