In-service EFL Teachers’ Beliefs about the Incorporation of Key Elements of Multilingualism in the Training of L3 English Teachers: Insights from the Moroccan Multilingual Context

Abstract

The aim of the current paper is to explore the extent to which Moroccan in-service EFL teachers regard their multilingualism as a potential asset to the profile and training of L3 English teachers, taking into account the Moroccan multilingual educational context. To reach this aim, a research question guided this study: what educational beliefs do Moroccan in-service EFL teachers hold about the incorporation of key elements of multilingualism in the training of L3 English teachers in the Moroccan multilingual context? To answer this question, this study adopted a mixed-methods design through which data was collected from 169 teacher informants who completed an online questionnaire, 20 of whom participated in semi-structured interviews. Data was analysed quantitively and qualitatively. Findings revealed that the teacher informants, on the whole, hold moderate positive beliefs about the potential of multilingualism for L3 English teachers. In this sense, they showed moderate awareness of the importance of integrating a set of multilingualism-based elements in the L3 teachers’ profile. Accordingly, to take maximum advantage of Moroccan L3 English teachers’ and learners’ multilingualism, this study suggests that Moroccan language teacher education programmes target L3 English teachers’ educational beliefs about the potential of multilingualism for the L3 English classroom by shaping their beliefs in a way that they would regard multilingualism as an asset for L3 English teaching and learning rather than a potential hindrance.