This study explores the beliefs and practices of five bi/multilingual teachers regarding bi/multilingualism and their classroom approaches within Incheon, South Korea. Data were collected through 350 minutes of semi-structured interviews, centering on teachers’ experiences working with students from migrant backgrounds. Using a multiple case study approach based on socio-constructivism theoretical framework, analysis revealed four major themes: psycholinguistic knowledge, metalinguistic knowledge, cross-linguistic knowledge, and sociocultural knowledge. The study uncovers key insights into the experiences and teaching approaches of bi/multilingual educators in Korea. These findings suggest essential components of effective language education, offering guidance on enhancing migrant-background students’ adaptation to Korean schools and supporting bi/multilingual teaching approaches that incorporate diverse linguistic and cultural perspectives.
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Kim et al. (2024) studied this question.