Exploring pre- and in-service teachers’ (non-)critical cultural and multilingual awareness and responsiveness in classroom situations through voice-recorded video-based assessment

Abstract

Sensitizing teachers to support multicultural and multilingual students facing educational disadvantages is crucial. This study explores German (pre-service) teachers’ (non-)critical cultural and multilingual awareness and responsiveness. By applying qualitative-quantitative content analysis, we categorized participants’ voice-recorded responses to staged videos of culturally and linguistically challenging classroom situations into four levels of awareness and responsiveness. We found low levels of awareness and responsiveness that correlated positively with beliefs about multilingualism, scientific activity, language subjects, and practice-oriented opportunities to learn (OTL) about culturally and linguistically responsive teaching (CLRT). Teacher education must develop OTL promoting knowledge and critical reflection on culture, language, and CLRT.