This article discusses a research study that involves five preschool teachers working in linguistically diverse classrooms. It focuses on how these teachers’ beliefs regarding language teaching and learning have emerged from their own experiences, and how they affect their understanding of their work. The study draws on the concept of plurilingualism and, to explore what the participants think, know and believe about language learning and language use, employs a dynamic and situated view of teacher cognition —that is, a view which pays particular attention to the specific context of teachers’ biographies and their emotional lives. Findings emerging from this research study suggest that, although teachers usually have numerous language learning experiences, their understanding of bilingualism is founded on monolingual assumptions, and, as a result, bilingualism is seen as complete fluency in both languages. In addition, the study proposes an extension of the current understanding of who a language teacher is by including early childhood educators in this conceptualization.

本文讨论了一项研究，该研究涉及五位在语言多样化的教室工作的学前班教师。它侧重于这些教师对语言教学和学习的信念是如何从他们自己的经历中产生的，以及它们如何影响他们对工作的理解。该研究借鉴了多语制的概念，为了探索参与者对语言学习和语言使用的想法、知识和信念，采用了动态的和情境化的教师认知观——即特别关注特定情境的观点。教师的传记和他们的情感生活。这项研究的结果表明，尽管教师通常有大量的语言学习经验，但他们对双语的理解是建立在单语假设之上的，因此，双语被视为完全流利的两种语言。此外，该研究通过将幼儿教育工作者纳入这一概念化，提出了对语言教师是谁的当前理解的扩展。