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The impact of divergent language policies on teachers’ language attitudes and proficiency in two multilingual education settings

  • Ada Bier ORCID logo EMAIL logo and David Lasagabaster ORCID logo
Published/Copyright: December 16, 2024
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Applied Linguistics Review
From the journal Applied Linguistics Review Volume 16 Issue 4

Abstract

This paper reports on a study on in-service and pre-service teachers’ language attitudes and perceived proficiency in two multilingual education contexts: the Basque Autonomous Community (Spain) and Friuli Venezia Giulia (Italy). The total sample was made up of 1,094 participants (553 pre-service teachers, 541 in-service teachers). Data were collected by means of the same questionnaire used in a study published in 2007, which this research replicates. The cross-country comparison highlights the impact of diverse language policies; the Basque Autonomous Community shows robust support for the minority language, Basque, in contrast to Friuli Venezia Giulia’s less supportive approach to Friulian. Similarities include teachers’ high perceived proficiency in the State language (Spanish and Italian respectively) and positive views on multilingualism (including the minority, the majority and English as a foreign language). Notably, in-service teachers express more favorable attitudes than their pre-service counterparts towards the minority language, but less favorable towards the State language. With this study, we aim to contribute to the ongoing discourse on multilingualism within an educational system that embraces multiple languages, aiming to provide potentially valuable insights for policy and teacher training practice.

Keywords: language attitudes; in-service teachers; minority languages; English as a global language; multilingualism
Corresponding author: Ada Bier, Faculty of Arts, University of the Basque Country (UPV/EHU), Paseo de la Universidad, 5, 01006 Vitoria-Gasteiz (Álava/Araba), Spain, E-mail:

Funding source: H2020 Marie Skłodowska-Curie Actions

Award Identifier / Grant number: 101022752

Acknowledgements

The authors wish to thank all the participants in the survey, whose collaboration has been invaluable. The authors would also wish to thank the Societât Filologjiche Furlane/Società Filologica Friulana for their help in reaching participants in FVG, as well as the anonymous reviewers for their insightful and constructive comments on this work.

  1. Research funding: This project has received funding from the European Union’s Horizon 2020 Research and Innovation Programme under the Marie Skłodowska-Curie Grant Agreement N. 101022752. This work has also been supported by the Basque Government under grant number IT1426-22.

  2. Disclaimer: The contents of the present contribution reflect only the authors’ views; the EU Research Executive Agency (REA) is not responsible for any use that may be made of the information it contains.

  3. Disclosure statement: No potential conflict of interest is reported by the authors.

Appendix A

Chi-square tests for independence (only significant results are reported):

Perceived general proficiency in Basque/Friulian, Spanish/Italian and English in the BAC and in FVG (2 categories: None+A little, Good+Very good)
Basque/Friulian χ 2 (1, n = 541) = 58.92, p < 0.000, V = 0.33 (medium)
English χ 2 (1, n = 541) = 4.30, p < 0.05, V = 0.09 (small)
Perceived written proficiency in Basque/Friulian (2 categories: None+A little, Good+Very good)
Basque/Friulian χ 2 (1, n = 541) = 186.36, p < 0.000, V = 0.59 (very large)
Importance attached to Basque/Friulian in the BAC and in FVG (2 categories: Not important+A little important, Important+Very important)
1. To make friends χ 2 (1, n = 541) = 29.37, p < 0.000, V = 0.23 (small-to-medium)
2. To read χ 2 (1, n = 541) = 141.25, p < 0.000, V = 0.51 (large)
3. To write χ 2 (1, n = 541) = 172.44, p < 0.000, V = 0.56 (large)
4. To watch TV χ 2 (1, n = 541) = 161.49, p < 0.000, V = 0.55 (large)
5. To get a job χ 2 (1, n = 541) = 284.48, p < 0.000, V = 0.73 (very large)
6. To be liked χ 2 (1, n = 541) = 27.67, p < 0.000, V = 0.23 (small-to-medium)
7. To live in the BAC/FVG χ 2 (1, n = 541) = 37.49, p < 0.000, V = 0.26 (small-to-medium)
8. To educate children χ 2 (1, n = 541) = 103.93, p < 0.000, V = 0.44 (medium-to-large)
9. To go shopping χ 2 (1, n = 541) = 43.13, p < 0.000, V = 0.28 (medium)
10. To make phone calls χ 2 (1, n = 541) = 71.98, p < 0.000, V = 0.36 (medium)
11. To pass exams to become civil servant χ 2 (1, n = 541) = 427.35, p < 0.000, V = 0.89 (extremely large)
13. To speak with students at school χ 2 (1, n = 541) = 217.18, p < 0.000, V = 0.63 (very large)
14. To speak with colleagues at school χ 2 (1, n = 541) = 234.88, p < 0.000, V = 0.66 (very large)
15. To speak with friends (out of school) χ 2 (1, n = 541) = 42.07, p < 0.000, V = 0.28 (medium)
16. To speak with people (out of school) χ 2 (1, n = 541) = 16.78, p < 0.000, V = 0.18 (small)
Attitudes towards trilingualism in Basque/Friulian-Spanish/Italian-English in the BAC and in FVG (2 categories: Disagree+Strongly disagree, Agree+Strongly agree)
1. It is important to be able to speak [the three languages] χ 2 (1, n = 487) = 5.09, p < 0.05, V = 0.10 (small)
4. Children get confused when learning [the three languages] (recoded) χ 2 (1, n = 470) = 6.78, p < 0.01, V = 0.12 (small)
5. Knowing [the three languages] helps to get a job χ 2 (1, n = 469) = 9.97, p < 0.01, V = 0.15 (small)
9. People know more if they know [the three languages] χ 2 (1, n = 407) = 19.34, p < 0.000, V = 0.22 (small-to-medium)
11. Speaking [the three languages] is more for younger than older people (recoded) χ 2 (1, n = 398) = 5.23, p < 0.05, V = 0.11 (small)
12. Young children can learn to speak [the three languages] at the same time with ease χ 2 (1, n = 471) = 4.62, p < 0.05, V = 0.10 (small)
14. People can earn more money if they speak [the three languages] χ 2 (1, n = 309) = 17.42, p < 0.000, V = 0.24 (small-to-medium)
15. I would like to be a speaker of [the three languages] χ 2 (1, n = 503) = 11.35, p < 0.001, V = 0.15 (small)
17. I would like my children to speak [the three languages] χ 2 (1, n = 509) = 4.47, p < 0.05, V = 0.09 (small)
18. [The three languages] can live together in the BAC/FVG χ 2 (1, n = 472) = 29.69, p < 0.000, V = 0.25 (small-to-medium)
19. Given the new European context (UE, euro, free movement of people/goods, etc.), it is important to speak [the three languages] χ 2 (1, n = 462) = 8.07, p < 0.01, V = 0.13 (small)
20. In schools in the BAC/FVG more languages should be taught, in addition to [the three languages] χ 2 (1, n = 401) = 5.90, p < 0.05, V = 0.12 (small)
21. Speaking [the three languages] helps people to make progress at work χ 2 (1, n = 439) = 15.81, p < 0.000, V = 0.19 (small-to-medium)
22. I would regret it if English dominated over the other languages χ 2 (1, n = 458) = 22.74, p < 0.000, V = 0.22 (small-to-medium)
23. I would regret it if Spanish/Italian dominated over the other languages χ 2 (1, n = 420) = 72.27, p < 0.000, V = 0.41 (medium-to-large)
24. I would regret it if Basque/Friulian dominated over the other languages χ 2 (1, n = 390) = 14.79, p < 0.001, V = 0.19 (small-to-medium)
Appendix B

Independent samples t -tests (only significant results are reported):

BAC FVG
Attitudes towards Basque Attitudes towards Friulian

  1. Pre-service teachers (M = 76.74, SD = 14.98)

  2. In-service teachers (M = 84.10, SD = 10.93); t (615.73) = −7.06, p < 0.001 two-tailed, Cohen’s d = 0.55 (medium effect size)

  1. Pre-service teachers (M = 54.35, SD = 20.58)

  2. In-service teachers (M = 62.30; SD = 18.30); t(395.31) = −4.35, p < 0.001 two-tailed, Cohen’s d = 0.41 (small-to-medium effect size)
Attitudes towards Spanish Attitudes towards Italian

  1. Pre-service teachers (M = 70.04, SD = 15.42)

  2. In-service teachers (M = 65.59, SD = 15.44); t (616) = 3.55, p < 0.001 two-tailed, Cohen’s d = 0.29 (small effect size)

  1. Pre-service teachers (M = 78.83, SD = 10.23)

  2. In-service teachers (FVG: M = 76.21, SD = 9.99); t (474) = 2.80, p < 0.01 two-tailed, Cohen’s d = 0.26 (small effect size)
Attitudes towards English Attitudes towards English
n.s.

  1. Pre-service teachers (M = 78.38, SD = 10.43)

  2. In-service teachers (M = 72.52, SD = 11.80); t (474) = 5.61; p < 0.001 two-tailed, Cohen’s d = 0.52 (medium effect size)
Attitudes towards multilingualism in the three languages Attitudes towards multilingualism in the three languages (*)

  1. Pre-service teachers (M = 69.92; SD = 10.72)

  2. In-service teachers (M = 73.80; SD = 11.38); t (616) = −4.33; p < 0.001 two-tailed, Cohen’s d = 0.35 (small-to-medium effect size)

n.s.

  1. All the above results were confirmed by the corresponding nonparametric Mann–Whitney U tests. The only finding that was not confirmed was the one about attitudes towards multilingualism in the three languages in FVG (*). While the independent sample t-test did not find any significant difference between in-service and pre-service teachers, the nonparametric Mann–Whitney U test found a significant small difference (with p < 0.05).

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Received: 2024-03-19
Accepted: 2024-12-03
Published Online: 2024-12-16
Published in Print: 2025-07-28

© 2024 Walter de Gruyter GmbH, Berlin/Boston

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https://doi.org/10.1515/applirev-2024-0100
Keywords for this article
language attitudes; in-service teachers; minority languages; English as a global language; multilingualism

Articles in the same Issue

  1. Frontmatter
  2. Review Article
  3. The application of social network analysis in applied linguistics research: a systematic review
  4. Research Articles
  5. The neoliberal coloniality of EMI in Hong Kong higher education: insights from online stancetaking
  6. Unpacking fluid linguistic landscape in a community coffeehouse in Hangzhou, East China: an everyday life perspective
  7. Translanguaging in public and digital spaces: integrating telecollaboration to linguistic landscapes studies
  8. Investigating the relationships of writing behaviours to linguistic complexity and accuracy in independent and integrated writing task performance
  9. Exploring unobserved heterogeneity of speech fluency and its dynamic interactions with emotions
  10. Modality of input and factors affecting incidental vocabulary learning: reading, listening, and viewing with captions
  11. Blurred lines of participation: nexus analytical tools for reflecting on the roles of researchers and participants in change-oriented research projects
  12. The contribution of second language writers’ translanguaging ability to their information-based academic writing ability
  13. Translanguaging in the linguistic landscape: creative scripts in Yi ethnicity students’ handwritten signs
  14. Playing with funds of difficult knowledge: interactional insights for heritage language education
  15. Creating a meaningful summative assessment in a Chinese immersion context: a translanguaging perspective
  16. Transnational media and English spread in the Expanding Circle: Hollywood’s predominance, language accommodation, and English as an additional language in cinema, television, and video on demand
  17. Translingual practices for critical language awareness in English as an additional language writing education
  18. Multilingualism, translanguaging, and education in the Vaupés, Northwest Amazonia: dynamics of language use, and language loss
  19. Moderation of teacher-student rapport in the link between smartphone addiction and foreign language burnout and its gender difference
  20. The impact of divergent language policies on teachers’ language attitudes and proficiency in two multilingual education settings
  21. Exploring EFL learner resilience and examining its association with L2 buoyancy and language achievement
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