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Examines teachers' beliefs toward multilingualism, indicating a need for inclusivity and awareness.
Teachers’ beliefs about multilingualism influence classroom practices and, in turn, the learning opportunities of multilingual students. This study examines the beliefs of 276 teachers towards multilingualism using a questionnaire, including an internationally recognized scale. The results indicate a basic level of knowledge and awareness of multilingualism but also reveal a need for further development toward a more inclusive and resource-oriented mindset.
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Ekinci et al. (2026) studied this question.
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