School classrooms within the EU are multilingual learning environments. The diversity of pupils in classrooms raises significant challenges for teachers, but to date, there are no data from large-scale surveys that compare views within and across European countries. A bespoke questionnaire was designed to examine views of current classroom learning environments with respect to the multilingualism. The questionnaire was piloted and subsequently completed by 2792 teachers across different European countries. Eleven countries provided sufficient data for analyses. Results from structural equation modelling showed that teachers’ attitudes could be reliably measured across Europe with the use of carefully devised questionnaire, whose loading and factor structure remained invariant across countries. Teachers’ views about multilingualism were most challenged by the numbers of children in their classes, not the percentage of multilingual pupils in the class. Countries differed in how they perceived multilingualism, with their differences leading to distinctive country clusters. Gender and education level (elementary vs. secondary) differences were also observed irrespective of country. These findings enhance our understanding of the role that the characteristics of teachers and their classrooms play in a multilingual setting across diverse European settings. The practical relevance of the results and new opportunities for teacher training are discussed.

No abstract

No abstract

No abstract

Having an interest in the matter of the educational subject is a prerequisite for experiencing positive or negative emotions. Thanks to their interest, students develop their emotional experience. On the other hand, experiencing pleasure or boredom, anxiety, they learn to distinguish the differences between the emotions in the real learning situations. Therefore, this article examines the impact of interest in a particular group of subjects on the experience of emotions with positive or negative valence. Three scales of the questionnaire created by Pekuron and collaborators were used. The results do not support the initially raised zero hypothesis.