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

Research on plurilingualism has already explored factors influencing additional language teachers’ adoption of plurilingual pedagogies across linguistic landscapes. However, teacher educators lack a validated tool to assess changes in pre- and in-service teachers’ beliefs about leveraging learners’ linguistic resources. The study described in this article developed and validated a 24-item bilingual questionnaire (English/French) to evaluate the beliefs of English and French as an additional language teachers across Canada. Results suggest that the questionnaire is comparable across languages and aligns with targeted constructs. Implications for teacher education and professional development are discussed, highlighting the tool’s potential for fostering plurilingual pedagogies.