Language Beliefs of English Teachers in Norway: Trajectories in Transition?

Language teachers struggle to shift from monolingual ideologies and pedagogical practices, as advocated for in the promotion of multilingualism inclusive pedagogy. Additionally, role English a multilingua franca pushes rethink their beliefs about language its use. Even when positive multilingualism, are often uncertain how address complexities multilingual ideals due varying contextual factors lack practical knowledge skills. This study reports on teachers’ (N = 110) self-reported practices linguistically diverse classrooms Norway based an online survey. We applied factor analysis investigate if any demographic influenced results. A complexity paradox emerged which acceptance was contradicted by teaching reflected ideologies. Teacher age, learner age group, teacher gender were important respondents’ beliefs. The discussion suggests why various may influence explores multifaceted ecologies. conclude with recommendations practitioners researchers.