Il ruolo degli atteggiamenti dei docenti nell’educazione plurilingue inclusiva: il progetto PluM Classes

The present study aims to investigate teachers’ attitudes towards plurilingualism, with particular attention to the benefits of plurilingual education. The sample for this study comprised 1,212 teachers, ensuring representation of all Italian regions and the subjects taught at various school levels, from preschool to upper secondary school. The data collated via the “Q-PluM Classes” questionnaire reveal a broadly positive attitude towards plurilingualism, with teachers tending to recognise its cognitive and social benefits. However, a certain degree of resistance has been observed, predominantly concerning the practical management of plurilingual resources within the classroom. A comprehensive investigation has revealed a number of factors that exert an influence on teachers’ attitudes towards plurilingualism, highlighting the pivotal role of targeted quality training programmes and workshops in fostering more positive attitudes, accompanied by a significant potential for practical implementation. The findings emphasise the importance of allocating financial resources and investment in training programmes that support the development of plurilingual competences, facilitate the integration of students’ home languages, encourage international experiences, and address the diverse profiles of teachers based on the specificities of their teaching disciplines.