Language teachers’ attitudes to working with multilingual refugee learners: Do teacher Openness to Experience, Intercultural Sensitivity and plurilingualism matter?

Abstract

This article aims to explore second language (L2) teachers’ attitudes to working with multilingual refugee learners in the context of a sudden shift towards an increasingly multilingual environment caused by the influx of Ukrainian refugee children in 2022 to Polish schools. The teachers have been prepared to teach predominantly monolingual classes and have not obtained any training to meet the needs of migrant and multilingual learners; thus, they had to rely on their personal resources facing this suddenly increasingly multilingual and multicultural environment. A cross-sectional survey study was designed to identify how attitudes of teachers of English and Polish as a foreign language ( n = 70) developed towards teaching multilingual refugee learners and to what extent these correlated with teacher Openness to Experience, Intercultural Sensitivity and teachers’ plurilingualism. The quantitative analysis reveals mixed attitudes overall, despite generally positive attitudes to working with Ukrainian refugee learners, and correlating positively with Openness to Experience and plurilingualism, but not Intercultural Sensitivity. These might derive from the complexity of the teaching experience, which goes beyond mere language teaching, and for which the teachers have not received sufficient preparation.