Uniwersytet Warszawski. Wydział Lingwistyki Stosowanej
Abstract
“How Come We Don’t Deliver?” asks Elana Shohamy in the title of her paper on imagined
multilingual schools and tackles the striking issue in education: the need for a paradigm shift towards a
multilingual approach. This paper focuses on the role of immigrant teachers in this process. Based on the
sociolinguistic framework of linguistic markets and the pedagogical framework of professionalization, it
presents a qualitative study on teachers’ language beliefs. Using linguistic biographies, this study
reconstructs how beliefs towards multilingualism emerge and develop under different educational
settings. The findings indicate significant deviations in the perception of multilingualism and showcase
deep insights into the development of these perceptions over time. The results reveal the importance of
socio-political setting and contribute to a reflected understanding of linguistic diversity management in
multilingual education and the need for teacher professionalization