Preservice Teachers' Self‐Efficacy to Teach in Linguistically Diverse Classrooms: Language‐Focused Instruction and Multilingualism Matter

ABSTRACT This study investigates preservice teachers' levels of self‐efficacy to teach English language learners (ELLs) in kindergarten through grade 12 (K‐12) multilingual classrooms. A newly developed teacher self‐efficacy survey was utilized, and data was gathered from 70 preservice teachers completing a 2‐year Bachelor of Education program in Ontario, Canada. The study looked at (1) Teachers' levels of self‐efficacy across different language teaching areas and (2) differences between monolingual and multilingual teachers, focusing on how prior language learning experiences influenced teachers' confidence. Teachers' overall level of self‐efficacy was M = 4.16 (SD = 0.95) out of 6. Teachers felt least efficacious in providing language‐focused instruction ( M = 3.51, SD = 1.23) and most efficacious in engaging students ( M = 4.87, SD = 0.96). Multilingual teachers showed overall higher self‐efficacy ( M = 4.55, SD = 0.76) compared to their monolingual counterparts ( M = 3.82, SD = 0.98). Findings are discussed in relation to existing literature, and pedagogical implications for teachers and teacher education programs are provided.