Ukraine is a multilingual country whose language policy strives to promote language diversity. However, foreign language teaching is predominantly based on monolingual practice and languages are taught in isolation from one another in a foreign language classroom. These facts lead to realizing that language teachers should be trained in order to be able to promote their students' multilingualism through employing their multilingual resources. Before the multilingual training or programme design, it is essential to evaluate teachers' multilingual beliefs and teaching practices to make targeted and informed changes. The paper describes the evolution of the questionnaire to explore Ukrainian university language teachers' beliefs about multilingualism and multilingual practices. For this purpose, a detailed insight into the phases and steps of the questionnaire development is presented. This comprises scrutiny of theory-based evidence to map the constituents of language teacher multilingualism, the description of how critical concepts for the study were identified and how relevant content for each part of the questionnaire was generated. In addition, the questionnaire's verification process is described in detail, including item analysis carried out with Cronbach's Alpha to verify the internal consistency of the items, participants' feedback and expert's opinion to explore content validity and participants' feedback to check feasibility. The study invited 37 language teachers from different European and Ukrainian universities to complete the pilot questionnaire. The preliminary results of the pilot version are discussed, and a finalized version of the questionnaire is offered. In addition, this study adds to the knowledge of teachers' current perspectives on practices in multilingual education. Funding This study was funded by the Volkswagen Foundation Research Programme. Disclosure statement No potential conflict of interest was reported by the authors.
Due to migration and job-related mobility, the communicative effects of globalisation and multilingual societies have become the norm in Europe. Considering the need to respond to the diverse social groups on the educational level, the Council of Europe’s language policy goals are oriented toward plurilingual and pluricultural learner groups (Council of Europe, 2020). The purpose of this paper is to present a thematic literature analysis in order to establish the framework for the project titled «Insights from the CEFR: Multilingual Education and Assessment,» which received funding from the Volkswagen Foundation. The CEFR (Council of Europe 2001) and its Companion Volume (Council of Europe 2020) are cornerstones of this thematic literature analysis. This article aims to present our conceptual understanding of important terms, which will guide our future exploration. Additionally, it analyzes multilingualism in the Ukrainian context, taking into account its multilingual sociocultural realities and language education policy. The study examines the objectives of plurilingual education, with a specific focus on the Ukrainian context, and explores approaches that can be employed to incorporate plurilingual perspectives into language teaching. This progress report is intended to contribute to multilingual teacher education, making teachers aware of their learners’ linguistic resources and the approaches that promote (multi)plurilingualism.
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