JOURNAL ARTICLE

Validation of a Questionnaire to Examine the Monolingual Bias and the Potential of Plurilingual Pedagogies in Language Education.

  • Published In: Canadian Modern Language Review, 2026, v. 82, n. 1. P. 45 1 of 3

  • Database: Academic Search Ultimate 2 of 3

  • Authored By: Payant, Caroline; Maatouk, Zeina; Uludag, Pakize 3 of 3

Abstract

This article focuses on the development and validation of a bilingual (English/French) 24-item questionnaire designed to assess Canadian English as an Additional Language (EAL) and French as an Additional Language (FAL) teachers' beliefs about plurilingual pedagogies. The questionnaire identifies four key factors influencing teachers' stances: (1) Monolingual–plurilingual stance, reflecting beliefs about exclusive use of the target language versus openness to multiple languages; (2) Crosslinguistic interplay, concerning the transferability of knowledge and strategies across languages; (3) Feasibility, addressing the influence of institutional and community gatekeepers on language use; and (4) Language knowledge, relating to teachers' familiarity with students' languages. Results indicate the tool is reliable and comparable across both language versions, offering a scalable means to support teacher reflection and professional development in plurilingual education within diverse linguistic contexts.

Additional Information

  • Source:Canadian Modern Language Review. 2026/02, Vol. 82, Issue 1, p45
  • Document Type:Article
  • Subject Area:Education
  • Publication Date:2026
  • ISSN:0008-4506
  • DOI:10.3138/cmlr-2025-0002
  • Accession Number:191964315
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